Rensselaer Diversity Culture and Systems Audit Report The Rensselaer Plan states: “Rensselaer will achieve true intellectual, geographic, gender and ethnic DIVERSITY in our students, faculty and staff in order to draw upon the best talent available, and to prepare our students to work and lead in a global economy.” To support this initiative, Rensselaer conducted a Workplace Diversity Culture and Systems Audit in 2004. Our sincere thanks go to all students, faculty and staff who participated in this important study. The following report presents results of the Rensselaer Workplace Diversity Culture and Systems Audit. The primary focus of this effort centered on assessing the Institute’s diversity climate, systems and processes. The process included historical data reviews, executive interviews, focus groups, and a diversity culture and systems audit assessment that gathered a representative sample of workforce and student perceptions regarding the state of Rensselaer’s diverse workplace and campus life.
CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Hubbard & Hubbard, Inc.
International Organization & Human Performance Consulting Corporation World Headquarters 1302 Holm Road Petaluma, CA 94954
Phone 707-763-8380 Fax 707-763-3640
Web: www.hubbardNhubbardinc.com
Rensselaer Diversity Culture and Systems Audit Report Rensselaer Diversity Cultural Audit Initiative Summary, Findings, and Recommendations February - June, 2004
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Table of Contents INTRODUCTION .................................................................................................................................................................................... 5 OBJECTIVES OF THE RENSSELAER DIVERSITY AUDIT INITIATIVE.............................................................................. 5 GENERAL DIVERSITY PROJECT OBJECTIVES .......................................................................................................................................... 5 OBJECTIVE OF THE RENSSELAER EXECUTIVE INTERVIEWS ................................................................................................................... 6 OBJECTIVES OF THE RENSSELAER FOCUS GROUPS ................................................................................................................................ 6 OBJECTIVE OF THE RENSSELAER DIVERSITY CULTURE AND SYSTEMS AUDIT SURVEY ...................................................................... 6 IMPORTANCE OF THIS INITIATIVE.............................................................................................................................................. 6 HOW WERE THE PARTICIPANTS SELECTED FOR INTERVIEWS?................................................................................... 7 INTERVIEW METHOD?....................................................................................................................................................................... 7 HOW WERE THE RESPONDENTS SELECTED FOR THE FOCUS GROUPS?.................................................................... 7 FOCUS GROUP METHOD? ................................................................................................................................................................. 7 WHAT WAS THE RESPONSE RATE? .............................................................................................................................................. 8 DESCRIPTION OF THE DIVERSITY CULTURE AND SYSTEMS AUDIT SURVEY DIMENSIONS .............................. 9 DESCRIPTION OF THE HUBBARD & HUBBARD, INC. DIVERSITY CULTURE AND SYSTEMS AUDIT SURVEY......................................... 9 HUBBARD & HUBBARD, INC. DIVERSITY CULTURE AND SYSTEMS AUDIT MODEL AND SURVEY DIMENSIONS ................................ 9 H&H Culture & Systems Performance Model................................................................................................................................ 10 PROFILE OF THE RESPONDENTS................................................................................................................................................. 11 INTRODUCTION ...................................................................................................................................................................................... 11 Demographic Analysis...................................................................................................................................................................... 12 MAJOR FINDINGS AND RECOMMENDATIONS....................................................................................................................... 13 DIVERSITY CULTURE AND SYSTEMS AUDIT HIGHLIGHTS ................................................................................................................... 13 Strong Positives................................................................................................................................................................................. 13 High Impact Challenges................................................................................................................................................................... 13 Additional Data Points ..................................................................................................................................................................... 14 MAJOR FINDINGS ................................................................................................................................................................................... 15 THEMES AND PATTERNS ........................................................................................................................................................................ 15 Faculty Focus Group........................................................................................................................................................................ 15 Staff Focus Group............................................................................................................................................................................. 17 Women Focus Group........................................................................................................................................................................ 19 Minority Focus Group...................................................................................................................................................................... 21 Student Focus Group........................................................................................................................................................................ 23 RECOMMENDATIONS ............................................................................................................................................................................. 26 INTRODUCTION .................................................................................................................................................................................. 26 TRAINING AND DEVELOPMENT RECOMMENDATIONS.................................................................................................... 26 Training & Development.................................................................................................................................................................. 26 COPYRIGHT © 2004 BY HUBBARD & HUBBARD, INC., ALL RIGHTS RESERVED, INTERNATIONAL ORGANIZATION AND HUMAN PERFORMANCE CONSULTING CORPORATION, 1302 HOLM ROAD, PETALUMA, CA 94954, 707-763-8380
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
RECRUITMENT AND RETENTION RECOMMENDATIONS ................................................................................................. 27 Recruitment and Retention ............................................................................................................................................................... 27 CAREER DEVELOPMENT RECOMMENDATIONS.................................................................................................................. 28 Career Development......................................................................................................................................................................... 28 ORGANIZATIONAL COMMUNICATION RECOMMENDATIONS...................................................................................... 28 Communication................................................................................................................................................................................. 28 MENTORING RECOMMENDATIONS........................................................................................................................................... 29 Mentoring.......................................................................................................................................................................................... 29 WORK AND FAMILY RECOMMENDATIONS............................................................................................................................ 30 Work and Family .............................................................................................................................................................................. 30 ACCOUNTABILITY RECOMMENDATIONS............................................................................................................................... 30 Accountability ................................................................................................................................................................................... 30 PERFORMANCE MANAGEMENT RECOMMENDATIONS ................................................................................................... 31 Performance Management............................................................................................................................................................... 31 SYSTEMS RECOMMENDATIONS .................................................................................................................................................. 31 Systems .............................................................................................................................................................................................. 31
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
1 Executive Summary
Section
Executive Summary A Brief Overview of the Rensselaer Diversity Culture and Systems Audit Introduction This section of the Rensselaer Diversity Culture and Systems Audit Report is designed to summarize the Rensselaer Diversity Cultural Audit Initiative. It will provide an overview of the initiative’s objectives, the method used to conduct the Audit, structure of the interviews and focus groups, a brief overview of the survey’s statistical results, as well as major findings and recommendations.
