III. Services Provided to Customers

2. How are services prioritized and scheduled, and by whom? Do any laws, regulations, or other requirements external to the university impact the provision

of services/products? If so, please identify.

1999 Response
Each individual ombuds prioritizes and schedules her work. Generally callers with greater personal distress get immediate service, but usually we coordinate meeting with the caller with the overall working schedule of the ombuds and that of the caller. In the end meetings with callers come first if there are conflicts with committee meetings, but meetings with callers are scheduled around trainings because of the numbers of people involved. One requirement external to the university that can have some impact on the provision of ombuds services relates to confidentiality. Georgia does not have a law that protects the confidentiality of the ombuds/caller exchange. For this reason, the ombuds only keep limited records that are usually destroyed once the need for them is over. This avoids keeping records that might be subject to the open-records requests of individuals to GSU. We also verbally stipulate in mediations that no party should expect to request the ombuds to testify in any legal proceedings should they arise at a later time. The Ombuds office also depends upon the other university offices to respect the confidentiality assurance that we offer callers, which they have done thus far.
September 2002 Update
Laws, regulations, and other requirements impacting the provision of Ombuds services include 1) Federal and state laws and equal employment and educational opportunity regulations prohibiting discrimination against students and employees 2) University and College Ombuds’ Standards of Practice 3) Case law governing limited privilege (with regard to confidentiality of Ombuds communications) which has been found to exist for Ombuds based on federal common law, the Federal Rules of Evidence, and some state statutes.
3. How does the unit make customers aware of priorities, policies, and procedures?
1999 Response
An Ombuds Office brochure reports generally how the office works, and we verbally report our priorities, policies and procedures many times in panels, and personal interviews to discuss the office. When each caller talks with an ombuds, depending upon what their needs are, we go into more elaborate descriptions of GSU policies and procedures and other offices functions as they are relevant to that case. We also talk a great deal about how the university functions informally thus including strategies that take these into account as well. We also clarify what it is that the ombuds office can and cannot do as part of its functioning.
[September 2002 Update: Response remains unchanged]

4. How does the unit learn about customers’ needs and obtain feedback regarding service delivery? How well are customers’ needs defined and met?

What would the unit need to be able to provide these?

objectives? Do all critical staff functions have a backup?

2. For any services/products provided by the unit in conjunction with other units within the university, please describe the relationship. How is the work coordinated between or among units? How can such relations be facilitated?

3. Are duplicate or parallel services offered within the unit or elsewhere in the University? Describe any overlap and discuss what changes might be indicated (e.g., centralization, coordination, elimination of duplication).

4. What are the unit's planning, decision-making, and evaluation processes? Who is involved in each?

Total salaries (three full time positions and one GRA position)--$152.687.00

2. What areas need improvement, and what recommendations can address these?

A. What, if any, changes are indicated in the unit's current mission, goals, and objectives?

B. What, if any, changes are indicated in the ways that achievement is

measured?

C. What, if any, changes are indicated in the services/products provided by the unit?

D. What, if any, changes are indicated in the unit's organizational structure,

processes, and climate?

E. What, if any, changes are indicated in the unit's resources (budget, space,

staffing, etc.)?

these areas should be set? What is a realistic timetable for the achievement of the

recommendations (1-,3-,5-years)? Within each time frame, prioritize the recommendations. How does the unit plan to monitor progress? Note: For the purpose of addressing this question, a chart that utilizes the following headings will suffice.
September 2002 Update:
One-year goals:
1) Meet with new department chairs regarding Ombuds function, services, and interventions
2) Revise and distribute new Ombuds promotional materials (brochures, bookmarks)
3) Lead effort to reappoint ADR Committee members and make recommendations for implementing programs pursuant to the Conflict Resolution Initiative
4) Increase available training opportunities for conflict management to managers and supervisors particularly related to responding to complaints
5) Develop a newsletter with relevant information regarding conflict resolution methods, complaint resolution, and civility issues for the campus community
6) Communicate available Ombuds services, interventions, training via brochure, Ombuds website, and outreach activities
7) Develop an on line campus wide evaluation instrument (with options to return via e-mail or print and return a confidential hard copy) that would allow Ombuds visitors and others who had interacted with the office to provide feedback on experiences with Ombuds services and interventions
8) Encourage increased use of mediation and facilitation to resolve complaints at the lowest possible level and outside of formal processes (ongoing)

