appendix j: diversity engagement survey executive summary...workplace engagement theory posits that...
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57 PresidentialCommissiononRaceandDiversity:FinalReportAppendices
AppendixJ:DiversityEngagementSurveyExecutiveSummaryVivian Lewis, Tony Kinslow, and Linda Chaudron
IntroductionSince2009,ithasbecomeclearthattoachievegreaterdiversity,theUniversityofRochesterneededtoexpanditsfocusbeyonddemographics.“Wehaveincreasinglyappreciatedthatdiversityisnotonlyaboutnumbers,butaboutculture(Seligman,2009).”Severalinitiativeshavebegunsincethentopromoteamoreinclusiveclimate–includingprofessionaldevelopmentresourcesforfaculty,leadershipprograms,policiestosupportgenderequityandprogramstofacilitateamoreinclusiveorganizationalculture.Thecollectiveimpactoftheseeffortshasnotbeenmeasured.Ourprimarygoalsinconductingthissurveywere:
1. Tounderstandhowourfaculty,staffandstudentsperceivethestateofdiversityandinclusion,
2. Tocomparetheperceptionsofspecificdemographicgroupswithintheuniversity,
3. Tohavebaselinedatafromwhichwewillbeabletomeasurechangesintheclimateandcultureinthefutureinresponsetochangesandinterventions.
TheSurveyToolTheDiversityEngagementSurveymeasuresanddescribestheinclusivenessofanacademicenvironment,definestheinstitutionalareasofstrengthsandareasforimprovement,andcanhelpinformastrategicdirectionfororganizationalchange.Thistooldrawsuponworkforceengagementtheoryandtheoreticalcomponentsoforganizationalinclusion.The22standardsurveyquestionsaremappedtoeight“inclusion”factors(trust,appreciationofindividualattributes,senseofbelonging,accesstoopportunity,equitablerewardandrecognition,culturalcompetence,respect,andcommonpurpose).Theseeightareasarefurthergroupedintothreeworkforceengagementclusters—vision/purpose,camaraderie,andappreciation.Theseaspectsoforganizationalcultureanddiversityhavebeenidentifiedandconfirmedasthekeycomponentsofworkforceinclusionanddiversityidentitybasedonresearchatover33institutions(Person2015).Workplaceengagementtheorypositsthatengagementresultsfrom“culturalconditionsthatfosterasharedsenseofvisionandpurposeoftheorganization,camaraderieandappreciationofemployees’contributionstotheinstitution(Person2015).”Asharedsenseofvisionandpurposehelpsprovidemotivationtoputforthone’sbestefforts.Camaraderieisimportantforteamworkandsenseofbelonging.Appreciationhelpsindividualstoexperienceasenseofmeaningatwork.Theseconditionsfacilitateaninclusiveanddiverseworkforceinindustryandacademia(Colan,2008,Cox,2001,Davidson,2001).AmorecompletedescriptionoftheconceptualframeworkanddefinitionsfortheclustersandinclusionfactorscanbefoundinAppendixA.Oursurveyalsoincluded4-8customizedquestions.
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Responsestoallquestionswerecapturedusinga5-pointLikertscalewhichrangedfrom“stronglydisagree”to“stronglyagree.”Thesurveyalsoallowedrespondentstowriteincommentsinresponsetotheprompt:“Ifyouwish,pleaseprovideadditionalcommentsontheUniversityofRochester’sdiversityandinclusionefforts.”Thisyielded1,882comments.
SurveyAdministrationandPopulationThesurveywasadministeredthroughDataStar,andofferedtoallfacultyandstaffoftheUniversityofRochesterandstudentsinourSchoolofMedicineandDentistry,SchoolofNursing,SimonSchoolofBusiness,andWarnerSchoolofEducationinFebruary2016.Theconfidentialsurveywascompletedonlineaftere-mailinvitationswereextended.Onlyaggregatedataareonlyreportedtoensureanonymity.
AnalysisTodescribeperceptionsaboutdiversityatUR,wefocusedonthepercentageofpositiveresponses(e.g.stronglyagreeoragree).Wecreatedmeansummaryscoresfortheeightinclusionfactors(e.g.groupsofquestionsthatrelatetoaninclusiontheme)usingthemeanscoresforthequestionsthatrelatetoeachinclusiontheme.Tocomparetheperceptionsofspecificdemographicgroupswithintheuniversity,wecomparedmeansummaryscoresusinganalysisofvariance(ANOVA).Inthissummary,weidentifythestrengthsandareasofchallengeuniversity-widethatareespeciallysalientandassociationsbetweendemographiccharacteristicsorpositions.Futurereportswillfocusonspecificunitsorgroupsnotmentionedhere(e.g.trainees)aswellasthequalitativedataandcustomquestions.