Objectives of the Rensselaer Diversity Audit Initiative This report presents results of the Rensselaer organization’s Workplace Diversity Culture and Systems Audit. The primary focus of this effort centered on assessing the organization’s diversity climate, systems and processes. The process included historical data reviews, executive interviews, focus groups, and a diversity culture and systems audit assessment that gathered a representative sample of diverse workforce and student perceptions regarding the state of Rensselaer’ diverse workplace and campus life.
General Diversity Project Objectives • On February 1, 2004, Hubbard & Hubbard, Inc. (H&H) began diversity consulting work with the
Rensselaer organization to meet its diversity and organizational assessment needs. The overall strategic objectives of this effort included: 1. Establishing baseline performance measures concerning what Faculty, Staff and Students know and think about diversity in Rensselaer’ diverse workplace and campus life. 2. Gaining a better understanding of the specific issues affecting Rensselaer’s workplace and campus life. 3. Assisting the Vice Provost for Diversity to obtain an understanding of the organization’s culture and issues related to diversity 4. Identifying and structural or institutional impediments that affect the personal and professional development of all groups in the workplace, particularly minorities and women. 5. Establishing benchmarks for any diversity initiative goals for current and future initiatives. 6. Addressing issues such as: Cultural change Work life issues Management education Staff training Unity of purpose Managing tension in the workplace Development of a diversity management capability. 6. Identifying the state of the organization. COPYRIGHT © 2004 BY HUBBARD & HUBBARD, INC., ALL RIGHTS RESERVED, INTERNATIONAL ORGANIZATION AND HUMAN PERFORMANCE CONSULTING CORPORATION, 1302 HOLM ROAD, PETALUMA, CA 94954, 707-763-8380
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Objective of the Rensselaer Executive Interviews • The objective of the Rensselaer Executive Interviews was to gather executive team perceptions
regarding the organization’s diversity climate and any related issues.
Objectives of the Rensselaer Focus Groups The objectives of the Rensselaer Focus Group sessions was to conduct guided assessment discussions that spotlight key diversity issues and gather information relevant to selected topics. The process was used to gather Faculty and Staff’ thoughts, opinions and perceptions about the workplace culture and how it affects employees’ job satisfaction and performance as well as gathering Student’ thoughts, opinions and perceptions.
Objective of the Rensselaer Diversity Culture and Systems Audit Survey The objective of the Rensselaer Diversity Culture and Systems Audit was to gather many perceptions from Rensselaer Faculty, Staff and Students in an accurate, complete, and expedient way using the Hubbard & Hubbard, Inc. online data analysis system. The data will demonstrate the numbers of respondents who perceive similar patterns about the workplace and campus life as well as reflect the degree to which these perceptions differ from group to group. The survey was structured to ensure anonymity.
Importance of this Initiative Rensselaer has been involved in an on-going effort to capture data regarding the culture of the organization. This Diversity Culture and Systems Audit process is designed to give Faculty, Staff and Students the opportunity to express their opinions and share their perceptions of how Rensselaer is addressing and valuing diversity. It is essential that the organization identifies and eliminates any barriers or impediments in the Rensselaer culture such that the organization’s environment is diverse, high performing and well suited to meet its strategic objectives as well as provide a diversity-friendly campus environment. Rensselaer Business Strategy Rensselaer’s business strategy is based upon the notion that business objectives cannot be achieved without qualified people willing and able to carry out strategies. Available competent talent to meet this need come in a diversity of colors, backgrounds, styles, ages, and abilities. The combination of diversity and Rensselaer’s business strategy creates a powerful integration of unique talents, skills and perspectives that offers a strategic competitive edge in Rensselaer’s marketplace. The process by which Rensselaer will capture and leverage the talents and skills of its diverse workforce is by recruiting and retaining these “intellectual capital assets” and utilizing their strengths in business and campus development, innovation, and creativity as part of its overall Institute strategy. Therefore, understanding the state of its culture and systems is critically important to its ability to sustain its growth and performance.
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
How Were the Participants Selected for Interviews? Rensselaer Interview participants were selected based upon their organizational level, unit, Faculty, Staff or Student status within the organization. This group included executives, staff, faculty and students in the organization.
Interview Method? • Dr. Ed Hubbard, Myra Hubbard and Hubbard & Hubbard, Inc. staff members conducted a series of 60-
minute interviews with Rensselaer executives and staff members to capture their concerns. Meetings were structured using a phone interview format, during which executives were asked a variety of structured questions to assess current and potential diversity challenges and successes.
How Were the Respondents Selected for the Focus Groups? Rensselaer Focus Group participants were selected using a representative, stratified, random sample of the Rensselaer workforce broken out by five groupings. Primarily Faculty, Staff, Students, Minority and Women delineated these groups.