Three-year goals:

1) Encourage increased use of mediation and facilitation to resolve complaints at the lowest possible level and outside of formal processes (ongoing)

6) Establish a collaboration with the University of Pretoria (along with the Office of Affirmative Action) to provide training, education and recommendations in the areas of diversity and conflict resolution methods and programs, including information on the establishing an institutional Ombudsperson

2) Encourage the development and implementation of a “Civility Initiative” on campus to promote civil and respectful interactions between and among all members of the campus community

Committee members:

Annual Report

July 1, 1999-June 30, 2000

A. Major Accomplishments

university's efforts to create a learning centered academic culture

that provides educational and employment opportunities to students,

faculty, and staff who are intellectually and culturally diverse. Central

to the office's mission is the encouragement of civility and equity in

campus relationships, which enhances the educational experience of

students, as well as others in the university community. In addition,

the university's goal of supporting a curriculum that is both

intercultural and international in its content implies discovering and

discussing the university's own social diversity in a scholarly way.

The diversity of the university's personnel also models its aspirations

for the content of its curriculum.

resolution of interpersonal and cultural conflicts that will inevitably

arise in human groups, at least in part because of internal diversity.

Here is where the Ombudsperson's Office can offer culturally

sensitive approaches to such conflicts, which promote collaborative

problem solving and decreased reliance on adversarial methods.

has worked with 46 cases, 33 women and 13 men, 7 who are

African-American, 1 who is Asian-American, and 40 who are

European American. Most of these cases are perceived as

interpersonal and policy issues by those involved, but age, gender,

race and nationality set the foundation for what become interpersonal

issues.
During the aforementioned period, the Student/Staff Ombuds handled

132 office contacts (this number does not include requests for

education and training, nor does it include cases where other

university offices approached the Ombuds office for consultation). Of

these 132 contacts, 35 were undergraduate students, 29 graduate

students, 57 staff members, 8 faculty, 1 former student, and 2

parents. Sixty-three (63) of these individuals are African-American,

47 European-American, 2 Hispanic Americans, 1 Asian American,

14 of international descent, and 5 whose ethnicity is unknown.

Ninety-one (91) of these office visitors/callers are women; 41 are

men. Cases involved a range of issues including allegations of unfair

treatment, communication difficulties, grade appeals, complaints of

unsatisfactory learning environment, grievances, sexual harassment,

appeals of disciplinary action, retaliation, problems with

administrative processes, and personality conflict. Many cases

involve situations of power differential (e.g. faculty/student,

supervisor/subordinate). Several cases involved allegations of general

incivility. Assistance to office visitors/callers included providing

clarification of university policies and procedures with regard to

complaints and appeals, advice on preventing escalation of conflict,

and help with generating effective problem solving strategies. In

addition to individual advisement, Ombuds efforts in these cases

included mediation, meeting facilitation, development of formalized

resolution plans, and communication with administrators, deans,

department chairs and other faculty and staff to assist in informal

resolution of complaints. In cases of staff complaint resolution, this

work supports the university goals of providing appropriate feedback

to staff members, overseeing equity in developmental opportunities,

and improving general communications between supervisors and

employees.

administrative personnel with more cultural diversity in their

backgrounds, the actual diversity of the faculty remains quite limited

and commitment to increasing it at the university is uneven across

the colleges. The presence of the Ombuds Office at the university

assists in reassuring possible applicants the institution wishes to

promote equity in recruitment, hiring, promotion, and retention.

Diversity among staff and students proceeds at a faster pace. The

contrast between the faculty and administrators, on the one hand,

and students and staff, on the other, emerges as a subtle issue in

many of the cases brought to both Ombudspersons. Thus, the Office

of the Ombudsperson is active in its contribution to assisting the

university community in dealing with the emerging cultural diversity of

its members' backgrounds (e.g. facilitating intercultural

communications and offering educational workshops which address

these issues). These are the challenges to a heterogeneous,

international urban center, and in taking these up effectively Georgia

State University supports the global recognition that Atlanta is

receiving.
2. Public Relations Efforts
A primary struggle in which the Office of the Ombudsperson has

been engaged since its recent revival [1998-part time Faculty

Ombuds only; 1999 the Student and Staff Ombuds arrives] has been

one of getting the word out about services offered to the university

community and availability. Both Ombudspersons have other

responsibilities [ADR Coordinator for the Student and Staff/Ombuds,

and Anthropology teacher and advisor for the Faculty Ombuds]. Yet

a number of activities during this year have contributed to increasing

inclusion and acknowledgement of the office's functioning and

importance.

