Spotlight

In her first human resources position fresh out of college, Maritza Ruano (M.S. PSYC ’06) began learning life lessons in respect, empowerment, and success that would contribute to her development as a workplace leader. Ruano recalls that her supervisor gave her every opportunity to “learn and stretch” outside of her comfort zone, imbuing Ruano with a sense of confidence in her abilities and the desire to find innovative solutions to the task at hand. Now senior director of talent management at the AIDS Foundation of Chicago, Ruano is using those skills along with her education in industrial-organizational psychology to take on another first: the opportunity to develop an extensive three-year plan to help improve diversity, equity, and inclusion at AFC, where she has worked since 2016. Crain’s Chicago Business has already noted Ruano’s rising star status with a 2020 Notable Leaders in HR honor for her accomplishments at AFC, which includes a staff “learning and development” program, a way for her to pay forward the opportunities given to her early on.

What can the average person do at work or at school to help create an environment that is welcoming and inclusive?

We can all set aside time to learn about others that are different than us. We can also commit to being intentional about including others, particularly individuals belonging to groups that have often been excluded and/or marginalized. A simple way to include others in a group setting either at work or school is to actively listen to diverse ideas and perspectives and do our part in ensuring all voices in the group are heard. One the greatest obstacles to creating a welcoming and inclusive environment is that it requires work, intentionality, discipline, and consistency in our efforts and behaviors.

Can you share highlights about Hike 2 Life, the mentoring and development program that you founded in 2014 for Latino women ages 13–19?

I ran two cohorts through a two-part program that required attendance and participation in eight formal, in-person training sessions on a variety of skills (i.e., critical thinking, planning, and project management). Participants were required to develop a personal plan and to plan and execute a project or event. More than 80 percent of the participants have either completed their undergraduate studies, are currently in college, or are college-bound; more than 70 percent of those who have either completed their undergraduate studies or are currently in college are first-generation college students. Those who have completed their undergraduate studies are presently working as professionals in various fields. Currently, I provide mentorship and guidance to program participants upon request.

You said in an interview in Big Picture magazine that development, coaching, and mentoring contribute to the growth of individuals as well as the organizations they serve. How so?

For instance, through coaching from one of my managers while I was working at a talent management consulting firm, I developed and strengthened several skills (i.e., project management, and communication) that have proven to be key as I have moved up in my career. Her coaching not only contributed to my professional growth but also led to me being an asset to the organization and eventually to securing talent management opportunities at a higher level. Also, moving up in my career has resulted in access to increased social and economic opportunities.

From Issue:

Summer 2020

Category:

Alumni News