Included in this section are eleven colleges or universities, ten corporations, one non-profit agency and one public sector organization. Each case study includes contact information and a brief listing of organizational characteristics featuring diversity.
Management Practices
Monitor recruitment and retention data systematically:
Compile lists of sources (professional organizations, churches, schools, etc.)
for the creation of diverse employment pools.
Review pools and hiring patterns of your direct reports. Hold them accountable
for missed opportunities to increase staff diversity.
Request information from OIE regarding the representation of various groups that
can reasonably be expected in applicant pools for jobs within your department.
Compare this data with your hiring patterns. Make appropriate changes in your
outreach efforts to enhance the diversity of your hiring pools. Periodically
review your progress and the progress of your direct reports.
Analyze promotion rates by gender, race, disability and age. Seek assistance
from OIE in computing possible disparate impact.
Secure the cooperation of an independent group (internal or external to Duke) to
conduct exit interviews and analyze any emerging trends that may impede
diversity.
Insure that interviewing teams represent a wide range of perspectives and styles
of analyzing skills.
Partner with local schools having a diverse student body to recruit applicants
for positions typically filled from the local labor market.
Conduct regular climate surveys of your department, soliciting feedback
regarding insensitive behavior at work, satisfaction with career development,
job opportunities, complaint resolution processes, etc. Collect demographic data
so that results can be sorted by race, gender, work area, position, etc. Climate
survey results can be one source of data when contemplating changes in key
management practices.
Require your direct reports to develop annual diversity plans with specific
goals regarding staff education, training, recognition and reward, etc. Meet
with them quarterly (or as appropriate) to obtain reports on achievements
related to these goals. If you have several supervisors/managers who report to
you, have them all report during an annual "diversity sharing session." This is
not only an accountability strategy, but can contribute to collaboration and
modeling of best practices.
Organize periodic departmental meetings to report to all staff on progress with
respect to diversity goals.
Evaluate current voice mechanisms that enable you to hear issues and concerns
from staff at all levels of your department. Be particularly sensitive to subtle
issues of class, gender, disability, sexual orientation, and culture. You might
need to develop specific strategies to "hear" concerns from these groups. If
there are currently limited avenues for staff-management communication in your
department, create additional forums.
Employee Involvement
Where appropriate, solicit cross-functional and vertical representation on all
committees and task forces to encourage diverse viewpoints.
Involve cross-functional groups in reviewing data collected from climate surveys
and designing and recommending initiatives to address problematic issues and to
enhance the work environment.
Conduct focus groups with various constituencies (e.g., African-American males,
Caucasian females, Latinos, persons with disabilities, etc.) to obtain varying
perspectives regarding mechanisms to enhance the work environment. Utilize these
perspectives in the development of diversity initiatives.
Provide opportunities for staff at all levels to attend educational and social
events that occur across the institution. Encourage staff to attend events that
may not be related to their "primary identity."
Education and Development
Integrate diversity into all aspects of your departmental orientation.
Periodically sponsor brown bag diversity lunches/educational programs. Invite
local speakers to address some aspect of diversity that relates to the work of
your department. You might want to collaborate with other departments in
bringing a speaker to campus. There are also experts all across the campus that
write and speak about various aspects of diversity.
Send individuals to diversity conferences/seminars with the expectation that
they share information with the department.
Publish URL addresses of diversity web sites that staff can access.
Incorporate diversity training into development plans for staff at all levels.
Measurement & Awards:
Diversity interventions and results must be described in specific terms that
directly relate to the business challenges of that department.
Develop systems within the department to track the composition (race, gender,
etc.) of staff at all levels. Require managers to document hiring opportunities
and strategies to enhance the diversity of hiring pools. Change in the
composition of a manager's staff in relation to hiring opportunities, should be
reflected in that manager's performance appraisal.
Develop non-monetary awards for the development of strategies that hold promise
for positively impacting the diversity of department staff and/or key work
processes. Awards must hold meaning for your particular staff. Awards might be
coupons for dinner at local restaurants, discount coupons or services,
certificates for local stores, or public notice in University publications. It
is important that awards be given for "significant efforts," as well as for
outcomes. You want to reinforce commitment, creativity and risk taking, as well
as successful interventions.