in contacting and interviewing 26 departmental chairs about the

functioning of the Ombuds Office [a continuing effort that began

before August 1999]. This gave an opportunity for the chairs to

discuss any issues they were aware of that could assist the Ombuds

Office in anticipating particular types of problems, and it allowed the

Faculty Ombuds to remind the chairs of the office's availability for

consultation with them and any of their staff, students, and faculty.

Ombuds Office is attempting to establish trust with other

administrators, a few of whom believed past Ombuds intervention to

be a discomforting intrusion. This promotes the university goal of

increasing collegial working relations not only between the Ombuds

Office and other departments, but sets the stage for more collegial

relations throughout the university as the Office assists to resolve

conflicts at various levels.

presentations on the role and services of the Ombuds office for

various departments, and faculty, staff, and student groups. Such

presentations include Administrative Council, College of Arts and

Sciences Chairs' Council, Staff Advisory Council, Counseling Center

staff, Senate Student Life and Development Committee, Dean of

Students Unit Heads, College of Education Student Appeals

Committee, Staff Information Day, and the Student Government

Association. University Senate collaboration includes participation on

Faculty Affairs (Sexual Harassment Policy), Alternative Dispute

Resolution, and the Cultural Diversity Committees. The Office has

also conveyed information regarding Office programs via the faculty

and staff newsletter the "Insider" as well including informational

pieces in academic department newsletters.

and Policy Direction on Conflict Resolution)

through research and problem-solving. The implementation of the

Regents' Initiative on Conflict Resolution ("Initiative") demonstrates

the university's goal of innovation in handling resolution of the

complex and chronic problems of organizational hierarchies. The

Ombuds Office has been instrumental in assisting in the coordination

of Initiative-related activities. In accordance with Regents' guidelines,

the university convened and Alternative Dispute Resolution (ADR)

Committee (on which both Ombudspersons serve; the Student/staff

Ombuds also serves as the university's Alternative Dispute

Resolution Coordinator), whose charge is to direct and oversee the

university's implementation of the Initiative. Further efforts in this

regard include development of an informal assessment process in

which various campus offices were surveyed regarding handling of

campus conflict and asked recommendations for improvements to

existing processes. (See discussion in section C, below.)

ADR Committee, coordinated a presentation on the benefits of

mediation and other alternative dispute resolution methods for the

university administrative council led by Wyatt Anderson, Dean of the

College of Arts and Sciences at University of Georgia (November,

1999). A campus wide presentation/reception addressing these

topics followed. The goal was to have a professional peer discuss

these newer approaches with faculty and administrators to gain

support in the larger effort to integrate ADR techniques into the work

of the university community. Additional efforts included a

presentation to the Chairs' Council of the College of Arts and

Sciences on the goals of the Initiative as well the Ombuds' Office link

to the university ADR effort. The Office staff also participated in the

planning of campus wide educational workshops on conflict

resolution and effective listening led by the Consortium for

Negotiation and Conflict Resolution (CNCR), in accordance with the

Initiative.
4. Education and Training
Another way the Office has been dealing with issues of university

community diversity is through the provision of educational

workshops and training seminars. One of the university's strategic

planning priorities is the development of programs that facilitate

lifelong learning and career development for students. The goals and

priorities of the university also note its eagerness to help students

learn to be creative problem solvers and responsible citizens who

make ethical choices and continue to learn throughout their lives.

Ethical choices that promote 'fairness' stands out as a primary

message in not only the way the Ombuds Office deals with cases

brought to them, it is also the constant underlying messages in all

our trainings of both students and faculty. The Faculty Ombuds has

offered training seminars to four classes at the teachers' requests.

These covered issues of race and gender primarily, with some

attention to other types of discriminations and their effects on the

educational and workplace environment as well as the individuals

participating in it.
Both Ombudspersons have been active in trainings that teach more

sensitive and effective conflict resolution and communication skills.