Focus Group Method? Utilizing Hubbard & Hubbard, Inc.’s Interactive Response and Data Capture Technology Process (Quick Q&A+tm), Focus Group participants responded to a series of diagnostic questions using a response keypad system. In addition, they gave specific content details supporting the quantitative results. Areas covered during this electronic assessment and focus group process included: •
• • • • • • • • • • • • • •
General Demographics Barriers to Inclusion/Advancement Communication and Feedback Harassment Multicultural Issues Work/Family Issues Role of Ethnic Characteristics Employer of Choice Interpersonal Relations Management Effectiveness Organization Policy Supervisory Effectiveness Rensselaer Climate Organization Overall
Each Focus Group consisted of a particular subset of employees within Rensselaer and students. The data for these five (5) groups are outlined in this report. They are broken down in the following manner: •
Session 1: Faculty
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
• • • • •
Session 2: Staff Session 3: Minority Session 4: Women Session 5: Students Merged Group – This is a combined summary of all five groups
What was the Response Rate? Of the 2062 Faculty and Staff who were sent invitation letters 676 Faculty and Staff (n=676) completed the survey. Of the 8000 Students who were sent invitation letters Students (n=749) completed the survey. The information contained in this report is based all data collected during the survey period. This is a good response rate for Faculty and Staff -- 676 (above our required .05 Accuracy Level, n=322) reflecting the Faculty and Staff’s interest in offering opinion and perceptions. This is also a good response rate for Students -- 749 (above our required .05 Accuracy Level, n=366) reflecting Student’ interest in offering opinion and perceptions. Response Rate by Type Type Faculty and Staff (n=676 of 2062) Students (n=749 of 8000)
Response Rate 32.7% 9.4%
Of the Faculty and Staff who were invited to participate in the survey, the following response rates are reflected by racial and ethnic identification. Response Rate by Racial / Ethnic Identification Racial / Ethnic Identification Caucasian/White African-Am/Black Hispanic/Latino/Latina Asian/Pacific Islander Native American/Alaskan Native
Response Rate 85.6% 5.3% 1.8% 1.8% .8%
Of the total number of Faculty and Staff respondents who potentially could respond to the survey, several were listed in groups that could not be identified. They included the following with their numbers shown in parentheses: • Minority (2) • Not Applicable (16) • Refused (14) • Unknown (16) These respondents were not included in the response rate calculations shown by Racial and Ethnic Group.
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Description of the Diversity Culture and Systems Audit Survey Dimensions Description of the Hubbard & Hubbard, Inc. Diversity Culture and Systems Audit Survey The Hubbard & Hubbard, Inc. Diversity Culture and Systems Audit Survey used for Rensselaer accurately and dependably measures perceptions of diversity culture and diversity management through statistical analysis of survey results. Core items in the instrument have proven its utility based upon organizational results achieved in previous applications and validation processes. The survey process and its associated analyses are statistically sound and reliable. The survey itself contains: • • •
12 Diversity Culture and Diversity Systems Analysis Dimensions 79 Closed-ended items 3 Open-ended items
In this application of the survey, Rensselaer added a dimension to the basic survey to gather Faculty and Staff insights and concerns regarding specific human resource issues. Twenty-two (22) specific items designed by Hubbard & Hubbard, Inc. to assess the RPI Student population. All core items of the Hubbard & Hubbard, Inc. Diversity Culture and Systems Audit Survey though remained in tact for database comparisons.
Hubbard & Hubbard, Inc. Diversity Culture and Systems Audit Model and Survey Dimensions The Hubbard & Hubbard, Inc. Diversity Culture and Systems Audit Survey is based upon a model of diversity and high performance. An analysis using seven key performance clusters help organizations analyze the impact of their diversity culture, climate, and systems linked to strategic productivity improvement & ROI. The Diversity Culture and Systems Performance Model clusters are as follows:
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
H&H Culture & Systems Performance Model
Interpersonal Effectiveness Working Relationships
Fairness and Equity
Retention
Non-Discrimination Practices Gender Concerns Work & Family
Retention & Turnover Expectations and Satisfaction
Leadership Climate for Diversity Accountability
Systems
Building Capability
Advancement & Development Opportunities Learning & Growth
Inclusive Policies & Procedures Processes & Systems
Performance
Productivity Improvement & ROI
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Profile of the Respondents Introduction This section reports the response rate to the Diversity Culture and Systems Audit Survey and the percentages of Faculty and Staff respondents in each of the groups listed. The table below provides a demographic description of the respondents based upon those who indicated their racial background. The majority of respondents indicated their racial background. Total Population # in % in Pop. Pop.