Nominate staff members for University wide recognition, when they have made
significant contributions to diversity efforts in a department. The University
presently offers awards for Teamwork, Diversity and Random Acts of Kindness.
Interview Comments: (Interview conducted by Dr. John Kelley)
The Office of Institutional Equity deals with diversity in general as well as
specific topics such as Affirmative Action and harassment. The Office spends
about 15% of its time with student matters and 85% with staff/faculty.
Dr. Reese specifically singled out the "Black Faculty Initiative" begun 11 years
ago. A central pot of dollars was created and during Year I the pot would pay
100% of a new Black faculty's salary. The proportion declined systematically
over the next ten years (e.g., 90%, 80%, etc.) but the long range (10 year) goal
was met: Duke doubled its number of Black tenured faculty.
A number of other "climate interventions" were seen as effective such as the
President constantly speaking of diversity as well as the Provost, Chairs. etc.
But...at root, Dr. Reese felt that "tying money to the effort was the key"
Duke has just begun a new Diversity Initiative which would include several
underrepresented groups. A Task Force has been formed to better: (1)
recruit/retain minority administrators; (2) nurture internal candidates; (3)
mentor new hires.
Administrative structure for diversity management:
Diversity Forum - Composed of student and faculty leadership
Diversity Council - Composed of student, faculty, and staff representation
Institute Steering Committee on Diversity
Chaired by the President and
including top institute officials
Diversity Council:
The Campus Diversity Council was sanctioned by the President in FY 2000. Chaired
by the Director of Diversity Management, the council included faculty, staff and
student representation from various units on campus. The group's activities
included reviewing strategies for increasing and managing diversity, designing
and sponsoring diversity initiatives, and supporting the Diversity Forum. The
Institute Steering Committee on Diversity is currently reviewing ideas for a new
diversity council and mission which will be appointed in the near future.
Council Accomplishments (FY 2000 - 2004)
Human Relations Award: The Don Bratcher Human Relations Award was re-established
by President Clough and the Campus Diversity Council. The award recognizes
individuals of the Georgia Tech campus community who are engaging in outstanding
human relations work. The award is administered annually. The award grants one
faculty/staff member $3000 and one undergraduate/graduate student $1500.
Best Practices Report: The Best Practices in Diversity Report, outlines
programmatic initiatives that are vital to increasing Georgia Tech's competitive
advantage. The Campus Diversity Council and the Office of Diversity Management
developed the report as a resource document. Top ten best practices are
identified in the report, which are recommended as programs campus departments
may participate in or implement to improve retention and effectively manage
diversity. The report also includes Best Practices in industry, at Georgia
Tech's peer institutions and within the Institute.
State of the Institute on Diversity Update: The State of the Institute on
Diversity, prepared by the Campus Diversity Council and the Office of Diversity
Management, is a report designed to raise awareness of global diversity
management challenges and opportunities. The report highlights the Georgia Tech
diversity management structure, faculty, staff, and student demographics, and
future diversity initiatives. The report was reviewed with the President and
senior executives.
Diversity Briefings: The council invited two experts to address senior campus
leadership on diversity topics. The first speaker in the series was Dr. R.
Roosevelt Thomas, founder of the American Institute for Managing Diversity and
author of several diversity management book. Thomas addressed Georgia Tech
executives regarding five approaches to managing diversity, as well as, a
commentary around his book, Building a House for Diversity. The council also
invited Dr. James Anderson as the second diversity speaker during the Fall of
2001. He was serving at that time as Vice Provost for Undergraduate Affairs and
Professor of Counselor Education at North Carolina State University, and is
currently Vice President & Associate Vice Provost for the Office of
Institutional Assessment & Diversity at Texas A & M University. Anderson
addressed the topic of diversity in the curriculum and what that involves for a
major research university with science and engineering disciplines.
Strategic Planning: The council advocated for strategic diversity management
resulting in significant diversity goals being incorporated in the Institute
Strategic Plan published in 2002.
Executive Presentations: Participated in diversity presentations at two of the
President's Retreats and one Executive Board Retreat.