Results
SurveyParticipantsTwelvethousandandeighty(12,080)UniversityofRochesterfaculty,staff,traineesandstudents(seepopulation,excludesASE,ESM)completedthesurvey,representinganoverallresponserateof48%.Therewere11,489respondentsfromindividualizedE-maillinksand591respondents(thosewithoute-mailaddresses)whoaccessedthesurveythroughanetIDportal.Thegenderandracialbreakdownoftherespondentsissimilartoourfullpopulation(table1).
AreasofStrength• CommonPurpose–Individualcontributiontoinstitutionalmissionandconnectiontovision,
purpose,mission.Eighty-threepercentagreeoverall(figure1),including90%agreementonthequestionoffeelingthatone’swork/studiescontributetoinstitutionalmission(table2).
• Respect–Individualsexperience“acultureofcivilityandpositiveregardfordiverseperspectivesandwaysofknowing.”Anaverageof83%agreedwiththethreecomponentsofthisdomain(figure1).
• AppreciationofIndividualAttributes–Individualsperceivethattheyarevaluedandcan“successfullynavigatetheorganizationalstructureintheirexpressedgroupidentity.”Seventy-sevenpercent(77%)ofparticipantsagreedwiththesethreequestions(figure1).
59 PresidentialCommissiononRaceandDiversity:FinalReportAppendices
• AccesstoOpportunity–Seventy-sevenpercent,overall(including90%ofstudents-seepopulation)agreedwiththequestionsdescribingtheability“tofindandutilizesupportfortheirprofessionaldevelopmentandadvancement(figure1).
AreasofChallenge• CulturalCompetence–“Individualsbelievethattheinstitutionhasthecapacitytomakecreative
useofitsdiverseworkforceinawaythatmeetsgoalsandenhancesperformance”These4questionshadthesecondlowestmeanscoreoverall(figure1)andthiswasanareaofsignificantvariancebasedonrace(figure2).Thefollowing2questionsdeservecomment.
• EffectivemanagementofdiversitywasthequestionwiththelargestareaofvariancebetweenBlacksandWhites(71%ofWhitesand53%ofBlacksagree;P<0.01;table3).Notablyonly37%ofBlackfacultyandBlackstudents(seepopulation)believetheinstitutionmanagesdiversityeffectively.Forbothstudents(seepopulation-excludesASE,ESM)andfacultyoverall,thequestionofeffectivemanagementofdiversitywasamonglowestscoringitems(61%studentsagreeand58%offaculty)
• Amongstaff,68%ofallagreedthattheyreceivedsupportforworkingwithdiversegroupsandincross-culturalsituations(table2),howeverthedifferencebetweenBlackandWhitestaffwas19%(P<.001)thoughamajority(55%)ofBlackstaffagreedthatdiversityismanagedeffectively.
• Respect–Althoughthiswasoverallastrongareauniversity-wide,somedemographicgroupsweresignificantlylesslikelytoagreethat“individualsexperienceacultureofcivilityandpositiveregardfordiverseperspectivesandwaysofknowing”(figure2).Themeandifferenceinagreementwas14%lowerforBlackscomparedtoWhites(85%meanagreementforWhitesand71%forBlacks)LGBTindividualswerealsolesslikelytoagreethanheterosexualorcisgenderindividuals(84%agreementforheterosexual/cisgenderand75%forLGBTindividuals)Seefigure3.
• Trust–“Individualshaveconfidencethatthepolicies,practices,andproceduresoftheorganizationwillallowthemtobringtheirbestandfullselftowork.”Overall,meanlevelagreementwiththe3questionsinthisfactorwasat77%howeverbasedonposition(e.g.faculty,staff,student)anddemographics,thefollowingdifferencesforspecificquestionsshouldbenoted.
• Amongfacultyandstudents-womenweresignificantlylesslikelythanmentobelievethat:harassmentisnottolerated(76%offemalefacultycomparedto83%ofmalefacultyand78%offemalestudentscomparedto85%ofmalestudents),that“theinstitutionwoulddowhatisright”withrespecttoconcernsraisedaboutdiscriminationandthattheinstitutionisfairtoallstudentsandemployees(P<.001-all3comparisons).Seefigure4forgenderdifferencesbytheme.