Race
Caucasian/White African-Am/Black Asian American Hispanic/Latino/Latina Multi-racial Native American/ American Indian Asian Pacific Islander American Armenian Asian International Asian/ Caucasian Caucasian American Chinese I don’t believe in separating people this way Minority Not Applicable Refused Unknown Other Total:
Respondent Population (N=655)* # % Population Population Responding Responding
1718 86 171 33 6
83% 4.2% 8.3% 1.6% .3%
567 35 12 12 11 5
85.6% 5.3% 1.8% 1.8% 1.7% .8%
-
-
5 2 1 1 1 1 1 1 1
.8% .3% .2% .2% .2% .2% .2% .2% .2%
2 16 14 16 2062
.1% .8% .7% .8% -
6 662
.9%
• *Total respondent population indicating their racial background
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Response Rate by Type Type Faculty and Staff (n=676 of 2062) Students (n=749 of 8000)
Response Rate 32.7% 9.4%
Of the Faculty and Staff who were invited to participate in the survey, the following response rates are reflected by racial and ethnic identification. Response Rate by Racial / Ethnic Identification Racial / Ethnic Identification Caucasian/White African-Am/Black Hispanic/Latino/Latina Asian/Pacific Islander Native American/Alaskan Native
Response Rate 85.6% 5.3% 1.8% 1.8% .8%
Demographic Analysis The following demographic categories were utilized to sort the Rensselaer data. Sex
Gender of Immediate Supervisor
Present Position
•
Male
•
Male
•
Non-Management
•
Female
•
Female
•
Management
Racial/Ethnic Identification
Total Years of Service
Schools
•
Caucasian/White
•
Less than 1 Year
•
School of Engineering
•
African-Am/Black
•
1 Year to 18 Months
•
School of Science
•
Hispanic/Latino/Latina
•
19 Months to 3 Years
•
•
Asian
•
4 to 5 Years
Lally School of Management and Technology
•
Native American
•
6 to 10 Years
•
•
Pacific Islander
•
11 to 20 Years
School of Humanities and Social Sciences
•
Multi-racial
•
21 Years and Over
•
School of Architecture
•
Other
•
17-19
•
President
•
20-39
•
Provost
•
40-56
•
Administration
•
57+
•
Finance
•
Government and Community Relations
•
Student Life
•
Institute Advancement
•
Research
•
Human Resources
•
Dot CIO
•
Education for Working Professionals
Age
Portfolio Group
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Major Findings and Recommendations Diversity Culture and Systems Audit Highlights The following themes are reflected in the Rensselaer Diversity Culture and Systems Audit data. Actual results are described in this executive summary. Strong Positives •
Good response rate – 676 of 2062 Surveys completed for a 32.7% response rate. Above our required .05 Accuracy Level, n=322 for the Faculty and Staff Group. Good Response Rate for Students – 749 of 8000. A representative sample above our required .05 Accuracy Level, n=366.
•
Dedication to improving the quality of education that Rensselaer students receive
•
General awareness of the vision for RPI based upon the Rensselaer Plan
•
Overall, employees felt they received fair and honest feedback.
•
Overall, focus group members felt that minorities and non-minorities as well as males and females get along in their department.
•
Males and females felt their supervisor is responsive to their work and family needs
•
Employees felt that they would recommend persons from diverse backgrounds to join the Rensselaer staff or Faculty
•
Overall, Faculty and Staff feel Rensselaer is committed to creating a diverse workforce
•
The majority of Faculty and Staff felt they had not seen cases of discrimination, however a significant number have seen discrimination on campus.
•
Potential Productivity ROI Improvement could amount to a conservative $2,585,544 savings by implementing Faculty and Staff suggestions for improvement (based upon their estimates)
•
The majority of respondents felt that Human Resources Managers are responsive to staff issues as well as approachable and objective
•
Students felt their opinions seem to count regardless of their backgrounds
•
Students felt that RPI faculty members interact with respect to different views and opinions of students
High Impact Challenges •
Effective training and development experiences are missing from the Rensselaer environment especially for supervisors and managers. Employees often thought they did not have effective skills.
•
Perceived barriers to inclusion exist in the organization
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
•
Employees do not feel it is safe to say what you feel in this organization
•
Different forms of Harassment is perceived to occur in the Rensselaer organization and does inhibit a significant amount of the Faculty and Staff’s behavior
•
Faculty and staff felt required overtime does affect their work and family balance needs
•
Faculty and Staff only mildly agree that constructive change will occur as a result of this effort
•
Faculty and Staff do not always feel the most qualified person is selected for jobs. Perceptions regarding favoritism and the buddy system was felt to be part of the selection criteria.
•
Faculty and staff felt the same people are selected for committees and for developmental assignments. Limited opportunities for others. Lack of involvement of a broader range of people.
•
Many African Americans, Hispanics and Multi-racial respondents do not feel Rensselaer’s leadership team “walks their diversity talk”.
•
A large percentage of African American (52.9%), Hispanic (75%) and Multi-racial (45.5%) respondents do not agree female and minorities have an equal opportunity for promotion and advancement at Rensselaer.
•
Most groups agree that minorities are included in informal networks, however, Hispanic (54.6%) and a significant population of African American respondents (39.4%) do not agree.
•
A higher percentage of African Americans and Multi-racial respondents stated they plan to leave within 6 months.
•
Students felt that RPI programs do not facilitate ways for students to learn more about each other’s background, culture, etc.
•
A significant group of students perceive there is poor communication and cooperation between faculty departments and staff members.
•
A significant number of students are skeptical that constructive change will occur as a result of this analysis effort.
Additional Data Points The following results focus on Turnover and Retention Issues. It captures employee perceptions regarding the reasons they would stay and the reasons they would leave Rensselaer given a list of possible reasons. Employees were asked to select up to three reasons why they might leave or stay with the organization. These results imply how important each item is to employees, not how well the organization is currently doing in each area. The top 5 reasons selected from the list of reasons why a Faculty or Staff member might LEAVE Rensselaer are as follows (in priority order): • • • •
Inadequate Rewards/Recognition Career Change Retirement Too Much Micro-management
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
•
Management/Leadership
The top 5 reasons selected from the list of reasons why a Faculty or Staff member might STAY at Rensselaer are as follows (in priority order): • • • • •
Colleagues/Co-Workers Meaningful Work/Company Mission Location of Job Learning/Development Opportunities Company Identity/Reputation
Major Findings The following information represents critical themes and patterns that were presented during the data collection process.
