City of Sacramento
Racial Equity Committee Report
915 I Street Sacramento, CA 95814
www.cityofsacramento.org
File ID: 2023-01076 8/22/2023 Discussion Item 5.
Recommendations to Begin Implementing Mandatory Diversity, Equity, Inclusion, and Belonging (DEIB)/Racial Equity (RE) Training for City Elected Officials, Council Staff, and Appointed Officers
File ID: 2023-01076
Location: Citywide
Recommendation: Receive a presentation on recommendations to begin implementation of mandatory Diversity, Equity, Inclusion, and Belonging (DEIB)/Racial Equity (RE) Training for City Elected Officials, Council Staff, and Appointed Officers and provide direction.
Contact: Aimée Zenzele Barnes, Diversity and Equity Manager, 916-808-1174, [email protected], Office of Diversity & Equity, Department of Human Resources; Larissa Wohl, Strategic Workforce Equity Analyst, 916-808-5839, [email protected], Office of Diversity & Equity, Department of Human Resources
Presenter: Aimée Zenzele Barnes, Diversity and Equity Manager, 916-808-1174, [email protected], Office of Diversity & Equity, Department of Human Resources Attachments:
1-Description/Analysis
2-DEIB RE Baseline Learning Assessment (draft)
3-Building Racial Equity screenshot
4-Decision Making for Racial Equity screenshot
5-Council Resolution 2023-0113
Description/Analysis
Issue Detail: The City of Sacramento is committed to integrating race and gender equity both internally, through capacity building and workforce equity, as well as externally, through the emerging work of the Sacramento Centered on Race and Equity (SCORE) Initiative. It is important that the Council lead by example to demonstrate a commitment to this work, both for our community and our employees. In May 2023, the City Council passed a Mandatory Diversity, Equity, Inclusion, and Belonging Training for City Elected Officials, Council Staff, and Appointed Officers Resolution from the Co-Chairs of this Committee (Attachment Council Resolution 2023-0113).
File ID: 2023-01076 8/22/2023 Discussion Item 5.
The following strategies are proposed to address the requirements of the Council approved resolution:
Recommendation #1: Section 2 of the Resolution requires the Office of Diversity & Equity is to establish a baseline for recurring trainings. To establish this baseline, it is recommended that City Elected Officials, Council Staff, and Appointed Officers complete the proposed DEIB/RE learning baseline assessment to inform and prioritize which type of training, training content, and learning objectives are needed by participants and which should be prioritized immediately. By defining baseline DEIB/RE knowledge, skills, and competency of local elected officials, council staff, and appointed leadership will ensure content within the mandated training will address any gaps in learning. In addition, implementation of the DEIB/RE Learning Assessment at the design phase of the mandatory training will systematize measuring the impact on learning, continuous improvement, content, and delivery of the mandated DEIB/RE training.
Recommendation #2: While the learning baseline assessment is completed and evaluated to determine prioritized content, the following two 6.5-hour online trainings from Race Forward are recommended for City Elected Officials, Council Staff, and Appointed Officers:
Building Racial Equity
Decision-making for Racial Equity (DRE) (Building Racial Equity is a prerequisite) As a member of the Government Alliance on Race and Equity (GARE) the content of the recommended trainings are aligned with the current City internal work to build DEIB/RE capacity and the implementation of the Race & Gender Equity Action Plan (RGEAP). These two interactive sessions will provide City Elected Officials, Council Staff, and Appointed Officers foundational awareness of DEIB/RE, deepen their understanding of key racial equity concepts, and tools to advance their analysis and implementation of racial equity practices as decision makers.
Recommendation #3: (Re)consider adding additional hours of ongoing DEIB/ RE training for City Elected Officials, Council Staff, and Appointed Officers throughout the year. Learning and promoting DEIB/RE is a multifaceted and ongoing process that requires sustained effort and commitment. For elected officials who hold positions of influence and power within their communities, understanding and addressing racial equity is particularly important. Following is a potential overview of this process:
1. Awareness and Education: Officials must first recognize the existence of racial disparities and systemic inequities in their communities. This involves learning about historical contexts, systemic racism, and the ways in which racial biases may have influenced policies and practices. Education can come from various sources, including workshops, seminars, readings, and interactions with experts.
2. Self-Reflection: Officials need to engage in introspection and self-awareness to understand
File ID: 2023-01076 8/22/2023 Discussion Item 5.
their own biases and privileges. This process involves examining personal attitudes, beliefs, and behaviors that may contribute to perpetuating racial inequities.