• FewerthanhalfofBlackstudentsandfacultyagreedthattheinstitutionwoulddowhatisrightaboutdiscriminationconcerns(48%Blackfacultyand42%Blackstudentscomparedto73%Whitefacultyand69%ofWhitestudents).
• EquitableRewardandRecognition–“Individualsperceivetheorganizationashavingequitable
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compensationpracticesandnon-financialincentives.”Ouruniversitywideagreementwiththesetwoquestionsaveraged64%,ourlowestscoringfactor(figure1).Surveyresultsatotherinstitutionshavefoundasimilarpattern(Plummer2012,Person2016).Inareportofover13,000respondentsat14academicmedicalcenterssurveyedin2012,Personetalfoundameanscoreof7.04forthesumofthesetwoquestionscomparedtoUniversityofRochestermeanscoreof7.22.Theonlyotheruniversity-widedataavailableonthissurveycomefromWashingtonUniversity-StLouisin2015wherethiswasthedomain(forbothMedicalCenterandDanforthcampus),showedanaverageof47%agreement(Wrighton2015)).Thedifferenceswefoundbasedondemographics(figure2-4)andposition(e.g.faculty,staff,student)inperceptionsabouttheclimate,werealsoconsistentwithotherpublishedreportsaboutclimateanddemographics(Orom2013,Personetal2016;UMADVANCE2013).
OtherAreasofChallenge• RaceandLGBTstatus–Similartothepublishedreportofotherinstitutions(Personetal2016)
whohavetakenthissurvey,therewasstatisticallysignificantloweragreementforBlackscomparedtoWhitesonallquestionsaswellasthoseindividualswhoidentifiedtheirraceas“Other”comparedtoWhites(table3).WefoundverysimilarpatternscomparingLGBTindividualstotheheterosexualandcisgenderpopulation.Thethemesofculturalcompetence,trust,respectandequitablerewardandrecognitionwerethemostsalient.
ConclusionOverall,theUniversityofRochester’sfaculty,staff,traineesandstudentsperceiveahighlevelofcommonpurposeandthereisawidespreadbeliefthatouruniversityculturereflectsanappreciationforindividualattributesandrespect.Nonetheless,therearealsoimportantareasthatneedimprovement.Notably,culturalcompetence,trustandrespectreflectareaswithlargedisparitiesinperceptionsbasedonposition,gender,LGBTstatusorrace.Confidencethatinstitutionalpolicies,practices,andprocedureswillalloweveryonetobringtheirbestandfullselvestoworkcanimpactindividualengagement,motivationandproductivity(Colan,2008,Cox,2001,Davidson,2001).Thesearepotentialopportunitiesforenhancingalluniversityinitiativesbyengagingandincludingourentireuniversitycommunity.Inthecomingmonths,wewillcontinuetoanalyzethesurveydatabasedonschool,unitandotherattributesandprovidequalitativeanalysisofover1800writtencomments.Greaterandmorepurpose-drivencommunicationcanhelpususeourinstitutionalstrengthstomovetheinstitutionalcultureforward. ReferencesColan, L. (2008). Engaging the Hearts and Minds of. New York, NY: McGraw-Hill. Cox,T.(2001).CreatingtheMulticulturalOrganization:AStrategyforCapturingthePowerofDiversity.SanFrancisco:Jossey-Bass. DavidsonMN,F.B.(2001).Diversityandinclusion:Whatdifferencedoesitmake?IndustrialandOrganizationalPsychology,39(2):36–38.
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OromH,SemaluluT,UnderwoodW:TheSocialandLearningEnvironmentsExperiencedbyUnderrepresentedMinorityMedicalStudents:ANarrativeReview.AcademicMedicine,2013;88:1765-1777 PersonSD,JordanCG,AllisonJJ,FinkOgawaLM,Castillo-PageL,ConradS,NivetMA,PlummerDL:MeasuringDiversityandInclusioninAcademicMedicine:TheDiversityEngagementSurvey.AcademicMedicine.2015;90;1675-1683. PlummerD,PersonSD,FinkOgawaLM,JordanCG,AllisonJJ,Castillo-PageL,SchoolcraftS:DiversityEngagementSurvey,UserGuide.UniversityofMassachusetts.2012 Seligman,J.(2009).DiversityattheUniversity.RetrievedJuly15,2016,fromUniversityofRochester:http://www.rochester.edu/president/memos/2009/faculty_diversity.htm UMADVANCEProgram.Assessingtheacademicworkenvironmentforscienceandengineeringandtenured/tenuretrackfacultyattheUniversityofMichigan2001,2006and2012:genderandraceindepartmentanduniversityrelatedclimatefactors:http://advance.umich.edu/climatestudies.php.AccessedAugust9,2016 WrightonM(2015).MessagefortheChancellor.WashingtonUniversityStLouis:https://hr.wustl.edu/diversity/Documents/WUSTL_Diversity_Survey_Appendix_B_2015.pdf.AccessedAugust29,2016.
