Managing Workplace Diversity (PA 533)
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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 Phone 707-763-8380
Corporation
World Headquarters Fax 707-763-3640
1302 Holm Road
Petaluma, CA 94954
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
G
ENERAL
D
IVERSITY
P
ROJECT
O
BJECTIVES
.......................................................................................................................................... 5
O
BJECTIVE OF THE
R
ENSSELAER
E
XECUTIVE
I
NTERVIEWS
................................................................................................................... 6
O
BJECTIVES OF THE
R
ENSSELAER
F
OCUS
G
ROUPS
................................................................................................................................ 6
O
BJECTIVE OF THE
R
ENSSELAER
D
IVERSITY
C
ULTURE AND
S
YSTEMS
A
UDIT
S
URVEY
...................................................................... 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
D
ESCRIPTION OF THE
H
UBBARD
&
H
UBBARD
,
I
NC
.
D
IVERSITY
C
ULTURE AND
S
YSTEMS
A
UDIT
S
URVEY
......................................... 9
H
UBBARD
&
H
UBBARD
,
I
NC
.
D
IVERSITY
C
ULTURE AND
S
YSTEMS
A
UDIT
M
ODEL AND
S
URVEY
D
IMENSIONS
................................ 9
H&H Culture & Systems Performance Model................................................................................................................................ 10
PROFILE OF THE RESPONDENTS................................................................................................................................................. 11
I
NTRODUCTION
...................................................................................................................................................................................... 11
Demographic Analysis...................................................................................................................................................................... 12
MAJOR FINDINGS AND RECOMMENDATIONS....................................................................................................................... 13
D
IVERSITY
C
ULTURE AND
S
YSTEMS
A
UDIT
H
IGHLIGHTS
................................................................................................................... 13
Strong Positives................................................................................................................................................................................. 13
High Impact Challenges................................................................................................................................................................... 13
Additional Data Points ..................................................................................................................................................................... 14
M
AJOR
F
INDINGS
................................................................................................................................................................................... 15
T
HEMES AND
P
ATTERNS
........................................................................................................................................................................ 15
Faculty Focus Group........................................................................................................................................................................ 15
Staff Focus Group............................................................................................................................................................................. 17
Women Focus Group........................................................................................................................................................................ 19
Minority Focus Group...................................................................................................................................................................... 21
Student Focus Group........................................................................................................................................................................ 23
R
ECOMMENDATIONS
............................................................................................................................................................................. 26
INTRODUCTION .................................................................................................................................................................................. 26
TRAINING AND DEVELOPMENT RECOMMENDATIONS.................................................................................................... 26
Training & Development.................................................................................................................................................................. 26
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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
Section
1
Executive Summary
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.
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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
Response Rate
Faculty and Staff (n=676 of 2062)
32.7%
Students (n=749 of 8000)
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
Response Rate
Caucasian/White 85.6%
African-Am/Black 5.3%
Hispanic/Latino/Latina 1.8%
Asian/Pacific Islander
1.8%
Native American/Alaskan Native
.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
Performance
Productivity
Improvement &
ROI
Fairness and Equity
Non-Discrimination
Practices
Gender
Concerns
Work & Family
Retention
Retention
&
Turnover
Expectations
and
Satisfaction
Building Capability
Advancement
&
Development
Opportunities
Learning & Growth
Leadership
Climate
for
Diversity
Accountability
Systems
Inclusive Policies &
Procedures
Processes
&
Systems
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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
Respondent Population
(N=655)*
Race
# in
Pop.
% in
Pop.
#
Population
Responding
%
Population
Responding
Caucasian/White 1718
83% 567
85.6%
African-Am/Black 86
4.2%
35
5.3%
Asian American
171 8.3%
12
1.8%
Hispanic/Latino/Latina 33 1.6%
12
1.8%
Multi-racial -
-
11
1.7%
Native American/
American Indian
6 .3%
5
.8%
Asian -
-
5
.8%
Pacific Islander
-
-
2
.3%
American -
-
1
.2%
Armenian -
-
1
.2%
Asian International
-
-
1
.2%
Asian/ Caucasian
-
-
1
.2%
Caucasian American
-
-
1
.2%
Chinese -
-
1
.2%
I don’t believe in
separating people this
way
- -
1
.2%
Minority 2
.1%
-
-
Not Applicable
16
.8%
-
-
Refused 14
.7%
-
-
Unknown 16
.8%
-
-
Other -
-
6
.9%
Total: 2062
662
• *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
Response Rate
Faculty and Staff (n=676 of 2062)
32.7%
Students (n=749 of 8000)
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
Response Rate
Caucasian/White 85.6%
African-Am/Black 5.3%
Hispanic/Latino/Latina 1.8%
Asian/Pacific Islander
1.8%
Native American/Alaskan Native
.8%
Demographic Analysis
The following demographic categories were utilized to sort the Rensselaer data.
