Talking Stick - March/April 2016 - 29

their way of life. And for inclusive
practices to be sustainable, they
need to be implemented beyond the
level of policy and integrated into
departmental practices. Inclusive
practices in the workplace are the
welcome mat that invites professionals
to bring their whole self to work,
along with a full range of their talents,
abilities, and perspectives. Steps can
be taken to build inclusion in ways that
permeate everything, from processes
and interactions to attitudes and
conversations - and when combined
these elements can represent the
climate of the department.
Inclusion means different things
to different people, and cultural
categories and axes of identity such
as gender, race, class, ability, sexual
orientation, religion, and age interact
on multiple and often simultaneous
levels. Jim Wessel, assistant director
of community life at the University of
Chicago (UChicago) in Illinois, notes
that assessing the needs of staff is
essential to building an environment
where new dialogues are possible. They
expect staff to build community both
inside and outside of the residence
halls, at dining tables and in lounges.
It is clear, though, that they must first
consider the unique roles and needs of
their live-in staff families. Wessel says,
"Most of our live-in staff are married,
have children, pets, extended family,
and significant academic or vocational
responsibilities outside of their resident
head position."
The Office of College Housing at
UChicago has developed inclusive
policies by focusing on three key areas:
recruitment and training of live-in/on
staff, staff meetings, and on-campus
collaborations and partnerships to
communicate and give life to the
value of inclusion. Wessel explains,
"We design our staff meetings and
training sessions so that all of our staff
feel valued, heard, respected, and
acknowledged for what they bring to

the program. Before staff accept the
position, we have a conversation to
discuss how we can support them as
an individual, a couple, or a family."
But it is the on-campus collaborations
and partnerships that allow UChicago
to foster their values outside of the
department and integrate them into
the on-campus experience for live-in/
on staff. They do this by providing
meal plans and issuing university ID

dependents to move freely about
campus and communicates early on
that they are a part of campus. Wessel
says, "By the time they are settled and
moved in, we want them to know that
we prepared for their arrival and took
great consideration of their needs."
Since it is impossible to create a
set of rules or guidelines to please
everyone all of the time and difficult
to say "yes" to every staff request,

Shaping an Inclusive Workforce
Inclusion begins with assessing and addressing the needs of staff at the
individual and organizational levels. The conversation around inclusion
can start with a supportive assessment. Five questions that can help
begin a conversation with live-in/on staff about inclusion are as follows:
How can we as a department be inclusive and supportive of your way
of life? Do you feel valued, accepted, heard, and appreciated, and, if
so, how? Do you feel that your ideas and opinions are a consideration?
How can we empower you to do more within your department? What
can we do to improve the live-in/on experience for you and your family?
These questions represent a good start and can ensure that the pursuit
of a sustainable department culture is successful. They will help to give
meaning to the idea of inclusion and to prioritize it as a department
value.
Sustaining an inclusive environment is just as important as establishing
it. For an annual review of inclusive policies and procedures, consider
these questions: Does the process by which a staff member can request
an accommodation to fit their lifestyle feel cumbersome to navigate,
or is it filled with hoops and red tape? Does the department work to
make sure staff are heard, valued, and respected throughout the request
process? Are policies, practices, and agreements written down, so staff
and supervisors know what to expect, and do they have the means to
support staff?

cards for their resident heads and
all of their dependents. They have a
partnership with the campus ID card
and privileges office as well as dining
services, allowing staff to visit one
office to access multiple services.
Their university ID includes residence
hall access, entry to two campus
residential dining commons, use of
library privileges, and access to the
on-campus shuttle buses. This allows

housing leaders should review
policies, practices, and agreements
annually. A look at the current
structure may reveal, for example,
that there should be changes in how
decisions on staff requests are made.
These conversations about current
practices can help reshape policies and
practices so that staff are encouraged
and empowered to feel themselves
valued along lines that intersect their

MARCH + APRIL 2016

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Talking Stick - March/April 2016

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