The Student/staff Ombuds participated in the freshman learning

communities through teaching a conflict resolution module to four

GSU 1010 sections during the school year. These sessions explored

students' responses to conflict, and provided education on principled

conflict resolution, effective problem solving techniques, and

introduced new perspectives to the dynamics of conflict. A similar

instructional module was presented to advanced nursing students to

provide an effective conflict resolution foundation for work in clinical

settings. Conflict resolution orientation was also provided for students

working in the Incept program, who act as a tour guide and resource

for incoming freshman. Such education programs expose students to

multiple viewpoints, free exchange of ideas, and an appreciation for

diversity, consistent with the university vision.
Additional work in this area includes team building facilitations that

help departments and groups create a stronger foundation for

solidarity and trust so they can work together more agreeably.

Among this type group intervention were sessions with the Student

Government Association, and the Village custodial staff. Specialized

training in the area of sexual harassment was presented to the

Counseling Center, and on an individual basis in connection with the

resolution of a complaint.

felt that their communications with one another had become

seriously blocked because members felt angry and hurt by one

another's styles of communication. Over many encounters and

careful analytical feedback about their ways of talking in their group's

sessions, they re-organized their relationships and carried on with

more mutual sensitivity in their interactions. This took many

encounters [several with individuals and dyads, and three with the

department as a whole] over several months.
5. Cooperation with other offices and programs
While much of the work of the Ombuds Office is within the structure

of the university, we cooperate actively with others who organize

beyond the university to promote the university's goals. One of those

has been the Ethnic Crossroads Conference organized by the Office

of Diversity Education. Both the Faculty and the Student/Staff

Ombuds participated in the conference, facilitating workshops

created especially for the conference attendees (March, 2000). The

Office also coordinated a training session for the university

Counseling Center on sexual harassment awareness. This effort was

a collaboration with Legal Affairs and Affirmative Action and detailed

how our offices function and cooperation on such matters.
The Student and Staff Ombuds has been instrumental in the planning

and organization of "Take Our Daughters to Work Day" a public

service and outreach program organized by staff and faculty across

the university. The event provides a significant opportunity for girls in

Atlanta's middle and high schools to become familiar with career

options available to them in a university setting and the surrounding

community. (Both Ombudspersons served as mentors to program

participants, as well.)

University Speakers' Bureau. This year, the Student/staff Ombuds

developed an ongoing relationship with the Renaissance Concourse

Hotel by providing educational workshops on the topics of Effective

Conflict Management, Listening and Communication Skills, Working

Relationships, and Self-Esteem for hotel associates. These activities

support the university's goal to positively influence the larger

metropolitan community.

interdisciplinary organization linking Georgia State University's

College of Law, and all Georgia university system institutions, carries

out on-going research to gage the implementation of the Regents'

Conflict Resolution Initiative throughout the university system. The

Ombuds office participates in periodic CNCR Information sessions

held ADR Liaisons, and coordinates information provided to CNCR for

such research. The Ombuds office is currently involved in cooperating

with a two-year research project that requires record keeping for

cases handled. A recent collaboration with CNCR involved the

Student/Staff Ombudsperson serving as a mediator coach for

participants in CNCR's Summer Training Institute, where several

representatives from colleges and universities around the country

were trained as mediators, facilitators, and conflict resolution

educators. (June, 2000)
Georgia State University has been innovative in the past by being the

first to establish an Ombudsperson's Office in the university system.

Today, along with Kennesaw State University and Georgia Institute of

Technology, we remain among the few that are sustaining the

Ombuds function through a separate office of the university. This

certainly enhances our international reputation as a university

concerned with peace education and conflict resolution.
B. Progress in Institution Strategic Planning
[section to be completed centrally]
C. Progress in Assessing Institutional Effectiveness
The Office of the Ombudsperson work toward this end was focused

on the institution's effectiveness in resolving complaints and disputes

and the availability of options alternative to adversarial processes. In

accordance with the Regents' Conflict Resolution Initiative, the Office

collaborated with the ADR Committee and the Office of Institutional

Research to develop an assessment strategy designed to measure

the number of complaints various campus offices handled during the

most recent twelve month period.