Office of Diversity Management: Facilitated recognition of the Equal
Opportunity/Diversity Programs Office for its leadership role in diversity
management that resulted in an official name change for the office to the
current designation of the Office of Diversity Management.
The Masters Series Executive Development Program: Proposed the implementation of
an executive development program for staff as a means of assisting the Institute
in planning for bench strength and enhancing diversity at the senior executive
level.
The Institute Diversity website: Provided leadership for the development of the
first comprehensive Institute Diversity website an information guide to help the
campus and the broader community stay informed about diversity management at
Tech.
Faculty Initiatives and Resources: ADVANCE Grant
The ADVANCE institutional transformation award is a NSF program to support new
approaches to improving the climate for women faculty in U.S. academic
institutions and to facilitate their advancement to the highest ranks of
academic leadership. Georgia Tech is one of the eight universities that received
a multi-year ADVANCE grant of $3.7 million from NSF. The NSF grant serves as a
comprehensive effort to diversify the science and technology workforce. The
Institute's efforts with this grant will serve as models that may be replicated
by other institutions throughout the nation. Tech will use the grant to create
four professorships for senior female faculty members. The grant will also
support a wide range of activities including retreats, a workshop for grantees,
and mentoring and evaluation training - all aimed at helping women to make
advancements in the fields of science and engineering. The grant will also
support the collection of information on equity, advancement and family-friendly
practices.
College of Engineering Faculty Mentoring Award The College of Engineering Faculty Mentoring Award recognizes as a team a
Georgia Tech mentor and mentee who together have demonstrated an exemplary
teaching and/or research mentoring partnership. Both the mentor and mentee must
be permanent Georgia Tech employees who are academic faculty. Thus, nominees may
be of the same or different ranks, and of the same or different schools. The
award will be given annually and will consist of $5,000 to be equally shared
between the faculty members to enhance their teaching, research, and/or
mentoring activities at Georgia Tech, and $5,000 to the school of the faculty
recipients to be utilized to enhance faculty mentoring activities within the
school. Goizueta Foundation Endowment
The package created an endowed chair and an endowed professorship, plus support
for new undergraduate scholarships and graduate fellowships - all with
preferences for people of Hispanic origin. In addition, the gift will fund a new
staff position tasked with overseeing Tech's efforts to recruit and retain
Hispanic students. Estrada Professorship
The Fred and Teresa Estrada Young Professorship is a five-year term, from fall
1999 through the 2004 academic year. Funding is generously provided by the
Estradas in the amount of $30,000 per year for five years. The professorship
supports the development of a leading young Hispanic professor at Georgia Tech
and encourages innovation, education and research, thereby nurturing the
recipient's professional development.
Staff Initiatives and Resources:
Mentor Tech
Mentor Tech is an Institute sponsored program sponsored by the Office of
Organizational Development. The nine-month program seeks to empower employees to
further their career development by tapping into the wealth of experience and
talents possessed by other Georgia Tech employees. The three objectives of
Mentor Tech include: (1) professional career and leadership development, (2)
provide an informal advisor to help others succeed and grow in the Georgia Tech
environment, and (3) enhance performance in current employment role. The program
also exposes participants to diversity issues at Georgia Tech.
Workplace Education Programs:
The workplace education program at Georgia Tech, sponsored by the Office of
Organizational Development, is comprised of three components: GED/Skills
Enhancement, English as a Second Language (ESL), and Workplace Spanish. Each of
the three components requires commitment from both the Institute and Department
and a commitment from the employee, in order to be successful.
Office of Information Technology Professional Development Initiative:
The Office of Information Technology (OIT) established an internal professional
development initiative to provide career development and guidance for employees.
The initiative also allows employees to gain knowledge of skills and experience
needed for specific jobs. In 1999, a Task Force was formed to develop a means of
identifying career paths within the Office of Information Technology. Each
career path was based on the position employees currently held, and the
opportunities that are available for advancement and/or career enhancement. The
career paths also identify the qualifications to fill these positions. OIT has
developed a career development website. The site outlines HR business practices,
career opportunities, training and development, and guidelines to measure
success.