ListofTablesTableJ1:UniversityofRochesterRespondentCharacteristicsTableJ2:UniversityofRochesterInternalComparisonsbyPositionTableJ3:Differencesamongdemographicgroups,ANOVAresults
ListofFiguresFigureJ1:AveragePercentAgreebyInclusionFactorandPositionFigureJ2:AveragePercentAgreebyInclusionFactorandGenderFigureJ3:AveragePercentAgreebyInclusionFactorandRaceEthnicityFigureJ4:AveragePercentAgreebyInclusionFactorandLGBTStatus
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TableJ1:RespondentCharacteristics
ParticipationbyDivisionandPosition Faculty Staff Students ResidentsPost-docs/Fellows
GrandTotal
CentralAdministration&MemorialArtGallery
11 1,062 1 1,074
Arts&Sciences 252 545 22 819HajimSchoolofEngineering 127 184 10 321EastmanSchool 88 81 169SimonSchool 52 70 180 302WarnerSchool 50 33 136 219SchoolofMedicineandDentistry 957 909 369 81 57 2,373SchoolofNursing 57 75 77 3 212EastmanInstituteofOralHealth 126 14 140StrongMemorialHospital 4,896 273 5,169HealthSciences 4 470 474MedicalFacultyPracticeGroup 1 806 1 808GrandTotal 1,599 9,257 776 355 93 12,080
Gender Men WomenTransgenderandGenderNon-Conforming
SkippedQuestion Total
University-wide
3,635 8,075 123 247 12,080
30.1% 66.8% 1.0% 2.0%
Race/Ethnicity White Asian
BlackorAfricanAmerican
Hispanic/Latino(a)
Otherand2+Race/Ethnicities
SkippedQuestion Total
University-wide
8,912 705 1,064 370 642 387 12,080
73.8% 5.8% 8.8% 3.1% 5.3% 3.2%
LGBTStatus Hetero/cis1 LGBT2SkippedonorBothQuestions Total
University-wide10,175 762 1,143 12,080
84.2% 6.3% 9.4%
1Hetero/cis=heterosexualandcisgender(apersonwhoisheterosexualandwhosegenderidentitymatchestheirsexassignedatbirth)
2LGBTincludesrespondentswhoself-selectedLesbian,Gay,Bisexual,Transgender,Gender-Non-conformingorOtherLGBTstatus.
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TableJ2:PercentAgree/StronglyAgreebyUniversityPositionFactors Item
no.Item University-wide1
(n=12,080)Faculty
(n=1,599)Staff
(n=9,257)Students(n=776)
CommonPurpose
4Ifeelthatmyworkorstudiescontributetothemissionoftheinstitution.
90% 95% 90% 85%
17 Ifeelconnectedtothevision,missionandvaluesofthisinstitution. 75% 71% 76% 73%
AccesstoOpportunity
5Thislastyear,Ihavehadopportunitiesatwork/schooltodevelopprofessionally.
76% 83% 73% 92%
9 Thereissomeoneatwork/schoolwhoencouragesmydevelopment. 75% 72% 74% 87%
CulturalCompetence
7Inthisinstitution,Ihaveopportunitiestoworksuccessfullyinsettingswithdiversecolleagues.
82% 75% 83% 78%
11 Ibelievemyinstitutionmanagesdiversityeffectively. 68% 56% 71% 60%
15Inmyinstitution,Ireceivesupportforworkingwithdiversegroupsandworkingincross-culturalsituations.
68% 63% 68% 72%
20Inthisinstitution,thereareopportunitiesformetoengageinserviceandcommunityoutreach.
78% 82% 76% 85%
EquitableRewardandRecognition
10Ireceiverecognitionandpraiseformygoodworksimilartootherswhodogoodworkatthisinstitution.
69% 66% 68% 74%
16Inmyinstitution,Iamconfidentthatmyaccomplishmentsarecompensatedsimilartootherswhohaveachievedtheirgoals.
58% 52% 58% 72%
Trust
1 Itrustmyinstitutiontobefairtoallemployeesandstudents. 78% 74% 79% 74%
13IfIraisedaconcernaboutdiscrimination,Iamconfidentmyinstitutionwoulddowhatisright.