currently use individual advisement most frequently as a means of

assisting parties in resolving disputes. Shuttle diplomacy was the

second most popular method. Mediation was third, with intervention

by Ombuds, Affirmative Action, and/or Human Resources a fourth

most used alternative. The results demonstrate that many of the

offices surveyed were aware of and utilized several types of informal

methods of dispute resolution. Participants, however, did requests

additional training and education in the areas of mediation and ADR

methods to assist them in their conflict/complaint resolution

responsibilities. Training in effective listening and communication

skills, along with clarification of inter-office communications when

resolving complaints, were additional resource requests.
In response to the first phase of the assessment process, training

and education in the areas of mediation, conflict resolution and

effective communications were conducted during the period. Most

sessions were open to the university community at large. [See

section A (3) above]. Subsequent phases of the conflict resolution

assessment process (beginning Fall, 2000) will include surveys of

students, faculty and staff regarding experiences with conflict and

complaint resolution on campus, satisfaction with existing

processes, and program design recommendations.
The goals of this cross-functional effort to improve dispute resolution

systems are consistent with the university's aim to enhance

customer service, design policies and processes that promote

respect for people and ideas, enhance leadership and empowerment,

and satisfy all populations served by such mechanisms.
C. Retention/Graduation Rates
Actions of the Ombuds office bolster student retention and

graduation rates through promoting a climate of civility and

advocating for fair and equitable processes. Such emphasis

contributes to students' (as well as faculty and staff's) confidence in

the university hierarchy, as well as processes designed to achieve

fair resolutions in conflict situations. The work of the Office also

advances the university's goal of retaining qualified students, by

supporting a diversified and cooperating faculty and staff.

matters with academic and administrative units, provides necessary

support for strong academic programs. Moreover, the Ombuds

provision of conflict resolution education aids the university goal of

preparing students who are critical thinkers, creative problem solvers

and responsible citizens who make ethical choices. Ombuds'

assistance with "responsible and competent" conflict/complaint

resolution and team building skills reinforces students' ability to

present their thoughts cogently both orally and in writing, develop

leadership skills, and work well in teams.

cooperation and consensus through education, negotiation, and

mediation; 2) engender awareness and skill development in the areas

of communication, conflict resolution, and team building, and civility;

3) assist all members of the University community in problem solving

and the resolution of complaints, while coordinating programs and

promoting alternatives to adversarial processes; and 4) ensure civil

and equitable treatment all students, faculty, and staff by providing

awareness of university policy and procedure and recommending

appropriate institutional action or change. In work consistent with this

mission, the Office aims to support overall institutional health.
Specific efforts in this area include submission of periodic

recommendations for institutional action and/or improvements to the

Office of the Provost, University Senate Committees, department

chairs, and other administrators when trends and/or problem areas

are identified. Efforts here include recommendations to the College of

Education regarding student appeals procedures, proposal of a

university policy statement on graduate student/advisor relations, and

collaboration with the University Senate's Faculty Affairs committee

in revising the university's policies which address sexual harassment

as well as amorous relations between students and faculty.

Office of the Ombudsperson

1) Supplemental funding for the planned trip to University of Pretoria planned by the Ombuds office and the Office of Affirmative Action to collaborate with Pretoria in developing diversity and conflict resolution education and programs. Initial grant awarded based on 2001 estimates for travel itinerary. Additional funding in the amount of $2500.00 is needed for current travel dates of 10/18/02 through 10/26/02. (This collaboration consistent with the University’s goal to be recognized internationally as an institution with a strong global perspective and a center of international excellence in the areas of peace education and conflict resolution.)

2) Laptop computer to facilitate drafting mediation agreements and providing final copies to disputants prior to concluding the session. A laptop and LCD projector would also give the office staff the capability to conduct training sessions via PowerPoint presentation.
3) Increase in operating budget to cover costs of copier equipment lease and appropriate levels of training and development for Ombuds staff
4) Funding for mediation training to be offered to faculty, staff, and students to create a campus wide mediator pool (see additional information attached).
5) TV, VCR, and DVD player to allow Office visitors and Office staff to view tapes and DVDs which are part of the Ombuds resource library.
6) Conference room which will accommodate up to 10 people for mediations, meeting facilitations, and small training groups.
7) Increase in operating budget to cover printing of promotional, outreach and training materials.
8) Furniture (table, chairs, bookcases, file cabinets) to furnish conference room/resource library.