Diversity Services: The Office of Diversity Management
offers the following services:
Diversity Reporting & Data Analysis Maintain compliance reports and data that are good indicators of whether the
Institute or a particular unit within in the Institute is effectively managing
diversity and supporting the attainment of diversity goals. Examples of this
type of data include overall workforce demographics, applicant pool
demographics, hiring trends, impact of professional development on career
success, and exit interview data.
Diversity Related Public Relations:
Preparing strategic communications about diversity management within the
Institute including special presentations, sharing success stories with
appropriate media, and participating as thought leaders on various roundtables,
panels and committees.
EEO Investigations:
Perform investigations for complaints related to discrimination and harassment.
Complaints reviewed are related to violations of the Civil Rights Act of 1964,
as amended (prohibiting discrimination on the basis or race, color, sex, age,
national origin, disability, and religion). Refer to the Quick Links section to
read more information about Title VI, Title VII, and Title IX of the Education
Amendments Act of 1972.
Leadership Development:
Co-sponsor and manage the Institute's Executive Development Program for
classified staff. Advise units on the development of unit succession planning
strategies and programs to facilitate retention of a strong nucleus of high
performers that will sustain the Institute through the many changes to come.
Policy Development:
Provide insight on the development of diversity and human resources policies.
Revise and update policies as needed.
Search Committee Briefings:
Advise search committees or teams regarding process integrity for recruiting.
Training Programs:
Facilitate training programs that support diversity goals. Current programs
include Promote Yourself, Preventing Discrimination, Preventing Sexual
Harassment, and The Right Hire. The Office also co-sponsors NCBI Training
through the Office of Diversity Issues and Programs. For more information on
NCBI contact the Office of Diversity Programs (refer to Quick Links section).
Unit Level Climate Assessments:
Workplace assessment instruments and strategies are used to collect feedback
from employees about the work environment within campus units. In addition to
providing overall results, the data is sorted and analyzed by gender and race in
order to determine issues of importance and to address priority findings.
Workforce Planning:
This service integrates career management from an organizational point of view.
Counsel units on the process of workforce development from demand analysis
through succession planning to forecast unit and organizational human capital
needs.
Diversity Training:
The Office Diversity Management facilitates several training programs. Two
courses are offered to employees through The Office of Organization Development
and other courses are offered through specialized department sessions. Courses
offered include: Promote Yourself, Preventing Workplace Discrimination, and
Preventing Sexual Harassment.
Other Notes:
Award
The US Department of Labor awarded Georgia Tech the 2001 Exemplary Voluntary
Efforts (EVE) Award. The national EVE award, begun in 1983, honors federal
contractors and associations for their innovative efforts to increase employment
opportunities for minorities, women, disabled and veterans.
Notes (Setting the Curve, 2002):
Significant emphasis on employee development and training.
The Office of Diversity Management and the Office of Organizational Development
have conducted climate assessments in various campus units. Climate assessments
are used to collect feedback to address priority findings, which will improve
the work environment within campus units.
Other communications vehicles:
Diversity website
Diversity video
Variety of diversity training
Women's Leadership Conference - Started five years ago to provide a means to
celebrate, recognize, and learn more about the strong leadership exhibited by
women of the Georgia Tech community.
Kent State University
Contact: Steve O. Michael, Ph.D. Title: Vice Provost, Diversity and Academic Initiatives Office: Office of Diversity and Academic Initiatives Phone: 330-672-2442 Email:smichael@kent.edu Web Site:www.kent.edu
Office of Diversity:
Office of Diversity Website includes:
Message from the President
Message from the Provost
Information about the Office of Diversity
Diversity Mission Statement
Diversity Strategic Plan
Diversity Instruments
University Diversity Advisory Council
Diversity in Progress Newsletter
African American Faculty and Staff Directory
Diversity Programs and Initiatives
Links to Other Diversity-Related Offices (Student Multicultural Center, Office
of Affirmative Action, Women's Resource Center, and Student Disability Services)
Established in 1998 to ensure the effective translation of diversity themes into
policies, procedures, programs and practices by:
Documenting, assessing and refining diversity policies, procedures, programs and
practices.