3. Listening and Engaging: Officials should actively listen to the experiences and concerns of marginalized communities, especially communities of color. This involves engaging in open dialogues, attending community meetings, and creating platforms for marginalized voices to be heard.
4. Equity-Centered Decision-Making: Officials need to integrate a racial equity lens into their decision-making processes. This means considering how policies and initiatives might impact different racial and ethnic groups, and striving to prioritize solutions that uplift marginalized communities.
5. Collaboration and Partnerships: Learning about racial equity often involves collaborating with organizations, advocates, and experts who specialize in these issues. Elected officials should actively seek out partnerships to collectively address and dismantle systemic racism.
6. Resource Allocation: Prioritizing funding and resources toward initiatives that promote racial equity could involve allocating budgets to support community programs, education, healthcare, affordable housing, and other services that help bridge racial disparities.
7. Accountability and Transparency: Officials should hold themselves accountable to their constituents by regularly communicating their efforts, progress, and setbacks in promoting racial equity. Transparency is key to maintaining public trust and engagement.
8. Continuous Learning: Racial equity is an evolving field, and understanding the nuances of systemic racism requires ongoing learning and adaptability. Officials should stay updated on research, trends, and best practices to inform their decisions and actions.
9. Long-Term Commitment: Achieving racial equity is not a one-time task but a long-term commitment. Elected officials should be prepared to engage in this work throughout their terms and beyond, understanding that meaningful change takes time and sustained effort.
In summary, the effort of time and process in learning DEIB/RE for officials involves acknowledging biases, educating oneself, engaging with communities, making equitable decisions, collaborating, allocating resources, being transparent, continuously learning, and demonstrating a steadfast commitment to lasting change.
Policy Considerations: The Racial Equity Committee has directed the Office of Diversity and Equity staff to research and establish a baseline for a DEIB/RE training. This report includes a DEIB/RE Learning Assessment and sample course content. This assessment will initiate the necessary efforts to identify, organize, and plan priority learning objectives and competencies for the content of an appropriate DEIB/RE training for Elected Officials, Council Staff, and Appointed Officers (Charter officers plus Office of Public Safety Accountability Director) that is aligned with current racial equity efforts both internal and external to the City of Sacramento.
Economic Impacts: None.
File ID: 2023-01076 8/22/2023 Discussion Item 5.
Environmental Considerations: This action is not a project that is subject to CEQA because it is an administrative activity that will not result in direct or indirect physical changes in the environment. (CEQA Guidelines § 15378(b)(5).)
Sustainability: Not applicable.
Commission/Committee Action: Not applicable.
Rationale for Recommendation: This report provides recommendations for consideration to provide the training outlined in Council Resolution 2023-0113 approved May 2, 2023.
Financial Considerations: Training and development requirements based on the learning baseline assessment will not incur additional costs and will be funded from each Council office’s operating budget.
Local Business Enterprise (LBE): Not applicable.
Diversity, Equity, Inclusion, and Belonging (DEIB) / Racial Equity (RE) Baseline Learning Assessment for City Elected Officials, Council Staff, and Appointed Officers PA
RT I - DEIB Learning Assessment1
Sec�on Significance: T here are many important skills and atributes needed to be an effec�ve DEIB leader. This part will provide a self-assessment to establish a baseline of learning in the five areas of:
Personal Characteristics S everal factors that provide the ability to develop and foster meaningful relationships.
Knowledge Having foundational understanding of DEIB and a commitment to continuous learning.
Planning The ability to envision an ideal future state and develop a plan to achieve it.
Leading The ability to influence people and systems to move organizations forward.
Communication The ability to receive and share information in a number of methods and strategies.
F
or each competency statement, please rate yourself on a scale of 1-5. 1 = Definitely Untrue | 2 = Not Very True | 3 = Somewhat True | 4 = Mostly True | 5 = Definitely True 1 Adapted from Insight Paper: DEI Guidebook Second Edi�on. htp://www.talen�irst.net/uploads/files/DEI- Guidebook-Second-Edi�on-single-pp.v2.4.1.pdf.
Personal Characteristics: There are several individual attributes that increase the effectiveness of the Leader. Those traits center around being authentic, curious, determined, and resilient while finding value in fostering meaningful relationships.
Self-Assessment:
Competency Statements:
I am
Self-Rating: In each row below (numbered 1-5), circle the number that most accurately describes your skill set.
Definitely
Untrue
Not Very
True
Somewhat
True
Mostly
True
Definitely
True
Self-Aware.
I understand my own cultural
influences, values, identities, triggers,
dimensions of diversity, and how I am
situated within the organization,
community, and world.
1 2 3 4 5
Resilient.