Sex
• Male
• Female
Gender of Immediate Supervisor
• Male
• Female
Present Position
• Non-Management
• Management
Racial/Ethnic Identification
• Caucasian/White
• African-Am/Black
• Hispanic/Latino/Latina
• Asian
• Native
American
• Pacific
Islander
• Multi-racial
• Other
Total Years of Service
•
Less than 1 Year
•
1 Year to 18 Months
•
19 Months to 3 Years
•
4 to 5 Years
•
6 to 10 Years
•
11 to 20 Years
•
21 Years and Over
Schools
•
School of Engineering
•
School of Science
•
Lally School of Management
and Technology
•
School of Humanities and
Social Sciences
•
School of Architecture
Age
• 17-19
• 20-39
• 40-56
• 57+
Portfolio Group
•
President
• Provost
• Administration
• Finance
•
Government and Community
Relations
• Student
Life
• Institute
Advancement
• Research
• Human
Resources
• Dot
CIO
•
Education for Working
Professionals
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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
Focused
Content Area
Concerns Expressed
(Themes and Patterns)
Faculty
Safe to
Express
Feelings
1. “If you disagree with a department
Chair, you may not get resources.”
2. “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.”
3. “Raising issues often get
contradicted.”
4. “In twelve year process many can be
undermined but no one can
guarantee it.”
5. “Climate that exist that the type of
research deeply connected to money
flow, that if you criticize it--it is not well
accepted.”
6. “Merit salaries can be adjusted if you
don’t agree with tenure and if low, it
shows up in your raise.”
7. “Not a lot of open dialog (i.e. required
biology course, admin. is pushing it.
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You should vote on it. There is an
illusion of inclusion.”
8. “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.”
9. “It is unlikely that expressing
feedback will change anything.
Fiscal or policy…only looks like a
“lose” game.”
Faculty Performance
Feedback
1. “Heavily due to relationship with the
Chair.”
2. “Feedback is measured externally
because the Chair doesn’t know what
you do.”
3. “Rules of the game for performance
constantly change.”
4. “Chair may place different level of
importance on feedback based on
your level.”
5. “You may receive outside recognition
that is great, but your performance is
not seen as good by internal
standards.”
6. “Things have improved dramatically
since Dr. Jackson came (i.e. Grant
money, especially in traditional
schools that didn’t get money).”
Faculty Commitment
to Diversity
1. “As a university, student education is
not recognized as the critical issue.”
2. “Intellectual diversity is an important
issue that is not addressed.”
3. “People are treated differently based
on the field they are in.”
4. “Historical mindset of hierarchy of
fields and level of support you
receive.”
5. “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.”
6. “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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Staff Focus Group
Focus
Group
Focused
Content Area
Concerns Expressed
(Themes and Patterns)
Staff
Career
Development
and
Advancement
Opportunities
1. “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.”
2. “Positions advertised may include a
degree that is not required to perform
the job.”
3. “I know what is expected of me, what
I’m supposed to do and how it fits in
with RPI’s overall plan.”
4. “You are either the “In” group or “Out”
group based on budget.”
5. “Money resources don’t match the
organization’s goals.”
6. “There needs to be recognitions that
RPI budget wise is going through
transition to hopefully will level out.”
7. “People may see spending on
construction work etc., but have
difficulty understanding why there are
limits on their raises. They need an
explanation.”
Staff Work
Life
Balance
1. “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.”
Staff Barriers
to
Inclusion
1. “Beginning to feel as long-term
dedicated employee that I am asked
to make a lot sacrifices. (My family,
life, receiving less money).”
2. “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.”
3. “Need to get input from the
maintenance and grounds people if
you are making changes they have to
implement.”
4. “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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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).”
Performance
Feedback
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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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
Focused
Content Area
Concerns Expressed
(Themes and Patterns)
Women
Barriers to
Inclusion
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’.”
Women 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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6. “Mildly pleased with the success with
the School of Engineering but people
are only brought in at the junior rank.”
Women Work
and
Family Issues
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.”
Women Commitment
to Diverse
Workforce
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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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
Focused Content
Area
Concerns Expressed
(Themes and Patterns)
Minority
Career
Development and
Advancement
Opportunities
1. “Hard to advance when no pool to choose
from.”
2. “Hiring from outside, vs. inside. People
internally apply—don’t receive a response.”
3. “There is discussion about advancement
but seen very little action.”
4. “How fast you advance depends on the
department.”
5. “Lots of people hire their friends, many
things are political.”
6. “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.”
7. “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).”
8. “There is a lack of career track for positions
such as front desk reception.”
Minority Barriers
to
Inclusion
1. “Not supportive, get the common courtesy
but not beyond that.”
2. “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.”
3. “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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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.”
Minority Respect
for
Opinions
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.”
Minority Performance
Feedback
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.”
Minority Recommend
RPI
to Others
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.”
Minority Other
Issues
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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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
Focused
Content Area
Concerns Expressed
(Themes and Patterns)
Students
Commitment
to Diverse
Workforce
1. “Don’t know whether the Comm.
Advocates (CA) Program is making a
difference.”
2. “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.”
3. “To be committed is not just starting a
program, but being there year after
year to support the program.”
4. “The Vice Provost demonstrates
commitment.”
5. “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?)”
6. “Commitment
means
support
(financial, educational, emotional, life
on campus and improved transition).”
7. “Programs such as CAs should have
involvement of minorities AND non-
minorities 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.”
8. “No one outside the school of
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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.”
Students Degree
to
Which
Harassment
Exist
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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school dependent.”
Students Other
Issues
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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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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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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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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• 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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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.
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
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
31
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