73% 70% 74% 67%
19 Ibelievethatinmyinstitutionharassmentisnottolerated. 80% 79% 80% 80%
SenseofBelonging
6 Atwork/school,myopinionsmatter. 70% 71% 69% 74%
14Iconsideratleastoneofmycoworkersorfellowstudentstobeatrustedfriend.
84% 88% 83% 90%
21 IfeelthatIamanintegralpartofmydepartmentorschool. 76% 76% 77% 63%
Respect
2Theleadershipofmyinstitutioniscommittedtotreatingpeoplerespectfully.
82% 81% 82% 83%
12Inmyinstitution,Iexperiencerespectamongindividualsandgroupswithvariousculturaldifferences.
84% 84% 84% 81%
18 Ibelievethatmyinstitutionreflectsacultureofcivility. 82% 80% 82% 84%
AppreciationofIndividualAttributes
3 Iamvaluedasanindividualbymyinstitution. 72% 70% 72% 75%
8 Someoneatwork/schoolseemstocareaboutmeasanindividual. 83% 82% 83% 88%
22Thecultureofmyinstitutionisacceptingofpeoplewithdifferentideas.
75% 71% 76% 76%
Note:Respondentswhochose'Notabletoevaluate'wererecodedasnonresponse.1Trainees(includingpost-docs,residents,andfellows)areincludedinthisUniversity-wideresponse.
64 PresidentialCommissiononRaceandDiversity:FinalReportAppendices
TableJ3:ComparisonofInclusionFactormeanscoresbydemographicgroupsandposition
CharacteristicCommonPurpose Accesstoopportunity
Mean(SD)a SignificantGroupDifferencesb
Mean(SD)a SignificantGroup
DifferencesbGender A.Female 4.07(0.66) AvsB
3.93(0.85) AvsB
B.Male 4.12(0.72) 3.98(0.86) Race/Ethnicity A.Asian 4.16(0.68) AvsB,D
4.12(0.77) AvsB,D,E
B.Black 3.92(0.77) BvsA,C,E
3.75(0.92) BvsA,C,EC.Hispanic/Latino 4.11(0.73) CvsB,D
4.00(0.80) CvsB
D.Other/2+RacesorEthnicities 3.94(0.80) DvsA,C,E
3.83(0.95) DvsA,EE.White 4.11(0.66) EvsB,D 3.95(0.85) EvsA,B,DLGBTStatus A.LGBT 3.99(0.80) Avs.B
3.89(0.92) AvsB
B.Heterosexual/Cisgender 4.10(0.68) 3.96(0.85) Position A.Staff 4.07(0.68) AvsD
3.87(0.87) Avs(all)
B.Student 4.06(0.82) BvsD
4.30(0.70) BvsA,DC.Trainee 4.12(0.75) (none)
4.35(0.65) CvsA,D
D.Faculty 4.18(0.68) DvsA,B 4.03(0.86) Dvs(all)
CharacteristicEquitablereward&recognition Culturalcompetence
Mean(SD)a SignificantGroupDifferencesb
Mean(SD)a SignificantGroup
DifferencesbGender A.Female 3.60(0.97) AvsB
3.91(0.71) (none)
B.Male 3.72(0.98) 3.94(0.75) Race/Ethnicity A.Asian 3.91(0.89) AvsB,D,E
4.03(0.75) AvsB,D,E
B.Black 3.49(1.02) BvsA,C,E
3.64(0.86) BvsA,C,EC.Hispanic/Latino 3.80(1.00) CvsB,D,E
3.97(0.79) CvsB,E
D.Other/2+RacesorEthnicities 3.46(1.07) DvsA,C,E
3.73(0.86) DvsA,CE.White 3.63(0.96) Evs(all) 3.95(0.68) EvsA,B,DLGBTStatus A.LGBT 3.52(1.04) Avs.B
3.73(0.84) AvsB
B.Heterosexual/Cisgender 3.65(0.97) 3.93(0.72) Position A.Staff 3.59(0.97) AvsB,C
3.91(0.71) AvsC
B.Student 3.90(0.95) BvsA,D
3.95(0.83) BvsDC.Trainee 4.02(0.88) CvsA,D
4.06(0.76) CvsD
D.Faculty 3.56(1.04) DvsB,C 3.91(0.71) DvsB,C
a
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TableJ3:Continued
Characteristic
Trust SenseofBelonging