Themes and Patterns •
Based upon an interactive dialogue between the focus group participants and the facilitators, the following themes and patterns emerged from the total (all groups) and each group individually. Faculty Focus Group
Focus Group Faculty
Focused Content Area Safe to Express Feelings
1. 2.
3. 4. 5.
6. 7.
Concerns Expressed (Themes and Patterns) “If you disagree with a department Chair, you may not get resources.” “The junior members may not express opinions that disagree or are out of line with current policy because the promo and tenure track is a 12 year process.” “Raising issues often get contradicted.” “In twelve year process many can be undermined but no one can guarantee it.” “Climate that exist that the type of research deeply connected to money flow, that if you criticize it--it is not well accepted.” “Merit salaries can be adjusted if you don’t agree with tenure and if low, it shows up in your raise.” “Not a lot of open dialog (i.e. required biology course, admin. is pushing it.
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
8. 9.
Faculty
Performance Feedback
1. 2. 3. 4. 5.
6.
Faculty
Commitment to Diversity
1. 2. 3. 4. 5.
6.
You should vote on it. There is an illusion of inclusion.” “It is not just whether it is safe to say what you feel, but, is it effective to say …experience is that it won’t.” “It is unlikely that expressing feedback will change anything. Fiscal or policy…only looks like a “lose” game.” “Heavily due to relationship with the Chair.” “Feedback is measured externally because the Chair doesn’t know what you do.” “Rules of the game for performance constantly change.” “Chair may place different level of importance on feedback based on your level.” “You may receive outside recognition that is great, but your performance is not seen as good by internal standards.” “Things have improved dramatically since Dr. Jackson came (i.e. Grant money, especially in traditional schools that didn’t get money).” “As a university, student education is not recognized as the critical issue.” “Intellectual diversity is an important issue that is not addressed.” “People are treated differently based on the field they are in.” “Historical mindset of hierarchy of fields and level of support you receive.” “Lots of change in staff diversity, but little change in faculty diversity. If no change then we will see little change in students’ behavior and ratios. The impact is that it makes me not want to be here.” “It needs to be recognized that competition for minority faculty in certain fields is extreme…hard for us to compete for them. (i.e. Physics) Location (Albany) affects whether you will attract them.”
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Staff Focus Group
Focus Group Staff
Focused Content Area Career Development and Advancement Opportunities
1.
2. 3. 4. 5. 6. 7.
Staff
Work Life Balance
1.
Staff
Barriers to Inclusion
1.
2.
3.
4.
Concerns Expressed (Themes and Patterns) “There is an assumption that with a certain level of education that a person has that he or she is capable to do the job, this is not an accurate assumption.” “Positions advertised may include a degree that is not required to perform the job.” “I know what is expected of me, what I’m supposed to do and how it fits in with RPI’s overall plan.” “You are either the “In” group or “Out” group based on budget.” “Money resources don’t match the organization’s goals.” “There needs to be recognitions that RPI budget wise is going through transition to hopefully will level out.” “People may see spending on construction work etc., but have difficulty understanding why there are limits on their raises. They need an explanation.” “There shouldn’t be the attitude that you have to live and breathe here. Working mothers have a life beyond here—we have families. People who are not married or have children need to have a life.” “Beginning to feel as long-term dedicated employee that I am asked to make a lot sacrifices. (My family, life, receiving less money).” “Explanation of the realities is needed. As much as I love it here, we need the big picture. Staff seems to be on the bottom of priorities.” “Need to get input from the maintenance and grounds people if you are making changes they have to implement.” “There has been a lack of inclusion of Gays and Lesbians in the way the diversity initiative has been presented. Would like to see GLBT included surveys questions, etc..”
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Performance Feedback
5. “GLBT (from the Safe Way) say they often feel left out. Inclusion needs to include them in the wording not just implied.” 6. “If you have to think about whether you can bring your “partner” to a company event, or have to think about comments you make as a GLBT every day, you can see how powerful it can be to have or not have the freedom to express yourself.” 7. “Structure of RPI is difficult for people with disabilities to get around, for this reason—we wouldn’t recommend RPI to them.” 8. “There is a pecking order (faculty, staff). There is a perception you are lower status.” 9. “There are differences in policies for faculty and staff. (i.e. how much time you get off, adoption policy, policies for gays and lesbians).” 1. “Performance evaluation system has changed but not for the better. There aren’t any good descriptions of categories. The fact it is only done yearly is a factor. But, I do receive day-to-day feedback.” 2. “I’m limited because the performance system is limited to what it reports ratings on (i.e. job description). I don’t get the complete feedback I need regarding my performance.” 3. “The budget limits the kind of ratings supervisors give. Some offices have more money to work with. The impact, I have to give people less than they deserve which hits them at the core of motivation. The employee does not know that I wanted to give him or her an ‘E’ rating.”
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Staff
Belief Constructive Change Will Occur
1. “We have done surveys in the past, nothing or little has been done as a result.”
Women Focus Group
Focus Group Women
Women
Focused Content Area Barriers to Inclusion
Concerns Expressed (Themes and Patterns) 1. “Work I do is not valued due to the career choices ( i.e. Engineering vs. environmental side).” 2. “Opinions not accepted due to my culture background and training. (i.e. I can’t be passionate about things because it is not acceptable behavior here. There is lack of acceptance for style differences due to culture.” 3. “There is a clash between my values and the institution’s values…my relationship skills vs. research. 20% of rating is related to the value of teaching but it takes 60% of my time. On the teaching side, I’m told ‘just don’t be too terrible’.”
