Common Choice Points
Below are some of the most common choice points, or key decision-making opportunities, managers face. To add more to this list that fit your context, think about the big buckets of work that you’re responsible for and identify the most common decisions that impact equity and inclusion outcomes in each area.
- To whom do you delegate stretch assignments? Who is getting the opportunity to build or showcase skills beyond what is currently required of them?
- Conversely, who usually ends up with maintenance tasks, like taking notes at meetings, working out logistics for conference calls, or cleaning up the office kitchen, whether or not it’s part of their job description?
- Who do you proactively check in with, offer support to, or share feedback with after you’ve delegated a task or project?
- How hands-on/off will you be after delegating a project?
- What are the job requirements? Do they include specific qualifications, years of experience, or education and are they truly necessary for the role?
- When you (or your hiring committee) are on the fence about a candidate, how do you decide how to move forward?
- Do you test for racial equity and inclusion competency in your hiring process?
- How do you mitigate bias in your hiring process?
- Do you periodically review your data to spot patterns around who makes it through each round and eventually gets hired?
- Whether they’re at the organizational, team, or individual level, goals represent your priorities. How do your goals align with your values and commitment to racial equity?
- Who do you involve in your goal-setting process?
- How do your goals minimize disparities across lines of difference or build power for marginalized people?
- Who do you have regular check-ins with?
- Whose check-ins tend to get canceled or rescheduled?
- How prepared are you for your check-ins with staff? Do you bring your list of priority items to discuss?
- Do you share feedback during check-ins?
- Who do you give feedback to? How regularly? What kind is it (corrective, developmental, or positive reinforcement)?
- Who are you—formally or informally—mentoring?
- Who do you offer growth opportunities to? How often?
- When someone’s performance is not meeting expectations, do you give clear and honest feedback on what is not working? When?
- Are you/have you been clear on the roles and goals of the position?
- What do you do to develop the skill(s) that is missing?
- When faced with a performance challenge with a staff member, do you seek the perspectives of others in assessing the quality of their work? Whose perspectives?