Increase Staff Diversity

Provide implicit bias training for all senior staff

To promote an inclusive environment to support a diverse staff, all senior staff will complete training in implicit bias. 

Executive Vice President

Senior managers set the tone for their divisions. Requiring implicit bias training for senior leadership will help raise awareness of how implicit bias affects the workplace, and provide encouragement for all staff to undergo similar training as part of their own professional development. 


Update September 13, 2013:

The Central Administration Leadership (areas reporting to the Executive Vice President), which includes Finance, Human Resources, Campus Services, Safety and Security, and Risk Management, will be holding their next Inclusive Excellence training on October 18, 2017.  Approximately 30 leaders and supervisors from across the areas will participate in a full-day, off-site training led by Dr. Tanya Williams ( and Dr. Kathy Obear (


On April 12 2017, senior staff in the Provost and President's divisions completed a day-long workshop on implicit bias and diversity training with Dr.s Williams and Obear. (Learning outcomes of this session are provided in 'documents).

This completed the first of an ongoing annual cycle of trainings for all senior staff.


On September 7, 2016, senior leaders in the areas reporting to the executive vice president participated in an extended workshop focused on inclusion and social justice. This workshop was provided by an external organization in conjunction with a member of the professional development team in human resources. Discussions are underway to create a broader staff initiative. 

 An overview of the retreat is posted in Documents.  



Overview: 2016 Central Administrative Senior Leadership Retreat, September 7, 2016 

Tanya O. Williams, Authentic Coaching and Consulting

Kathy Obear, Alliance for ChangeConsulting and Coaching

Purpose: What is the purpose of this training? Why is it important?

The purpose of this five-hour training is to create an initial opportunity for central sdministrative senior leaders to have a clear understanding of the national context for diversity management and inclusive practice in higher education; to raise sensitivity to implicit bias, micro-aggressions and other behaviors that could impact their credibility as leaders and impact students, staff and faculty; and to support their role in contributing to a more inclusive and evolving campus climate.

This work is essential given the challenges ahead because the members of this team are major stakeholders in terms of policy development and application, as well as resource management and distribution. 

Learning Outcomes: What skills, knowledge or behaviors will participants gain as a result of the training?

  1. An increased ability to identify personal challenges and triggers when engaging with campus constituents.
  2. Greater awareness of high profile national events and the local Dartmouth context influencing the environment on campus.
  3. Insight into the impact and influence implicit bias can have on work and relationships.
  4. Increased sensitivity to micro-aggressions in regard to intention, levels of communication and the range of potential impact. 
  5. New understanding and tools to recognize, acknowledge, and realign one’s self when positive intentions have created a negative impact.    
  6. An exploration of their role as the senior leadership team in a dynamic and evolving campus climate. 


April 12, 2017

Deeping our Capacity to Create Inclusive Campus Envrionments

Tanya O. Williams, Authentic Coaching and Consulting

Kathy Obear, Alliance for ChangeConsulting and Coaching


  • Identify the “leadership case” for creating an inclusive campus.

  • Recognize the full range of differences on campus.

  •  Engage in authentic dialogue about dynamics of inclusion and exclusion on campus.

  •  Identify the full breadth of your group memberships in multiple privileged and marginalized groups.

  •  Explore how the dynamics of privilege, marginalization, and intersecting identities impact the success of students, staff and faculty.

  • Deepen capacity to recognize and interrupt microaggressions and other exclusionary situations.

  • Identify next steps for leadership and organizational development.