Mean(SD)aSignificantGroupDifferencesb
Mean(SD)a
SignificantGroupDifferencesb
Gender A.Female 3.91(0.81) AvsB 3.94(0.71) AvsBB.Male 4.01(0.84) 3.98(0.76)
Race/Ethnicity A.Asian 4.03(0.78) AvsB,D
4.06(0.71) AvsB,D,E
B.Black 3.62(1.00) BvsA,C,E
3.77(0.78) BvsA,C,EC.Hispanic/Latino 4.02(0.84) CvsB,D
3.98(0.73) CvsB,D
D.Other/2+RacesorEthnicities 3.73(0.96) DvsA,C,E
3.78(0.82) DvsA,C,EE.White 3.98(0.78) EvsB,D 3.97(0.71) EvsB,D
LGBTStatus A.LGBT 3.71(0.95) Avs.B 3.83(0.82) AvsBB.Heterosexual/Cisgender 3.96(0.81) 3.97(0.72)
Position A.Staff 3.93(0.82) AvsC 3.92(0.72) Avs(all)B.Student 3.89(0.93) BvsC
4.01(0.77) BvsA
C.Trainee 4.07(0.76) Cvs(all) 4.09(0.72) CvsAD.Faculty 3.91(0.87) DvsC 4.01(0.77) DvsA
Characteristic
Respect Appreciationofind.attributes
Mean(SD)aSignificantGroupDifferencesb
Mean(SD)a
SignificantGroupDifferencesb
Gender A.Female 4.03(0.68) AvsB 3.93(0.75) AvsBB.Male 4.08(0.74) 3.98(0.79)
Race/Ethnicity A.Asian 4.13(0.70) AvsB,D
4.08(0.74) AvsB,D,E
B.Black 3.75(0.86) BvsA,C,E
3.77(0.84) BvsA,C,EC.Hispanic/Latino 4.06(0.75) CvsB,D
4.03(0.76) CvsB,D
D.Other/2+RacesorEthnicities 3.84(0.86) DvsA,C,E 3.80(0.89) DvsA,C,EE.White 4.08(0.66) EvsB,D 3.96(0.75) EvsA,B,D
LGBTStatus A.LGBT 3.85(0.83) Avs.B 3.80(0.88) AvsBB.Heterosexual/Cisgender 4.06(0.69) 3.96(0.75)
Position A.Staff 4.02(0.70) AvsB,C
3.92(0.76) AvsB,C
B.Student 4.09(0.72) BvsA
4.04(0.80) BvsA,DC.Trainee 4.14(0.73) CvsA
4.07(0.77) CvsA,D
D.Faculty 4.05(0.72) (none) 3.93(0.80) DvsB,CaMeanscorescouldrangefrom1to5,withhigherscoresindicatinggreaterperceivedengagementandinclusionbyrespondents.bForeachfactor,thePvaluefromANOVAisstatisticallysignificantattheP<.001level,indicatingthatthereisatleastonedifferencebetweengroups.Groupdifferencesignificancewasestimatedusingleastsquaresmeansandadjustedformultipletesting.AlllisteddifferencesaresignificantatleastattheP<.05level.Asanexampleofinterpretation:Forrace/ethnicity,Avs(B,C,D,E)indicatesthatrespondentswhoself-identifiedasAsianhaveasignificantlydifferentmeanfactorscorethanthoseofrespondentswhoself-identifiedasblack/AfricanAmerican,Hispanic/Latino,other,orwhite.
66 PresidentialCommissiononRaceandDiversity:FinalReportAppendices
FigureJ1:InclusionFactors-AgreementbyPositionattheUniversity:AveragePercent‘Agree’or‘StronglyAgree’byTheme
FigureJ2:InclusionFactors-AgreementbyGenderAveragePercent‘Agree’or‘StronglyAgree’byTheme
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67 PresidentialCommissiononRaceandDiversity:FinalReportAppendices
FigureJ3:InclusionFactors-AgreementbyRace/EthnicityAveragePercent‘Agree’or‘StronglyAgree’byTheme
FigureJ4:InclusionFactors-AgreementbyLGBTStatusAveragePercent‘Agree’or‘StronglyAgree’byTheme
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AppendixJ.A:DESConceptualFrameworkThisappendixisexcerptedfromtheDESUserGuide,pp.12-15.