Supporting and enriching existing diversity change process.
Initiating diversity change programs and diversity change processes.
Assisting in the creation of an inclusive environment in classroom, campus and
workplace environments.
Networking with relevant stakeholders to maximize the benefits of diverse
talents, experiences, knowledge bases and resources
Functions:
Foster an understanding of diversity through academic curricular initiatives and
programs.
Monitor faculty searches and hiring practices to ensure appropriate diversity in
recruitment and facilitate identification of available candidates.
Be the primary connection with Regional Campus leadership on diversity issues.
Interact with all university divisions on diversity issues and programs.
Interact with the Women's Resource Center, the Department of Pan-African
Studies, the Pan-African Faculty and Staff Association, the African Community
Association, the Center for International and Comparative Programs, and other
units where appropriate.
Play a major role in faculty professional development initiatives in
collaboration with the provost and the director of the Faculty Professional
Development Center.
Strengthen the connections between the Office of Diversity and academic
colleges, schools and departments, as well as other divisions.
Play a leadership role in faculty and staff development initiatives on diversity
issues.
Establish links with individuals and departments that support and advocate for
diverse populations.
Play a more visible role in the recruitment and retention of a more diverse
faculty and staff.
Plan the university Diversity Dinner Dance.
Direct the African-American Scholarship Program
University Diversity Advisory Council:
The Diversity Advisory Council (DAC) is an advisory group to the president, the
provost and the vice provost for diversity.
Charge
Policy and Practice:
The Council will support the mission of the Office of Diversity by:
(a) Studying and recommending policies for the operation of the office,
programming for the students, faculty, and staff and coordination with the
Regional Campuses' Diversity initiatives.
(b) Providing leadership for various task groups associated with the Office of
Diversity and
(c) Oversee the implementation of the March 1, 1993, Diversity Plan and its
updates.
Educational Awareness:
The Council will sponsor, support or promote programs which build individual
awareness and understanding of diversity related issues among students, staff
and faculty. The Council will also support or co-sponsor activities and events
which acknowledge and celebrate diversity across the university community.
Program Review:
The Council will assist the vice provost for diversity in conducting an annual
evaluation of the impact of diversity programs through utilization of a variety
of assessment methods.
The Council will gather information in order to evaluate the positive and
negative impact of diversity programs and services upon campus climate. Impact
will be measured in terms of participation in programs and events, changes in
demographic profiles and rate of occurrence of acts of intolerance.
Strategies will be developed and implemented which will build upon the positive
impact of diversity programs and services and/or to counter any negative impact
identified through the evaluation process. Positive changes in the campus
climate will be identified, documented and reflected in public information.
Specific Role of the DAC
Provide advice to the Vice Provost of DAI on diversity matters
Serve as a leadership council for diversity matters for the whole University
Receive reports from each unit of the University concerning progress on
diversity initiatives of the unit
Serve as an advocate for diversity progress for Kent State University.
Provide support to the Vice Provost of DAI in implementing diversity mission for
the University
Ensure that the units they represent are fully informed of the diversity
development across the University
Lead diversity initiatives for the unit they represent
Ensure that the diversity initiatives of their units are in harmony with the
University direction as defined by the Office of the Vice Provost for DAI
Attend a monthly meeting
Composition of the DAC
The chair of each of the Regional Diversity Advisory Committee (7)
Appointed representative of each College (6)
Appointed representative of each of the Administrative Divisions (5): Human
Resources (Affirmative Action Officer), Administration, University Relations and
Development, Technology, Enrollment Management and Student Affairs
Appointed representative of the Senate (1)
Student Representative (1)
Diversity Plan Highlights: The Kent State University Diversity Implementation Plan, 2001-2005, reflects seven objectives:
Develop a shared and inclusive understanding of diversity.
Create a welcoming campus climate for all individuals.
Recruit, retain, and promote greater numbers of women and minorities into
faculty, staff, and administrative positions (including deans, chairs, and vice
presidents).
Recruit and retain a greater number of ethnic minority students and promote
international understanding. Provide incentives to academic and academic support units for developing models
of excellence for increasing diversity.