I continuously move forward while
encountering obstacles and lack of
support (Resilient).
1 2 3 4 5
Authentic.
I offer genuine and trustworthy
leadership.
1 2 3 4 5
Catalyst.
I spark or accelerate change within my
team/division.
1 2 3 4 5
Total:
Add together all the numbers circled in
rows 1-5 and place the sum in the box to
the right.
Knowledge: To be an effective Leader in advancing DEIB requires a foundational understanding of multiple diversity and inclusion topics. A willingness to engage in continued learning is essential as the workplaces are constantly evolving with language, research, and practice.
Self-Assessment:
Competency Statements:
I can
Self-Rating: In each row below (numbered 1-5), circle the number that most accurately describes your skill set.
Definitely
Untrue
Not Very
True
Somewhat
True
Mostly
True
Definitely
True
I can explain a founda�onal
understanding of diversity, equity,
inclusion, and belonging (DEIB) within
the context of city government.
1 2 3 4 5
Create personal knowledge networks. 1 2 3 4 5
Find relevant sources for DEIB/RE
standards and best practices, especially
those that are relevant to the specific
government sector of the City of
Sacramento.
1 2 3 4 5
Total:
Add together all the numbers circled in
rows 1-5 and place the sum in the box to
the right.
Planning: Strategic planning is a process, not a product. To help offices and departments advance DEIB, leaders are to envision their ideal future state and then support the development of specific plans, strategies, and actionable steps to achieve it.
Self-Assessment:
Competency Statements:
I can
Self-Rating: In each row below (numbered 1-5), circle the number that most accurately describes your skill set.
Definitely
Untrue
Not Very
True
Somewhat
True
Mostly
True
Definitely
True
Use collaborative planning processes to
integrate the organization’s DEIB vision
and tactics into the overall strategic
plan of my office/department.
1 2 3 4 5
Use data to make decisions that
advance the City’s DEIB goals. 1 2 3 4 5
Design, implement, and embed DEIB in
community engagement, programs,
and initiatives.
1 2 3 4 5
Create a shared DEIB culture with my
staff, other electeds/officials, and
community careholders.
1 2 3 4 5
Total:
Add together all the numbers circled in
rows 1-5 and place the sum in the box to
the right.
Leading: Leading organizational change requires both business acumen and political savvy to navigate an organization and communicate data to compel people to act. It also involves influence to shift mindsets, solve problems, and disrupt programs, practices, and systems to move the teams and departments forward.
Self-Assessment:
Competency Statements:
I can
Self-Rating: In each row below (numbered 1-5), circle the number that most accurately describes your skill set.
Definitely
Untrue
Not Very
True
Somewhat
True
Mostly
True
Definitely
True
Secure office leadership to support
DEIB. 1 2 3 4 5
Negotiate the needed level of
autonomy to make change. 1 2 3 4 5
Gain followership throughout various
levels of the office, beyond positional
authority based on passion,
competence, and credibility.
1 2 3 4 5
Consult and cooperate with various
internal City staff and other
electeds/officials to execute strategic
plans.
1 2 3 4 5
Collaborate with community
careholders for sourcing, engagement,
and systems change.
1 2 3 4 5
Total:
Add together all the numbers circled in
rows 1-5 and place the sum in the box to
the right.
Communication: This competency includes listening to others to receive verbal information, speaking to others to convey verbal information; reading documents, charts, graphs, tables, forms, prose, and continuous text; and writing to convey or document written information.
Self-Assessment
Competency Statements:
I can
Self-Rating: In each row below (numbered 1-5), circle the number that most accurately describes your skill set.
Definitely
Untrue
Not Very
True
Somewhat
True
Mostly
True
Definitely
True
Effectively communicate with tact,
dignity, and professionalism to multiple
internal City Staff to other
electeds/officials and community
carholders.
1 2 3 4 5
Articulate a compelling vision, business
case, and economic case for DEIB . 1 2 3 4 5
Facilitate bold and difficult
conversations about race and other
dimensions of diversity that also create
a brave place for people to be pushed
beyond their comfort zones,
respectfully challenge, and disagree.
1 2 3 4 5
Use storytelling, data, and other
creative approaches to connect, inspire,
educate, and influence.
1 2 3 4 5
Total:
Add together all the numbers circled in
rows 1-5 and place the sum in the box to
the right.
PART II Racial Equity (RE) Learning Assessment2
Sec�on Significance: Developing RE leadership skills in government relies on self-awareness, understanding intersec�onal iden��es, commitment to skill-building in racial equity analysis, and the responsiveness to that analysis and ins�tu�onal and structural impact analyses. This sec�on highlights City Leaders’ level of growth in these areas.