DESConceptualFrameworkResearchliteraturesuggeststhatdiversityinorganizationshasanadvantageiftheconditionsareright–whenthevaluepropositionfordiversityisendorsedandastrongbusinessrationalehasbeendefined,andwhenithasbeenimplementedcomprehensively.Researchfindingsalsoindicatethatwhenthereisahighpro-diversityclimateandalignmentbetweenemployeesandmanagers’perceptionsoftheclimate,theworkplaceenvironmentismoreconduciveforimprovedindividualandoverallorganizationalperformance.Moreover,teamsthatconsistofdiverseperspectives,ideas,interpretations,experiences,andbackgroundscontributetobetterproblemsolvingandorganizationalproductivitythanhomogenousones.Inordertoachievethesebenefits,itisnecessarytoexaminetheconditionssupportingdiversityandinclusionasinstitutionsstrivetomeettheirgoalsandpursueexcellenceandinnovation.Onesuchconditionisthepracticeofemployeeengagement.Engagedemployeeswhodemonstrateastrongconnectiontothemissionoftheinstitutionandwhoarecommittedtoworkingtowardstheinstitution’ssuccessarethefoundationforaninclusiveworkenvironment.Thus,DES,asaninstitutionaldiversitymeasurementtool,isgroundedinworkforceengagementtheory.Workforceengagementtheoryisabusinessandmanagementphilosophywhichproposesthatemployeeswhoaremoreconnectedtoworkaremoreproductiveandaremorelikelytocontributetoachievinginstitutionalgoals.Notethatworkforceengagementisdistinctlydifferentfromemployeesatisfactionandmotivationwhicharerelatedtosuchfactorsastheirrelationshipwiththeirmanagerorco-workers,fairnessofpay,workenvironmentandbenefits.Employeeengagementtheoriesarederivedfrom1920studiesofmoraleoragroup’swillingnesstoaccomplishorganizationalobjectives.Thesestudieswerefurtherincorporatedintoacademicresearchasdistinctfromemployeesatisfactionintheearly1900’s.Engagementtheoryformsthebasisoftheeightdefinedinclusionfactorsthatdescribethefullacceptanceofindividualsandgroupsinanorganization.TheDESisdesignedtoidentifytheworkplaceconditionsthatsupportinclusionofallofitsemployees.Thetwenty-twoitemsoftheDESassesslevelsofemployeeengagementasameanstodevelopameaningfulinclusionscorecardthatcharacterizestheinstitution’sprogresstowardcreatinganinclusiveworkenvironment.Eachofthe22itemsinthesurveyismappedtooneofeightinclusionfactor,andeachoftheeightinclusionfactorismappedtooneofthreeengagementclustersasillustratedinTable1.
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TableJ.A1.RelationshipofEngagementClusterCategoriestoInclusionFactorsEngagementCluster InclusionFactors
Vision/Purposecommonpurpose,accesstoopportunity,equitablerewardandrecognition,culturalcompetence
Camaraderie trust,senseofbelonging
Appreciation Appreciationofindividualattributes,respect
WhatisEngagement?DefinitionsofengagementdescribeaconnectionbetweentheemployeeandthegoalsoftheInstitution:• Employees’willingnessandabilitytocontributetocompany’ssuccess.• Staffcommitmentandsenseofbelongingtotheorganization.• Employees’commitmenttotheorganizationandmotivationtocontributetothe• organization’ssuccess.• Employee’sexertionof“discretionaryeffort”…goingbeyondmeetingtheminimum• standardsforthejob.• Creatingthesensethatindividualsareapartofagreaterentity.ResearchsuggeststhatthemajorityofAmericanworkersarenotengagedintheirjobswithareportedhighof70%asdisengagedandonly30%asactivelyengaged.Thisisanalarmingconceptsinceacademicliteraturepointstoastrongconnectionbetweenhumanachievementandtheintellectualandemotionallevelsofengagementofindividuals.Peoplebringtheirfullselvestowork.Thus,tomaximizeperformanceindividualsmustbeengagedintellectuallyandemotionally.
Engagementleadsto:• Loyalty:Employeesexperienceanemotionalattachmenttotheinstitutionandwanttoremainan
employee.• Confidence:Employeesperceivethatresourcesareavailabletohelpthemsucceed.• Integrity:Employeesareconsistentlytreatedfairlyandrespectfully.• Pride:Employeesexperienceassenseofbelongingandactasgoodambassadorsfortheinstitution.• Passion:Employeesbelievethattheinstitutionisthebestplacetousetheirenergyandtogrow
professionallyandpersonally.