Collect and organize data in order to systematically and effectively assess
progress and to align/realign programs intended to enhance diversity.
Coordinate organizational change to achieve the progress envisioned in this
plan.
Create a welcoming campus climate for all individuals:
The provost and each vice-president should be held accountable to the president
for the degree of success that is reached in achieving a greater sense of
community on campus that is characterized by a climate of inclusion. The
committee recommends that the following actions be taken by the executive
officers:
A. The Provost:
a. Reinvest in and reinvigorate the Office of Diversity to make available a wide
range of services to all of the eight-campus system to create a climate in which
all students, faculty, and staff have the opportunity to succeed. This,
especially, includes materials aimed directly at positively incorporating female
and minority faculty into the classroom dynamic.
b. In collaboration with the Vice-President for Enrollment Management and
Student Affairs increase support for the Multi-Cultural Student Center to
broaden cross-cultural understanding and appreciation between American and
International students.
c. Reinvest in Diversity Committees of Regional campuses as well as Kent campus
to act as ongoing resources to address system wide diversity issues.
d. Establish a diversity curriculum sub-committee of the University
Requirements Curriculum Committee to suggest courses for units to propose,
screen proposed new courses in the core diversity curriculum and to ensure
that they accomplish the intended goals.
e. Build on the Annual Diversity Scholarship Dinner model, to establish a
program to recognize those faculty and staff who have made special contributions
to diversity programs.
f. Establish a Diversity Incentive Fund through the Office of Diversity to
encourage cooperative activities by units related to diversity including, but
not limited to, sponsorship of a series of open forums focusing on diversity
issues and an annual conference to engage a minimum of one speaker who would
address issues pertaining to diversity, and to provide seed grants for the
purpose of promoting the interdisciplinary study of diversity issues.
g. Develop a centralized Diversity Resource Center (DRC) within the Office of
Diversity to collect, house, disseminate information and to coordinate programs,
services, and activities pertaining to diversity.
h. Hold deans, chairs, and directors accountable for creating and maintaining a
climate inclusive of diversity within each Regional campus, as well as
colleges/offices.
i. Promote double majors and minor programs through the bachelor of general
studies and the individualized major as an option for students to design
culturally based majors.
B. The Vice-President for Enrollment Management and Student Affairs:
a. Develop a diversity training workshop for student leaders of all registered
organizations as part of the leadership training program. The plan for the
workshop should be developed for implementation in the summer of 2002.
b. Develop policies and practices to ensure that the living and learning
communities foster a greater understanding of diversity and that each has
populations, which are, themselves, diverse.
c. Sponsor bi-annual workshops for all students, beginning in Academic Year
2001-2002 to foster greater respect for, understanding of, and valuing of
individuals with different sexual orientations.
d. Institute "Theme Quarters" with multiple events and organizations to provide
dialogue on diversity. An annual plan featuring campus-wide themes for students
would be developed each year. New funding will be provided to ensure successful
and meaningful programming.
e. Require all Student Affairs offices to develop collaborative programming
aimed at exploring diversity issues and promoting dialogue among people of all
backgrounds.
C. The Vice-President for Human Resources:
a. In collaboration with the Vice-President for Enrollment Management and the
Office of Diversity, establish a permanent University Civility Committee to
support and protect faculty, staff, and students who bring allegations of
gender, sexual, and racial discrimination in order to lessen their
vulnerability, fear of reprisal, and harassment.
b. Ensure that there is an effective and well-understood university mechanism
that encourages faculty, staff, and students to express controversial views
without being personally demeaning or offensive.
c. Provide training for managers and supervisors designed to incorporate
diversity-related issues into management techniques.
d. Train and re-train our clerical and custodial staff in the issues related to
race, social classes, etc.
D. Vice-President for University Relations and Development:
a. In collaboration with the Office of Diversity, develop a comprehensive
communications and marketing program to advance diversity interests both
internally and externally.
b. Initiate proactive, ongoing media campaigns to support efforts to create a
welcoming campus climate.
c. In collaboration with the Office of Diversity, review existing and develop
new materials describing the university's diversity initiatives for
dissemination both on and off campus.
d. In collaboration with the Office of Diversity, seek funding through private
resources to underwrite the Annual Diversity Scholarship Dinner and Awards
Ceremony.
e. Place on all campuses of the university, visual images that reflect the
diversity of the state and the nation. This includes such things as the display
of photographs, artwork, paintings, sculpture, re-naming of buildings and
streets.