Degree to Which Harassment Exist
1. ‘Cases of sexual harassment of faculty and staff exist. Tenure seems to protect faculty, staff seems to lose. Also happens to grad students. Some people had feedback that actions were taken. Most impact seems to be by level.” 2. “Personal sexual harassment was experienced. My situation was not addressed and I was asked to understand the other person’s motivation.” 3. “It is an unfriendly campus for people with disabilities.” 4. “Sexual orientation is so under the radar at RPI that it must be included in the survey questions to get at the issues.” 5. “Seems many people are harassed but they don’t say anything. We need an ombudsman and it has been suggested but no action taken to put a process in place.”
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Women
Work and Family Issues
Women
Commitment to Diverse Workforce
6. “Mildly pleased with the success with the School of Engineering but people are only brought in at the junior rank.” 1. “Value structure pushes faculty to work more than 80 hours a week.” 2. “Working overtime is pushed as a norm. Not that people are saying you have to be here, but you don’t get grants if you don’t.” 3. “Women have to do twice as much as men.” 4. “Chairs aren’t educated to deal with maternity leave. Had to write in the performance evaluation ‘had baby’.” 5. “It is punishing to take parental leave due to treatment (especially men). Need to look at the way policy is implemented.” 6. “Also treatment by colleagues regarding maturity leave is unfair. Seen as a strike against you if you decide to have child. Maturity leave only buys you out of 40% of your job. You still have to do other parts of your job.” 7. “Others being described as research professional and women described as motherly are insulting. Some sexist behavior reflected.” 1. “University should be promoting women faster and need to be recognized. Will help culture change faster.” 2. “Only lip service paid to diversity of faculty. There have been hires in clinical but no women were hired.” 3. “Women don’t fit in the new organization paradigm. Was told my field attracts too many women. There are many well qualified people available but they don’t fit our look, speaking style, etc.” 4. “Greatest diversity problem is our staff, no men at lower level in Admin level.” 5. “As wonderful as Dr. Jackson is, we haven’t seen a positive change in Faculty Diversity, many people have
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
left.” Women
Performance Feedback
1. “We are given performance feedback but it may not be useful.” 2. “Merit raise patterns (i.e. publish their books, performance evaluation, no raise when I published my book)”. 3. “As a woman I have to publish two books vs. males to get tenure.” 4. “No real equity in how policies are implemented across departments, not fairly treated. No real chair mechanism to address it.”
Minority Focus Group
Focus Group Minority
Focused Content Area Career Development and Advancement Opportunities
1. 2. 3. 4. 5. 6.
7.
8. Minority
Barriers to Inclusion
1. 2.
3.
Concerns Expressed (Themes and Patterns) “Hard to advance when no pool to choose from.” “Hiring from outside, vs. inside. People internally apply—don’t receive a response.” “There is discussion about advancement but seen very little action.” “How fast you advance depends on the department.” “Lots of people hire their friends, many things are political.” “Many hire someone (a friend) who is not qualified, and then have to send them to training to learn the skills needed. You may already be qualified but not considered because you’re not a friend.” “We tend to manage things by relationships. It depends on whether you have a relationship. As a new person, heard to get into the culture. (In group vs. out group).” “There is a lack of career track for positions such as front desk reception.” “Not supportive, get the common courtesy but not beyond that.” “Different categories of people and how you are viewed (faculty vs. staff). They don’t think staff is as qualified. Want to feel like my efforts are rewarded and count towards future advancement.” “We don’t have career ladders period. It doesn’t need to be based on race or gender, we just need it. There is a lack of
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Minority
Respect for Opinions
Minority
Performance Feedback
Minority
Recommend RPI to Others
Minority
Other Issues
clear definition of what it takes. We don’t have bonuses or get rewards for career performance.” 4. “Decisions get made without involvement.” 5. “Been here a long time, we use to get merit and yearly raises, now we get less.” 6. “Never invited to meetings affecting my work.” 7. “There is faculty, students and staff hierarchy in everything here that create barriers.” 8. “Many people snap at you if you call them by the wrong level (Management is up here and everyone else is down here.” 9. “When steering committee formed, always have the same people—need new people.” 10. “You have to make noise to let people know that you want to be involved and that you want to be on committees.” 1. “There are wonderful people but some who should not be managers—they are poor people managers.” 2. “I can give my opinion as a minority its ok, but if a white person gives an opinion that opinion is embraced more.” 3. “If you have an idea, it is evaluated based upon your level, not the value of the solution.” 1. “There are people afraid to talk to each other due to repercussions.” 2. “Need supervisor training classes to train people before they become managers, it should be mandatory.” 3. “Need 360 degree feedback to get upward feedback.” 4. “RPI tend to hire like-minded people. Can’t give feedback up the chain.” 1. “RPI has a laid back environment vs. corporate.” 2. “RPI is the future for jobs…gives your kids a chance for the future and that’s an advantage.” 3. “Years ago minorities couldn’t come up on this hill. This is changing, but we also have to fight to stay here.” 4. “You can’t beat the benefits.” 1. “When we get on committees, we work on it and give recommendations and nothing happens with our recommendations. There is no accountability for the decisions.”
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
2. “We had a diversity program, and nothing happened or it tanked.” 3. “Dr. Jackson has changed some things here which are a positive.” 4. “Need to extend diversity efforts to include supplier diversity. Need people to support it and its importance to RPI.” Student Focus Group
Focus Group Students
Focused Content Area Commitment to Diverse Workforce
1. 2.