For each competency statement, please rate yourself on a scale of 1-5. 1 = Definitely Untrue | 2 = Not Very True | 3 = Somewhat True | 4 = Mostly True | 5 = Definitely True Self-Assessment
Competency Statements:
I can
Self-Rating: In each row below (numbered 1-5), circle the number that most accurately describes your skill set
Definitely
Untrue
Not Very
True
Somewhat
True
Mostly
True
Definitely
True
I can share what it means to be working
toward racial jus�ce. 1 2 3 4 5
I can name historical inequali�es in
society. 1 2 3 4 5
I can share knowledge of Sacramento’s
history of oppressive prac�ces. (i.e.,
setler coloniza�on, removal of
indigenous people, red-lining, etc.)
1 2 3 4 5
I can share my racial posi�onality and
how it intersects with minori�zed
iden��es I hold.
1 2 3 4 5
I can name how ins�tu�onal racism
shows up in the City’s workforce and
the communi�es the City serves.
1 2 3 4 5
I can explain how equity-focused
prac�ces and changes have been
implemented in the department
because of my engagement in race and
social jus�ce.
1 2 3 4 5
I can communicate an understanding of
my iden��es and intersec�onality. 1 2 3 4 5
I can explain a founda�onal
understanding of racial jus�ce, social
jus�ce, and inclusion within the context
of city government.
1 2 3 4 5
I can discuss the business case for
ac�vely working toward racial equity. 1 2 3 4 5
I can share how my social iden��es can
affect how I do my work (i.e., recognizes 1 2 3 4 5
2 Adapted from City of Seatle’s LEAP Self-Assessment & Reflec�on for City Execu�ve Leaders. htps://www.seatle.gov/documents/Departments/HumanResources/Workforce%20Equity/Part%202%20- %20LEAP%20Self%20Assessment%20-%20FINAL%20January%202021%20%281%29.pdf.
leadership, develops budgets,
interviews, employees conduct,
decision making, and work with
communi�es).
I can proac�vely name and discuss
current local, na�onal, and global
events that are likely to affect the City.
(i.e., Black Lives Mater, COVID-19
pandemic, civil rights, human rights,
sexual harassment, policing,
immigra�on, environment, etc.).
1 2 3 4 5
I can name how white supremacy
culture thinking is influenced by my
behavior (i.e., perfec�onism, a sense of
urgency, defensiveness, worship of the
writen word, belief in only one right
way, paternalism, either/or thinking,
power hoarding, fear of open conflict,
individualism, etc.).
1 2 3 4 5
I can explain what a racial equity lens is
and how it is applied. 1 2 3 4 5
I can share about what it means to be
an an�racist leader. 1 2 3 4 5
Total:
Add together all the numbers circled in
rows 1-5 and place the sum in the box to
the right.
Reflec�on Ques�ons: Please write down a response to one or all the following ques�ons.
1. What is the purpose of understanding historical inequali�es and discrimina�on in Sacramento and the United States?
2. How do my personal iden��es affect how I lead the department/my team and engage with others?
3. How have I used informa�on from equity, race-, and social-jus�ce-related trainings to update the prac�ces of the department/division/unit/workgroup/team?
4. What ac�ons have I personally taken to support racial equity work?
5. What white supremacy culture prac�ces do I take part? How might they be harmful? How do I apply an�dotes to address such prac�ces?
6. Which equity, race-, and social-jus�ce-focused personal prac�ce and professional development areas do I believe others would name for me as areas of improvement? What areas would I name for myself as areas for improvement?
Training and Learning Courses
Sec�on Significance: Learning opportuni�es create the groundwork for personal and professional growth in racial equity and social jus�ce mindsets and skills. The following list includes some general learning opportuni�es the City has available for its leaders. This sec�on highlights areas for City leaders to seek more learning opportuni�es. Please write down the following racial equity focused trainings you have atended in the past three-year period.
Race the Power of an Illusion Yes ☐ No ☐
Gender Diversity in the Workplace Yes ☐ No ☐
Racial Equity Toolkit Yes ☐ No ☐
An�-Harassment & An�discrimina�on (annual) Yes ☐ No ☐ Implicit Bias 1.0 Yes ☐ No ☐
Internalized Racial Inferiority or Internalized Racial Superiority Yes ☐ No ☐ City of Sacramento 21 Day Racial Equity Habit Building Challenge Yes ☐ No ☐ List any added equity, trauma-informed prac�ces, gender iden�ty, harassment, discrimina�on, racial equity, social jus�ce, and an�-racist focused trainings you have atended during the past calendar year.