Engagedemployeesareloyalandpsychologicallycommittedtotheorganizationanditsgoals.Employeeswhoarenotfullyengagedmaybeproductivebutarenotpsychologicallyconnectedtotheorganization’sgoalsandmission.Activelydisengagedemployeesarenotonlypsychologicallyabsentbutrisksabotagingthemissionandbusinessgoalsoftheinstitution.Giventhebenefitsofhavinganengagedemployeebase,itisimperativetomeasurethedegreeofengagementintheorganizationandtoworktowardrespondingnotonlytotheintellectualneedsofemployeesbuttoaddressthoseemotionalneedsthatconnectemployeestotheorganization’svisionandpurpose;othermembersoftheinstitutionascomrades;andtheirneedtobeappreciatedasindividualcontributorstotheorganization’soverallmission.
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Insum,Vision/Purpose,CamaraderieandAppreciationarethreeengagementdomainsrelatedtotheeightdefinedinclusionfactors.Anengagedworkforceisthefoundationuponwhichaninclusiveworkenvironmentcanbebuilt.Diversegroupsofengagedemployeesareapowerfulforce.Theygeneratemoreideas,makemorepositivechangesandhelpadvancegreatinstitutions.Toachievethesekindsofremarkableresultsaninclusiveorganizationmustbecreated.
WhatisInclusion?Inclusionisasetofsocialprocesses,whichinfluenceanindividual’saccesstoinformationandsocialsupport,acquisitionoforinfluenceinshapingacceptednormsandbehavior,securitywithinanidentitygrouporinapositionwithintheorganization,accesstoandabilitytoexerciseformalandinformalpower.Fullacceptanceofmembershipinanorganizationdependsonanindividual’sabilitytobeseenastheprototypeofthatorganization.Theprototypicalmemberwillpersonifythenorms,behaviors,valuesandevenappearanceseenasimportanttomaintainingthecultureoftheorganizationandpowerrelationswithinit.Asaresult,diversityordivergencefromtheprototypeintroducestensionsaroundwhobelongsintheorganization.Whenunderstoodandmanagedeffectivelythistensioncanbedescribedasgoodorcreativetensionthatproducesnewideas,newproductsandnewprocesses.Creativetensionsappearandarenegotiatedthroughsocialdynamicsthatinfluenceinclusionasitisexperiencedbyindividuals.Thesedynamicsaretheresultofthreefactorsexperiencedorperceivedbyindividuals:
• Inclusion-Exclusion—thequality,frequency,andtoneofday-to-daysocialinteractionsandinterpersonalexperiencesthatmoveindividualstowardorawayfromasenseoffullmembership.
• IdentityIntegration—theextenttowhichindividualsareabletobringtheirsocialgroupidentities(e.g.gender,race,nationalculture,sexualorientation)intotheorganizationandstillrealizefullmembership.
• SocialPower—theauthorityorlegitimacyindividualshaveinexercisingpowerwithintheorganizationorthedegreetowhichtheyexperiencedifferencesinhowpowerisexercisedoverthemcomparedtothosewhoenjoyfullmembership.
Attheorganizationallevel,inclusiondynamicsarereinforcedandembeddedinanorganization’sculturethroughits:
• Mission,Vision,Values—usesinclusivelanguageandspecificallyreferencesdiversity
• Strategy,Structure,Systems—organizationisstructuredtoallowfordiversewaysofknowing,limitsbureaucracyandinformationandresourcesareaccessible
• Policies,Practices,Procedures—open,transparentandconsistentlyapplied
Thus,inclusioncanbebestunderstoodinitsdynamicstate.Thediversityoftheemployeebase,theinclusiondynamicstheyexperience,andanorganization’scultureallinfluencetheemergenceofaninclusiveworkenvironment.SuchanenvironmentischaracterizedbythefollowingfactorsasmeasuredbytheDES:
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1. CommonPurpose:individualexperiencesaconnectiontothemission,visionandvaluesoftheorganization
2. Trust:individualhasconfidencethatthepolicies,practicesandproceduresoftheorganizationwillallowthemtobringtheirbestandfullselftowork
3. AppreciationofIndividualAttributes:individualisvaluedandcansuccessfullynavigatetheorganizationalstructureintheirexpressedgroupidentity
4. SenseofBelonging:individualexperiencestheirsocialgroupidentitybeingconnectedandacceptedintheorganization
5. AccesstoOpportunity:individualisabletofindandutilizesupportfortheirprofessionaldevelopmentandadvancement
6. EquitableRewardandRecognition:individualperceivestheorganizationashavingequitablecompensationpracticesandnon-financialincentives
7. CulturalCompetence:individualbelievestheinstitutionhasthecapacitytomakecreativeuseofitsdiverseworkforceinawaythatmeetsbusinessgoalsandenhancesperformance
8. Respect:individualexperiencesacultureofcivilityandpositiveregardfordiverseperspectivesandwaysofknowing