3. 4. 5.
6. 7.
8.
Concerns Expressed (Themes and Patterns) “Don’t know whether the Comm. Advocates (CA) Program is making a difference.” “After year 2002, an initiative was started—‘minority grad. Student’s weekend’. In some classes there weren’t any women. We have been improving, but not positive and confident that everyone on top management team is committed.” “To be committed is not just starting a program, but being there year after year to support the program.” “The Vice Provost demonstrates commitment.” “Diversity success is not just measuring how many minority students we have, but how are they doing, how do they survive. (Do they graduate, what’s their GPA’s, where do they go after they graduate, number of them graduating? Do minorities leave with a degree of choice? How do the number of minority students leaving compare to the majority group?)” “Commitment means support (financial, educational, emotional, life on campus and improved transition).” “Programs such as CAs should have involvement of minorities AND nonminorities as a reflection of RPI. People hear the word minority and they think it means people of color. This might be why non-minorities don’t participate.” “No one outside the school of
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Students
Degree to Which Harassment Exist
humanities is a critical thinker. Is RPI graduating critical thinkers that can talk about world problems?” 9. “More effort could be made on the part of the school to keep minorities from leaving.” 10. “Need more cooperation between schools. Bio-defense should have been taught by school of humanities.” 11. “Don’t see any attention given to Grad students attending nights who are working forty hours. There is no support. It is like they are part of another country. You are not informed regarding what is going on during the day. You are a stranger.” 12. “Most clubs are student run. We need admin and faculty involvement. To create continuity some students have low grades due to a heavy load and running student organizations.” 13. “We need an office like Rockefeller Center for Latino American students. An office for student affairs.” 14. “Dr. Ken Durgens office has been helpful.” 15. “Need an office to help pick up pieces if your advisor fails to help you. You rise and fall on whether the advisor knows how things get done on this campus.” 16. “Students need something else to be involved in outside of school.” 17. “Asian American students are not seen as minority students by RPI in general. We have no one to go to. We are sent in circles when we ask.” 18. “The Japanese student union did not have support from admin.” 1. “Male and female ratio is an issue.” 2. “Some people indicate being picked on based on race. (I.e. African American group told they are being loud when others also were load but weren’t told to be quiet.).” 3. “Experienced people yelling “n---er” get off my campus.” 4. “When in classes only one or two females in group. We get disregarded. This is sometimes
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Students
Other Issues
school dependent.” 1. “We would recommend RPI; it is what you make of it. But warn minority and non-minority to get to know what you are in for ahead of time.” 2. “We need to recognize we need to change as a whole.” 3. “Faculty is more concerned about research than students.” 4. “Need to understand the differences in culture to know what is the‘norm’.” 5. “Need to make sure there are minority mentors on campus…having a woman doctor to mentor.” 6. “There is no real mixing on campus …really segregated.” 7. Successful students at RPI: a. Get involved b. Have more on their plate than academics (some type of club or activity) c. Interact with others who are strong willed d. Have a sense of purpose and feel included 8. Successful graduate students at RPI : a. Can’t be involved as much because heavy load b. Get involved with other grad students to learn the ropes
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Recommendations
Needs and Suggestions Generated by this Initiative Introduction This section of the Rensselaer Diversity Culture and Systems Audit Report is designed to provide recommendations in response to findings generated from this project. These recommendations should become the basis for an organizational effectiveness and diversity implementation plan. This plan must be communicated as soon as possible back to the survey population, employees and other stakeholder groups. The organization’s integrity, commitment and accountability are on the line. The manner in which the plan is communicated, executed and management’s degree of candor about what will or will not be done based upon findings and recommendations will determine if employees and students will trust requests for their input in the future.
Training and Development Recommendations Training & Development •
Train supervisors and managers in Leadership and Gender diversity training. As shown in the report, career development and training was rated very poor with 79% of African Americans and 50% of Hispanics respondents rating their development experiences with their supervisors at 5 or less (out of 10 points).
•
Develop and conduct skill building programs covering diversity in the workplace
•
Ensure that supervisors are effectively trained to provide crucial conversation feedback, coaching and counseling to a diverse workforce.
•
Supplement ongoing training programs with modules on career development and mentoring
•
Provide team building sessions and cross-functional collaboration that focus on capitalizing on the diversity of members
•
Budget appropriately for training expenditures
•
Create “mini-workshops” or “Lunch-N-Learns” covering issues such as White male stereotypes, ageism, classism, style, language, gender and other biases. Based upon student comments, much work needs to be done regarding students interacting across genders and cultures
•
Utilize web-based learning options for improved diversity awareness and access among employees
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Recruitment and Retention Recommendations Recruitment and Retention •
Set overall retention target levels by position, department, gender and demographic category with incentives attached
•
Encourage participation in mentoring activities (cross-cultural, cross-gender, and reverse mentoring, etc.)
•
Develop and encourage participation in internal and external network groups that can serve as a resource to support full diversity and inclusion at Rensselaer such as participation in Catalyst, INROADS, National Black MBA Association, National Society of Hispanic MBAs (www.nshmba.org), The Diversity Pipeline Alliance (www.diversitypipeline.org), HireDiversity.com, The PhD Project (www.phdproject.com), etc. Work with on-campus student groups to gain input and improve campus life for retention.
•
Create internships with high schools, and other associations.
•
Form a project team to specifically work on focused hiring area needs.
•
Expand recruitment sourcing for candidates from diverse backgrounds to come to the Albany area with local, regional and national career fair attendance.
•
Eliminate “glass-ceiling” effects especially for women, minorities, and staff from lower levels.
•
Develop activities that build on Rensselaer College employee’s camaraderie. Students require the same changes to improve their ability to interact with one another.
•
Have a frank advancement and development conversation with all faculty and staff. Discuss career options. Since there is evidence that it is not “safe to say” what you think, actions must be taken to create a genuine exchange.
•
Develop competency models for advancement by position
•
Create a customized “Employee LifeCycle” Retention process that highlights retention interventions that will be put in place along an employee’s tenure.
•
Create mandatory Individual Development Plans (IDPs) for all high-potential employees
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Career Development Recommendations Career Development
•
Build career paths and succession management systems and review them quarterly. This would help prevent comments from the study which indicated “Without a career ladder, I can't stay here. It's a shame that loyal, productive & active staff members will be lost by the Institute”.
•
Develop and implement a quarterly career development workshop that any employee can attend to learn what they can personally do to enhance their career knowledge and expertise at Rensselaer College.
•
Wider participation of employees by level on committees for growth and development
•
Encourage and reward those who take rotational/exchange assignments to broaden their expertise level and breadth of experience.
•
Consider and evaluate benefits of shadowing assignments for women and minorities
•
Take a more proactive approach to placing women and minorities in positions that break stereotypical molds
•
Train managers and supervisors in how to coach employees to support career development
•
Create a formalized mentoring program
Organizational Communication Recommendations Communication •
Institute a series of Town Hall meetings for employees to specifically address the following issues: • Strategic Purpose of Diversity in the Workplace • Review progress along the diversity strategic plan path • Foster education and present personal views regarding individual accountability • Celebrate diversity successes • Provide visible rewards for diversity objectives accomplishment
•
Meet regularly with a diversity advisory group that represents a cross-section of employee (by department and level) to review inclusive culture needs and changes implemented
•
Create a strategic communications plan for diversity by target audience
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
•
Produce a “Diversity Annual Report” each year highlighting diversity efforts in review.
•
Start a “breakfast meetings with the President and/or the Cabinet members” session to review the diversity vision
•
Avoid waiting until everything is known before communicating. Share. The rumor mill works fast at putting information in the pipeline, even if it is wrong.
•
Have at least monthly meetings and collaborative efforts to get to know who the new people are at Rensselaer College
•
Teach people where to go for information. Smokers tend to have more information due to informal sharing
•
Create information sharing networks
•
Develop a formal process for sharing survey results such as a diversity web site, standard slots on the President’s or Cabinet group’s meeting agenda. Do not simply issue policy statements as a substitute. Use the Town Hall venue as a familiar vehicle to discuss issues and receive feedback.
Mentoring Recommendations Mentoring •
Periodically publicize the importance, purpose and value of mentoring experiences (specifically include cross-cultural, reverse, and cross-gender)
•
Include a module on mentoring in any on-going management programs that create awareness of the benefits and helps develop mentoring skills
•
Value and reward mentoring actions taken by employees in performance evaluations
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Work and Family Recommendations Work and Family •
Reinforce the work and family policy reflective and supportive of a diverse workforce. Continue its support. Since employees felt that they have to work extraordinary overtime to get promoted or advance, they may feel work and family balance is not supported
•
Ensure uniform implementation of policies on work and family issues such as use of time bank, etc.
•
Provide job sharing opportunities
Accountability Recommendations Accountability
•
Develop a Diversity Strategic Plan and follow through to implementation. This will help avoid comments like this one given in the comments section: “We have done surveys in the past, nothing or little has been done as a result”.
•
Create an environment where the organization can quantify and measure the diversity initiative and its results. Develop a Diversity Scorecard for Rensselaer and manage by it.
•
Use annual employee feedback to assess progress with diversity initiatives
•
Report on the number and percent of women and minority candidates considered and chosen for senior-level vacancies and first-line managerial positions on a yearly basis. Review progress on representation of women and minorities by department
•
Establish a procedure to ensure that all groups, especially women and minorities, are systematically considered for line assignments early in their careers. Establish a tracking system to monitor the results of this
•
Review Diversity data, gaps, systems, and successes to gauge overall progress
•
Set objectives and goal targets to achieve recognition on local, regional and national Diversity Best Practice and/or Employer of Choice lists.
•
Develop a “Sponsorship” budget to sponsor local, regional and national events that match key strategic need. Track impact such as results, goodwill, brand image improvement and name recognition.
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CONFIDENTIAL H&H DIVERSITY ANALYSIS REPORT FOR RENSSELAER, ALBANY, NY
Performance Management Recommendations Performance Management •
Re-engineer the performance management system such that it is competency-based
•
Need 360 Degree feedback system with built-in protection for small department groups
•
Need competency and skill-based rating systems that link to job standards
Systems Recommendations Systems •
Conduct an audit to examine competency-coverage ratios by tenure, level and location
•
Examine policy application equity to make certain individuals get equal time off and support, i.e., flextime for classes, support for people who are not married or are domestic partners.
•
Develop incentive systems linked to diversity that are tied to achieving diversity performance results
•
Build employee recognition systems based upon feedback related to what employees consider “recognition” using their feedback
•
Create teamwork training and team-building opportunities that are built into naturally occurring operating processes
•
Form “Alliances” and “Community Partnerships” that match specific strategic diversity needs at Rensselaer
•
Apply for diversity-focused grants that match specific strategic diversity needs at Rensselaer
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