Organizational Climate Findings

Organizational climate study: Findings CEAS Diversity Initiative February 2002 •“In general terms, a diverse community is characterized by individuals who feel welcome, respected, and able to develop to their full potential; thus each is able to contribute to the success of the group as a whole”

overview Introductions & Overview  Historical Context  The Climate Study: Rationale and Approach  Findings from the Climate Study  Findings from the Focus Groups 

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Organizational Diversity Blueprint

• Measuring for Impact • Implementing Tactics • Organizing the Strategic Plan • Self Study/Gathering Data • Articulating a Vision • Clarifying the Business Motivators • Preparing for an Initiative Empowerment Workshops, Inc. TownHallEmpowerment Workshops Report 3

Purpose of the Climate Survey 

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Gather information about the status of workforce diversity at CEAS. Establish a baseline for the climate of diversity against which to measure progress in the future. Identify existing current strengths and concerns relative to diversity. Make recommendations for implementation of the Diversity Initiative at CEAS.

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Areas of Findings 

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Survey content: five sections plus demographic data Demographics of the sample Faculty/staff perceptions:  Personal experiences in the workplace  Student experiences  Perceptions of other employees’ experiences  Extent of problem behaviors at CEAS  Open-ended questions TownHallEmpowerment Workshops Report

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Sample: Demographic Characteristics (These are self identified categories)       

263 faculty, administrators, staff, and academic professionals responded. More men than women responded. More staff than faculty responded. More tenured than untenured faculty at CEAS. 37.4% of faculty of non-U.S. birth. Over half are 36-55 years of age. Asians are the largest ethnic minority population at CEAS.

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Primary Job Role 

Primary job role

 Missing

263 responded out of 533 employees Breakdown of •

Total Populations:

6.5%

(Self-reported)

Academic professiona

o

Academic professional Administrators Faculty Staff

59 19 244 211

21 36% 19 100% 91 37% 115 55%

o

Total

533

263

o

8.0% Faculty 34.6%

o o

Staff 43.7%

Survey Responses

Administrator 7.2%

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Cultural Background Cultural/racial background: Staff only

Cultural/racial background: Faculty only

African American/Bla

African American/Bla

3.2% Missing

Asian

3.2%

7.1%

Other

Hispanic/Latino

2.6%

7.1%

Missing 4.4% Other 2.2%

Native American/Alas

75.5%

15.4% Hispanic/Latino 3.3% Native American/Alas

1.3%

White/Caucasian

1.1% Asian

1.1%

White/Caucasian 72.5%

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Gender: Administrators/staff only

Gender: Faculty only Missing

Missing

4.4%

5.2%

female male

17.6%

34.8%

female 60.0% male 78.0%

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Analyses For all employees  Based on gender, role, and ethnic background  Asian and other underrepresented groups  By department  Pre and post September 11 

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Personal Experiences-Categories   

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Fairness and Equity Teamwork Rewards and recognition Participation Trust

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Strategic clarity Organizational climate Communication Systems, equipment, and training Workforce diversity and inclusion

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Key Findings:Survey 

Overall ratings: Respondents rated the CEAS environment in the somewhat favorable range overall, neither highly favorable nor unfavorable. There was some variation among scales and respondents. 

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Highest ratings: In the areas of Workforce Diversity, Fairness and equity, Systems/equipment/training, and Organizational climate. Lowest ratings: In the areas of Participation, Strategic clarity, and Communication.

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Key Findings: Survey (Continued)

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By faculty/non-faculty: Faculty gave slightly more favorable ratings than did non-faculty. By gender: Men consistently rated the CEAS environment significantly more favorably than did women. By race/ethnicity: Respondents of Color consistently rated the CEAS environment slightly more favorably than did White respondents. (This finding is accounted for by Asian respondents, who make up about half of the respondents of Color and rated the CEAS environment higher than did both White respondents and other respondents of Color.) TownHallEmpowerment Workshops Report

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Key Findings: Survey (Continued) 

Importance: Respondents rated the issues in this survey as highly important to them.  Women consistently rated the issues in the survey as more important than did men.  Respondents of Color consistently rated the issues in the survey as more important than did White respondents. TownHallEmpowerment Workshops Report

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Subscale means by faculty/administration: Importance 3.6

3.4

3.1

3.0 3.0

Administration/staff 2.9

Faculty 3.1 3.1

3.1 3.1

Faculty vs Other 3.23.2 3.2 3.23.2 3.2 3.2 3.2

3.3 3.3 3.3

3.3

3.4 3.4 3.4

3.6 3.5 3.5 3.6 3.5

: es bl er ia ar div e ll v A or c ipm n f u ea ork eq M W ms , n: n o ea y s te ati M ic S un al n ea mm ion t M Co iz a i n an lar ea M Org c c gi an n ea rate ort M St Imp n : ea ust ion: c M r T at re n ip d ea r tic an M Pa rds por n a Im ea w k: e M R or eq n w ea am and M Te s s n e ea irn M Fa n ea M

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Workforce Diversity Items-Highest Rated Items 

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Faculty, administrators, and staff are comfortable with other faculty, administrators and staff whose race/ethnicity is different from their own. Faculty…of differing religions are valued and respected equally. People in leadership positions are comfortable with faculty---whose race/ethnicity is different from their own.

