Name that Section - Frequently Used Education Code and Title 5 Sections for Community College Districts

Name that Section: Frequently Used Education Code and Title 5 Sections for Community College Districts

the important thing is to use this statement as an opportunity to set the tone for the district and

send a clear message.

Additionally, district EEO plans are required to demonstrate “continuing good faith efforts.” A

policy statement provides one vehicle to encourage compliance with this requirement. We

suggest that the policy statement specifically express the district’s commitment to “continuing

good faith efforts,” and cross reference those sections of the EEO Plan (e.g. “other measures”)

that outline the district’s ongoing strategies for increasing the diversity of its workforce.

d. Plan Component 4: Delegation of Responsibility Authority and Compliance

i. Legal Requirements

This component is required by the Title 5 regulations. Section 53003 subdivision (c)(1) requires

that districts include in their EEO Plans the name of the designated employee(s) who has/have

been assigned the responsibility and authority for implementing the EEO Plan and assuring

compliance with Title 5 requirements.

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Further, Title 5 states that “the administrative structure created by any delegations of authority to

the equal employment opportunity office or others…shall be designated in such a manner so as

to ensure prompt and effective implementation of the requirements of this subchapter.”

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The Guidelines recommend that an advisory committee component be included because advisory

committees have specific authority under the equal employment opportunity regulations.

ii. Implementation

In addition to the guidance provided in the

Model Plan,

we make the following

recommendations for drafting this component of district EEO Plans:

First, the

Model Plan

notes that, “[d]istricts are organized in various ways; consequently each

district’s Plan will reflect how responsibilities are delegated in that district.” Based on this, the

Model Plan

recommends that districts, “[b]e sure that the delegation of responsibilities is

consistent with the district’s overall structure.”

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While this is certainly sound guidance, we

also note that many districts—in particular multi-campus districts—find that their existing

structures make it difficult to infuse the values of diversity into the hiring process. Therefore,

developing Component 4 also offers districts the opportunity to examine and address any

structural impediments to workforce diversification.

For example, college administrators involved in making hiring decisions at their colleges may

have limited communication and coordination with a centralized human resources staff. For

academic hires, these administrators are often focused on the particular criteria and minimum

qualifications for the position, and do not have a strategy for assessing candidates’ sensitivity to

the diversity of community college students.

Therefore, in addition to the recommendations articulated in the

Model Plan

, Component 4

should describe how human resources staff will collaborate with other administrators to: