Components of George Brown College Probationary
Development Cycle for Professors
Guide for Chairs and Academic Directors
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
This guide is designed to help articulate the process and
experiences that all new full-time professors progress
through during their probationary period at George Brown
College.
The various components of the cycle are designed and
delivered in a manner that supports teaching and service
excellence and continued improvement.
Included here are some resources you may find helpful in
your key role of providing performance feedback and
ensuring we meet the obligations in the Academic
Employees Collective Agreement effective September 1,
2014 to September 30, 2017 (Article 27, 02 D).
Please forward any comments, questions, or suggestions
for improvement to Organizational and Staff Development.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Table of Contents
1. Class Definition of a Professor …………………………………………………………… 4
2. College Mission and Path to Leadership ……………………………………………. 5
3. Components of the Probationary Development Cycle for Professors... 6
4. Checklist of Probationary Learning Requirements …………………………... 7
5. Chairs Tracking Checklist for Probationary Professors ………………….. 10
6. Appendix A – Professor Teaching Competencies – Probationary
Requirements ……………………………………………………………………………………. 12
7. Appendix B – Progress Report Forms: Summary of Observations and
Recommendations ….…………………………………………………………………………. 23

Professor - Visit 1 …………..…………………………………………. 24

Professor - Visit 2 and Recommendation Form….……… 25
8. Appendix C – Individual Professor Development Planning Form …….. 26
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
CLASS DEFINITION - PROFESSOR
Under the direction of the senior academic officer of the College or
designate, a Professor is responsible for providing academic leadership
and for developing an effective learning environment for students. This
includes:
a) The design/revision/updating of courses, including:
-consulting with program and course directors and other faculty
members, advisory committees, accrediting agencies, potential employers
and students;
-defining course objectives and evaluating and validating these
objectives;
-specifying or approving learning approaches, necessary resources, etc.;
-developing individualized instruction and multi-media
presentations where applicable;
-selecting or approving textbooks and learning materials.
b) The teaching of assigned courses, including:
-ensuring student awareness of course objectives, approach and
evaluation techniques;
-carrying out regularly scheduled instruction;
-tutoring and academic counselling of students;
-providing a learning environment which makes effective use of available
resources, work experience and field trips;
-evaluating student progress/achievement and assuming responsibility for
the overall assessment of the student's work within assigned courses.
c) The provision of academic leadership, including:
-providing guidance to Instructors relative to the Instructors' teaching
assignments;
-participating in the work of curriculum and other consultative
committees as requested.
In addition, the Professor may, from time to time, be called upon to
contribute to other areas ancillary to the role of Professor, such as
student recruitment and selection, time-tabling, facility design,
professional development, student employment, and control of supplies
and equipment.
Source: College Faculty CAAT-A Collective Agreement (2014-2017)
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Our Mission
The Vision, Mission and Values of George Brown College
The staff, faculty and administration of George Brown College are united by a set of shared values and
objectives. Outlined below, these vision and mission statements help guide George Brown College as
we grow and change to meet the needs of students and employers.
The Path to Leadership
Inspired by a commitment to achievement through excellence in teaching, applied learning and
innovation:

We will set the benchmark to which all colleges will aspire, and be recognized as a key
resource in shaping the future of Toronto as a leading global city.

We will build a seamless bridge between learners and employment as we develop dynamic
programs, and workplace-ready graduates who will be the candidates of choice for employers.

We will create a community of life-long learners, grounded in the principles of access,
diversity, mutual respect and accountability.
Core Values
LEARNING COMMUNITY
We foster an environment of reciprocal dialogue to ensure learning, solve problems and strengthen
the George Brown community.
EXCELLENCE
We commit ourselves to delivering a ‘George Brown standard’ of quality and superior performance.
ACCOUNTABILITY
We hold ourselves responsible to ensure the future sustainability of George Brown, academically and
fiscally.
DIVERSITY AND RESPECT
We show mutual respect for each other within the community of George Brown including all of our
stakeholders, in all of our behaviour.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Components of George Brown’s Probationary Development Cycle for
Professors
Activity/Title
New Faculty Academy
College and Resource Orientation
New Faculty Teaching and
Learning Seminars
Required Workshops
Practice and Review
Reflective Practice
Teaching Portfolio Framework
Learning and Development
Retreat
Content
Orientation to teaching and learning
expertise through information sharing,
investigation of various teaching
strategies, and integration of practice
teaching sessions for peer review and
information on code of conduct and
relevant college policies
Overview of college priorities and
organization with opportunities to
network and learn about various
resources for access
Focus is on reflective practice and
portfolio development
Mandated training sessions meet
legislated requirements. Supplemental
areas of diversity/human rights, LMS,
Outcome Based Learning, Curriculum
Planning, etc.
Chair Observations and Learning
Squares
Papers written each semester to
encourage awareness of strengths and
goal setting culminating in an
Individualized PD Plan
Preparation for completing re
statement of philosophy, student
feedback, reflection papers, etc.
Increased awareness of cross college
interconnections and opportunities to
advance college’s strategic directions
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor Probationary Learning
Requirements ____/_____
NAME ______________________
CHAIR/ACADEMIC DIRECTOR ___________________________
DEPARTMENT ______________________________________________________________
Below are the full-time Professor Probationary Requirements to be completed over your
probation period. Please keep a record of your progress as you will be required to
comment on your professional development during your discussions with your Chair and in the
preparation of a one-page reflection paper submitted each semester. You can register for
these workshops at http://pdplace.georgebrown.ca where you will find topics, dates and times.
Activity/Title
Timing
Date/s completed
New Faculty Academy
One week program on teaching
and learning at GBC - August
___-___
_____________
College–Wide New Employee
Orientation
.5 day – Offered twice per year;
should be completed within 6
months of hire
OHS Act - offered throughout the
year
_____________
Mandatory Employee Training
______________
______________
WHMIS – offered throughout the
year
______________
AODA –1. Access Services for
Colleges, Customer Service
Standards - Faculty (ASC), 2.
Accessibility Awareness Training
for Educators, 3. Integrated
Accessibility Standard Regulation
(ISAR) Training and Training on
the Ontario Human Rights Code
(OHRC) via
http://pdplace.georgebrown.ca
______________
______________
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
New Faculty Teaching and
Learning Seminars
Reflective Practice Seminar 1 & 2
These seminars are designed for
professors in the first half of their
probationary period. In these
sessions we take the opportunity to
share experiences as new professors,
practise reflective thinking, and
apply problem-solving strategies to
common challenges in teaching and
learning.
Portfolio Development Seminars
These seminars are designed for
professors in the last half of the
probationary period. In these
sessions we will focus on the
framework for your portfolio,
including a revised statement of
teaching philosophy, documentation
of teaching effectiveness, and a
professional development plan.
There are continued opportunities for
practising reflective thinking and
sharing common experiences.
Learning Squares
Two 2-hour seminars each
semester for two semesters (fall
and winter semesters only for a
total of 8 hours)
______________
Three 2-hour seminars to be
completed in either the fall or the
winter semester, depending on
date of hire.
______________
Every professor has the opportunity
to observe 3 of their colleagues in
action over the course of the
probationary period. At the end of
the observations the group meets to
reflect on their experiences and their
own teaching. This process builds
connections, increases awareness of
other areas of the college,
encourages conversations about
teaching and learning and promotes
reflective practice.
Participation in Learning Squares
for 2 semesters (Fall and Winter
semesters only)
______________
______________
#1A______________
#2A______________
#3A______________
Group A ___________
#1B ______________
#2B ______________
#3B ______________
Group B ___________
Classroom Observations
Invite your Chair to visit one of your
classes each semester and
participate in a follow-up meeting to
review your Chair’s observations,
questions and feedback.
One visit per semester
Written Feedback
The Chair/Director provides a
written progress report for each
semester
______________
______________
#1______________
#2______________
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Workshops:

Outcomes-based Learning

Curriculum development

Blackboard(introduction or
advanced)

Diversity/Human Rights
4 two-hour workshops (the first
workshop will be held during the
New Faculty Academy)
2 two-hour training sessions for a
total of 4 hours (OBL sessions
should be completed first)
______________
______________
______________
______________
______________
______________
_____________
1 workshop
______________
1 workshop
Reflection Paper
Each person takes the time to
document their reflection on the
semester, noting their observations,
strengths and areas for further
development. These can be used to
initiate a conversation with the Chair
that connects to the probationary
review of competencies.
One 1.5-page reflection paper
each semester outlining your
professional development, noting
strengths and setting goals for
continued learning. These papers
should be submitted to your
Chair, with a copy to the Director
in Staff Development
Teaching Portfolio Framework
Framework to be presented to
and reviewed with your Chair by
the completion of probation
(Actual portfolio to be developed
in time for first Performance
Review)
A 3 day event held the first June
after hire
Learning and Development
Retreat
#1______________
#2______________
______________
______________
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Chair’s Tracking Checklist for Probationary
Professors
Name of Professor: _________________________________
Probation End Date: ________________________________
Semester 1
Suggested Time
Frame
Pre-Semester
Week 1 - 2
Week 3 - 4
Week 6
Week 7
Week 13
Activity
Comments
Start up plans shared
Chairs to support all new faculty
to attend the New Faculty
Academy
Discuss learning from the New
Faculty Academy, such as
workshops, Geneva Park, Learning
Squares/OBL workshops, etc.
Chair observation of teaching
Check in: Discussion of
observation
Meet and discuss first reflection
paper
Chair provides written progress
report to Professor
Chair sends completed progress
report to Human Resources
NOTE: * Seek assistance from your Senior HR Consultant regarding
any concerns about progress towards successful completion of the
probationary period.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Chair’s Tracking Checklist for Probationary
Professors
Name of Professor: _________________________________
Probation End Date: ________________________________
Semester 2
Suggested Time
Frame
Week 3
Week 4 - 6
Week 5 - 7
Week 13
Activity
Comments
Check in: Review SFQs from 1st
semester
Chair observation of teaching
Check in: Discussion of
observation (week following
observation) and feedback from
SFQs
Meet and discuss second
reflection paper
Chair provides written progress
report to Professor
Chair sends completed progress
report with recommendation
for appointment to regular
status to Human Resources
NOTE: * Seek assistance from your Senior HR Consultant regarding
any concerns about progress towards successful completion of the
probationary period.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Appendix A
Professor Teaching Competencies Probationary Requirements
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor Teaching Competencies - Probationary Requirements
This form is designed for use with Professors throughout their probationary period and comments and goals can be
added/updated as necessary. Contained are sections that support teacher self-reflection, observation of teaching
practice and the summary evaluation.
Professor Name: _______________________________________________________________________
Department:
_______________________________________________________________________
Program:
_______________________________________________________________________
Date:
_______________________________________________________________________
Chair:
_______________________________________________________________________
The College is committed to the success of our academic employees and to providing you with meaningful feedback
during the probationary period.
Article 27 .02 D During the probationary period an employee will be informed in writing of the employee's progress
at intervals of four months continuous employment or four full months of accumulated non-continuous employment
and a copy given to the employee. (Source: Academic Employees Collective Agreement, 2014 – 2017, p.58)
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor: _______________________________________
Date(s) ___________________________________
Competency I: Professionalism
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/Not
Yet
Commits to a personal teaching
philosophy
Engages in conscious reflection about
teaching and examines one’s own personal
assumptions about the teaching and
learning process
Acts as a role model faculty member of
the college community within the context
of the classroom, department, program,
and institution
Represents the College to all stakeholders
in a manner that is consistent with the
college’s vision, mission, and mandate
Observes legal mandates, board and
college policies, administrative procedures,
contractual agreements and ethical
standards
Facilitates professional growth through
reviewing student feedback, selfassessment and reflection and identifies
teaching and professional development
goals.
Contributes to the culture of ongoing
learning through reflective practice and
peer support
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Statement of teaching philosophy, reflection papers, etc.
Professor: _______________________________________ Date(s) ___________________________________
Competency II: Content knowledge
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Maintains and demonstrates currency
in subject area
Incorporates the use of real world
applications and connects content to
the industry or vocation
Able to differentiate content that is
crucial and that which is peripheral to
the discipline/program area
Relates content to the students’
background and perspectives
Incorporates higher and lower-order
thinking skills
Knows in advance what content and
concepts might be confusing to
students and adapts to facilitate
understanding
1
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Student feedback, classroom culture assessments, etc.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor: _______________________________________ Date(s) ___________________________________
Competency III: Pedagogical knowledge and understanding the distinction between knowing the subject and
teaching the subject
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Articulates clear instructional
objectives related to content
knowledge and the intellectual skills
of the discipline
Identifies the preconceptions and
misconceptions that might prevent
students from understanding course
concepts, principles and theories
Designs learning activities that result
in the student establishing a
theoretical knowledge base
Designs learning activities that
require students to interact with the
content at concrete and abstract
levels
Designs learning activities that allow
the students to use their prior
knowledge and diversity of
perspectives in a meaningful way
Designs learning activities that take
students’ varied learning styles into
account
Pursues ongoing professional
development in the theory and
practice of teaching and learning
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Sample lesson plans, evidence of PD attended, etc.
Professor: _______________________________________ Date(s) __________________________________
Competency IV: Designs and implements effective curriculum and course outlines
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Recognizes the relationship between
pedagogical theory and instructional
practice
Designs curriculum, instruction, and
assessment as interdependent and aligned
components of effective teaching rather
than as components to be thought about
separately and independently
Articulates instructional objectives that
identify the competencies or intellectual
abilities (cognitive knowledge, skills and/or
attitudes) that students will acquire and/or
extend as a result of taking the course
Selects teaching strategies that are
directly connected to the instructional
objectives of the course and are
appropriate to class size and student
readiness
Designs learning activities that are directly
connected to the instructional objectives of
the course
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Designs assessments that are directly
connected to the instructional objectives of
the course
Actively contributes to the planning and
review of program, aligning curriculum and
course outlines
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Sample learning activities, evidence of aligned theory and practice, etc.
Professor: ___________________________________________ Date(s) ______________________________
Competency V: Uses a variety of appropriate instructional strategies
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Selects teaching strategies that are
connected to the desired learning
outcomes
Designs learning activities that are
consistent with the desired learning
outcomes
Understands the limitations of passive
learning and adjusts traditional teaching
methods to encourage active and selfdirected learning
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Chooses instructional strategies that take
into account student abilities, their
attitudes towards learning, their
background knowledge, and their social
identity
Includes a variety of strategies to engage
various learning styles
Purposefully integrates student-centered
approaches in ensuring students are cocreators of their learning
Applies the principles of teaching and
learning based in educational research
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Evidence of learner-centered practice, samples of research integrated into practice, etc.
Professor: _______________________________________ Date(s) __________________________________
Competency VI: Assesses student learning adequately, meaningfully, and fairly
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Understands the relationship between
teaching, assessment and student
learning
Uses multiple strategies to assess
learning and development
Provides relevant, frequent and timely
constructive feedback
Uses both formative and summative
assessments
Creates assessments that promote
student learning: a) assessments
reflect the course objectives in
regards to content, knowledge, and
thinking skills; b) assessments reflect
the teaching and learning activities
Clearly communicates, monitors and
adjusts assessment strategies
Develops assessments that are both
effective and efficient
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Samples of varied assessment tools being used, formative and summative examples included, etc.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor: ___________________________________________
Competency VII: Manages the learning environment
Area of Focus
Evident
Date(s) _____________________________
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Makes effective use of class time
Creates a positive classroom environment that
is conducive to learning and respectful of
diversity
Creates an inclusive classroom climate in
which the principles of fairness and honesty
are respected
Intervenes proactively to discourage off task
behaviour
Intervenes to manage disruptive behaviour in
a timely and respectful manner
Maintains and communicates appropriate
standards of classroom behaviour
Understands the limits of own legitimate
authority and involves others as necessary
Actively engages and adapts classroom
content to ensure accommodation of special
needs
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Student feedback, evidence of accommodations being made, etc.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor: _______________________________________ Date(s) ___________________________________
Competency VIII: Integrates information technology into the college classroom
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Knows and demonstrates how information
technology can contribute to the
improvement of or facilitate teaching and
learning
Uses multi-media software to present
information
Facilitates students’ abilities to do research
on-line
Teaches students how to evaluate the
worth of material found on the Internet
Provides opportunities for electronic
discussion groups
Uses technology in situations where its use
will enhance the learning experience rather
than using it “for show”
Models effective use of communication
tools
Inputs grades on Student Information
System
Posts course outlines, faculty hours, etc.
on Learning Management System
Overall Comments:
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Examples of Supporting Documents/Artifacts that may be Included:
 Examples of varied platforms utilized, articulation of how technology augments the learning for students, etc.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor: _______________________________________
Date(s) ___________________________________
Competency IX: Actively demonstrates respect for our diverse learners.
Area of Focus
Evident
Proficient
Excellent
Needs
Improvement
Unknown/
Not Yet
Engages in conscious reflection about
teaching, examines the impact of
diversity on the teaching and learning
process and incorporates strategies
for inclusion in the teaching
environment.
Plans for and ensures integration of all
necessary accommodations
Encourages critical thinking and
examination of cultural norms from
varied perspectives
Adapts delivery methods and content
examples to engage a diverse group
of learners
Builds rapport with diverse groups of
learners
Stays current with learner needs
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Overall Comments:
Examples of Supporting Documents/Artifacts that may be Included:
 Student feedback, expectations articulated, etc.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Appendix B
Professor/Instructor Progress Report Forms: Summary of Observations and
Recommendations
Note: Upon completion and initialing, Chairs/Directors provide a completed copy of each Progress Report to
the Professor and send a copy to Human Resources
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor Progress Report Visit 1: Summary of Observations and Recommendations Form
Professor’s Name:
________________________________________
Chair/Director Name:
_____________________________________
Date of Observation: _________________
Comments
Chair Initials: _______
Professor Initials:
_____
Note: Upon completion and initialing, Chairs/Directors provide a completed copy of each
Progress Report to the Professor and send a copy to Human Resources
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Professor Progress Report Visit 2: Summary of Observations and Recommendations Form
Professor’s Name:
________________________________________
Chair/Director Name:
_____________________________________
Date of Observation: _________________
Comments
Comments related to appointment to permanent
status
Professor Signature
Chair Signature
Please provide a brief narrative describing the Professor’s overall performance outside of the classroom
(e.g. ability to function as a team member; take initiative; involvement with the program, department,
division and the college as a whole).
Approval: ___________________________ Signature: ___________________________Date: ______________
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Note: Upon completion and initialing, Chairs/Directors provide a completed copy of each
Progress Report to the Professor and send a copy to Human Resources
Appendix C
Individual Professor Development Planning Form
Note: This form is intended to capture the Professional Development planning at the end of the probationary period and can be
included in the Professor Portfolio. This sets the stage for review and update when the Performance Review Cycle for Academic
Employees begins 3 years following the completion of the probationary period.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
Individual Professor Development Planning Form
Name:
Division/Department:
Date:
Key/Signature Strengths
(3 – 5 maximum)
1
2
3
Development Goals
Focus on 3-5 areas maximum including professional
currency and teaching proficiency
How Can you leverage/build on these strengths
Evaluation
What success looks like, how you will know the results?
1
2
3
4
5
Action Plan & Due Dates
(E.g. Training, coaching, reading, etc.)
Resources Required
1
1
1
1
1
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development
THIS REPORT HAS BEEN PREPARED BY:
CHAIR/DIRECTOR: _______________________________SIGNED: __________________________________________ DATE: _____________
ACADEMIC EMPLOYEE: __________________________ SIGNED: ___________________________________________ DATE: _____________
APPROVED BY:
DEAN: ___________________________________________SIGNED: __________________________________________DATE: ____________
N.B.: Chairs/Directors please forward completed form to the Human Resources Department, to be maintained in the Human Resources File.
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Organizational and Staff Development
Approved May 20, 2015 by Nancy Hood, VP Human Resources and Organizational Development