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Lowest Rated Items Q10b: All faculty and administrative staff are respected and valued for who they are as well as for what they do at the College.  Q10f: Faculty, administrators, and staff of different races and cultural backgrounds communicate openly and effectively with each other. 

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Workforce diversity/Item means by faculty/staff: Agreement 3.2 3.1 3.0 2.9 2.8

2.9

2.9 2.9

2.5

2.6

3.1 3.1 3.0

3.03.0

3.0 3.0 2.9 2.9 2.8

2.7 2.6

3.1 3.1

3.1 3.03.0 3.0

3.1

2.9 2.8 2.8

2.8

3.0 3.0

2.9 2.9

2.9

Faculty vs Other Faculty Administration/staff

or kf or W n 0N ea 1 M nQ M 0 ea 1 M nQ L 0 ea 1 M nQ K 0 ea 1 M nQ J 0 ea 1 M nQ I 0 ea 1 M nQ H 0 ea 1 M nQ G 0 ea 1 M nQ F 0 ea 1 M nQ E 0 ea 1 M nQ D 0 ea 1 M nQ C 0 ea 1 M nQ B 0 ea 1 M nQ A 0 ea 1 M nQ ea M ce r ve di

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Workforce Diversity ItemsLowest Agreement Ratings by Role 

Faculty lowest agreement scores ranged from 2.9-3.1; for non-faculty they were 2.6-3.0.  Staff: “All faculty and administrative staff are respected and valued for who they are…and do…”  “different races and cultural backgrounds communicate openly and effectively”  “both genders are valued and respected equally”

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Workforce Diversity ItemsLowest Agreement Ratings by Gender 

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Men’s scores ranged from 3.0-3.2; Women’s agreement scores were from 2.5-2.9 Lowest ratings by women:  Faculty…comfortable with…gender is different from their own; and communicate openly and effectively…  Faculty…of differing sexual orientations are valued and respected equally...

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Workforce Diversity ItemsLowest Ratings by Ethnicity 

Lowest rated items (some) by White respondents: 

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“Faculty, administrators, and staff of all ages are valued and respected equally…” “…comfort based on gender” and “open and effective communication across genders”

Lowest rated item by underrepresented respondents: 

“Faculty …of all racial/ethnic backgrounds are valued and respected equally…”

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Faculty and Staff Perceptions about Student Experiences Lowest Agreement Scores 

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Faculty at CEAS make themselves readily available to students who need advice and help. There is a strong sense of community in CEAS that includes all student groups. Overall, the current CEAS student body arrived reasonably well prepared for the academic and social requirements of university education. Men’s perceptions are more favorable than women’s on all items.

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Student experiences/Item means by gender: Agreement 3.4 3.2 3.2 3.0 2.8 2.6

3.1

3.1 3.1

3.1 3.1

2.9

2.9 2.8

2.9

2.7

2.7

2.6 2.4 2.2

3.2

2.6 2.6

3.0 2.9

2.8

2.8 2.7

2.8

2.7

2.7

Gender

2.6 2.6 2.4

2.3

male female

R N_ 11 Q _R n ea 1M M Q1 R _ n ea 1L M Q1 R _ n ea 1K M Q1 n _R ea 11J M Q n _R ea 1I M Q1 R _ n ea 1H M Q1 R _ n ea 1G M Q1 R _ n ea 1F M Q1 R _ n ea 1E M Q1 R _ n ea 1D M Q1 R _ n ea 1C M Q1 R _ n ea 1B M Q1 R _ n ea 1A M Q1 n ea M

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Nature of Problem Behaviors in CEAS Scale: 1(a little extent) & 5(a great extent) 

Harassment/discrimin ation based on: 

sex

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race/ethnicity religious background sexual orientation age physical or mental disability

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Lack of racial or ethnic diversity Cheating Alcohol use Drug use Eating disorders Sleeping disorders Physical threats/violence

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Problem behaviors/Item means by gender 2.8

Gender 1.7 1.6

1.2

female 1.0

at re th r d al ic is o ys d r Ph ping rde n o ea ee is M Sl g d n in ea at e M n E us e g s ea u u a M Dr hol ac n o in ea lc g l/ M A tin c ia n a a ea e r : M Ch of tion n k a ea ac in : M n L rim tion c ea s na : M Di rimi tion n a ea s c in : M Di rim tion n c a ea is in : M n D rim tion ea sc na : M Di rimi tion l n e ea s c na R M Di rimi nt: x n e e ea sc m S M Di s s nt: n a e ea ar m h M n H s s nic e a ea r th s m M Ha al/e ras n i a ea c h M Ra ual n ea ex M nS ea M

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male 1.5 1.5 1.4 1.4 1.4 1.4 1.4

1.9 1.9 1.8 1.8

2.1 2.1 2.0

1.8 1.7 1.7 1.6 1.6 1.71.7 1.6 1.6 1.5 1.5 1.5 1.5 1.4 1.3 1.7

1.6

2.3 2.2

2.0 1.9 1.8

2.6 2.6

2.4

Perceptions about Problem Behaviors: Very little to a great Extent  

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Men: cheating in academic work Women: discrimination based on gender and age Faculty: cheating Non-faculty: gender-based discrimination White: cheating Underrepresented: discrimination based on gender and race, cheating, and lack of ethnic diversity TownHallEmpowerment Workshops Report

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Q31: What are your suggestions to make the College a better place for all students, faculty, and administrative staff? Responses from 67 faculty and 96 staff 

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Respect: courtesy for all and “be careful of language.” Better/more physical space. Problems with administrators prevent any improvements. Improved communication/top down leadership. Supervisors need training and/or they abuse their power. Workshops/seminars on diversity. All is fine--don’t need to change. TownHallEmpowerment Workshops Report

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Focus Group Feedback Students Staff Faculty

Sample Questions 

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What is it like to be a student, staff, faculty, or administrator at CEAS? From your perspective, what are interactions like for faculty and staff, students and faculty, and so forth? What is it like for students of color, women faculty/staff, men, and so forth? What are enablers/barriers to a positive climate for respect, inclusion, and diversity? Share with us ideas about what would improve the quality of the “student” experience at CEAS.

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Students on Strengths of CEAS    

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Are satisfied with the CEAS academic reputation. Like that their classes are centrally located. Value the diversity of the College. Graduate students enjoy flexibility and independence. All enjoy availability of the labs and computer and library resources. WISE highly recommended. Undergraduate minority engineering organizations. TownHallEmpowerment Focus Group Feedback

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Student Concerns 

Regular occurrence of professors/graduate assistants who behave inappropriately toward female students.

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Female students believe they need to “prove themselves” and do not get taken seriously. Students from different cultural groups interact very little with one another; self-segregation. Ethnic minorities feel a strong need to have a sense of community-not always found in CEAS. Language barriers among students. TownHallEmpowerment Focus Group Feedback

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Student Concerns 

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Undergraduate students are uncomfortable going to professors for help- they feel they are unapproachable. Ethnic minorities and women especially feel White male professors are less... Women singled out in class negatively. An overwhelming concern with the quality of teaching from faculty and teaching assistants. Little interaction cross culturally, in and out of classes.

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Staff on Strengths of the College      

Friendly and collaborative environment Value the diversity of college Lots of smart people on staff and faculty Students are great People side-making things run smoothly Acceptance-at least superficially

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Staff on Concerns  

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Tremendous bureaucracy Lack of collegiality between some faculty and staff Concern over Faculty authoritarianism Climate is variable; department-dependent. Because of political correctness, individuals may be afraid to approach other people and ask about their background because they may offend.

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Staff on Barriers to a Respectful and Inclusive Environment 

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Gender bias and sexism; discomfort with derogatory jokes. “Males go to males for the final word.” Lack of training; having to learn on the job Double standards: mandatory staff versus faculty diversity training. If you are an ethnic minority person, you “have to work harder to prove your worth.” Classism: distinct levels between faculty and staff regardless of title, women still seen as secretaries.

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Faculty on Strengths of CEAS        

An exciting place, very stimulating environment Lots of junior faculty to collaborate with “ASU is a real opportunity” Helping faculty achieve individual goals Developing partnerships with industry Healthy competition The Dean “Best job on campus for stature and freedom”

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Faculty on Barriers to Respect, Inclusiveness and Advancing Diversity      

Excluding individuals from certain ethnic groups, from decision-making. No clear direction for Chairs; Some see Diversity as demographics in recruitment and nothing more. Lack of mechanisms to hold faculty accountable for “ethical behavior/high teaching standards” Lack of accountability to reach diversity goals Internal rewards only for promoting diversity efforts but this “takes one away from publishing” Underrepresentation of obvious group such as Hispanics

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Faculty on Barriers to Respect, Inclusiveness and Advancing Diversity    

Lack of collegial atmosphere creates unnecessary faculty/staff tensions. Lacking in staff diversity contributes to climate issues: “few Blacks, disabled, and Hispanics” Issues of perception: some feel that focusing on diversity is unnecessary and a waste of time Some faculty feel there is no diversity problem and that they don’t have any biases: “Just let me do my work. Don’t bother me with these human issues”

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Faculty on ENABLERS TO RESPECT, INCLUSIVENESS AND ADVANCING DIVERSITY   

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Incentives for working with students Strategic recruitment especially of Hispanic students since “diversity is a goal of the state” Diversity training; “Dean’s presence insures that faculty stay in the session, especially those who need it” Open meetings and forums Department Chair’s openness Mentors Respectful communication Understanding that “diversity is about everyone”

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Consultant’s Observations: Other CEAS Strategies to Promote a Positive Climate   

“Not in our house”-anti-hate campaign Annual Awards for faculty and staff Cultural awareness programs, e.g., “Discover Islam”

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