Recruit, retain, and promote greater number of female and minorities into
faculty, staff, and administrative positions (including deans, chairs,
directors, and vice-presidents):
The responsibility for this initiative rests with the executive officers and
deans. Where the pool of potential candidates is already limited, the units will
be required to develop strategies for increasing this pool (e.g. increasing
ethnic diversity among the graduate student body). Particular attention should
be paid to units that have substantial pool and have failed to increase
diversity of their faculty or staff. At the same time, recognition should be
given to successful units. The goals for the total university over the next five
years should be to increase the number of women and minority faculty to mirror
the state population. The committee makes the following recommendations:
A. The Provost:
a. Hold deans and academic department chairs and directors accountable for
increasing the representation of female and minority faculty through the
development of college or regional campuses. Specific plans based on the
discipline's minority and gender demographics and pool. Some plans may focus on
aggressive recruitment from existing pools and others on building pools where
none exist.
b. Ensure that funds are available to assist units in hiring minority faculty at
all ranks, but particularly at senior ranks to enable the provision of mentors
for junior hires.
c. Modify the faculty staffing plan in Fiscal Year 2001-2002 to focus those
funds in two ways: (1) For departments with small pools of female and minority
candidates who are successful in recruiting them and (2) For units that have
been successful in increasing diversity to be able to hire at the senior rank.
d. Ensure that the university conducts aggressive national searches with
emphasis on developing pools that include qualified women and minority
candidates for faculty and administrative positions.
e. Require faculty search committee chairs to submit a report to the Office of
Diversity regarding the process used to enhance the pool of qualified women and
minorities and rationale for inclusion or exclusion of them in the final pool.
f. Initiate annual workshops for deans, chairs, and directors to enhance their
ability to increase minority representation in faculty hiring pools.
g. Provide incentives to units that develop collaborative arrangements for
faculty recruitment with institutions who produce significant numbers of women
and minority Ph.D. graduates.
h. Initiate a faculty exchange program with historically black institutions.
i. Appoint a coordinator/analyst in the Office of Diversity to produce and
analyze data to support the University's Diversity Plan. Data will include
analysis of recruiting pools, benchmarking comparisons and tracking of internal
progress.
B. College/Regional Campuses Deans:
a. Ensure that faculty search committees aggressively pursue women and minority
candidates.
b. Develop plans to increase the pool of women and minority candidates in those
fields that have small pools.
c. Ensure that the climate within campus/college is welcoming to women and
minority individuals from diverse backgrounds. Accomplishing this goal may
necessitate formal diversity training for faculty and staff. These policies are
particularly important for women and minorities. Maintain a climate in which
females and minorities feel free to access these benefits.
d. Encourage staff to attend workshops offered by the Division of Human
Resources and credit bearing university classes to enhance their skills for
advancement.
C. The Vice-President for Human Resources:
a. Maximize the use of technology to streamline the logistics of the hiring
process from pre-recruitment through appointment. i. Use Lotus Notes to automate processing Position Request and Authorization
and Personnel Action Forms. ii. Automate the job analysis process. iii. Use document imaging for résumés and post-hiring forms.
b. Expand and enhance online recruiting capabilities. i. Implement a Web-based online application system for certain types and levels
of job postings. ii. Maintain an applicant database for more efficient sharing of information
about candidates currently under consideration, for historical analysis, and for
identifying prospective candidates for future searches.
c. Reduce unnecessary steps in the current Position Request and Authorization
process. i. Delegate approval for administrative/professional and Civil Service
positions to the appropriate level. ii. Identify circumstances that should not require the submission and approval
of a new PRA.
d. Improve interviewing and selection process. i. Encourage consultation with Human Resources.
ii. Develop standard interviewing and selection guidelines. iii. Revise and distribute employment procedures manual.
iv. Utilize the recruitment process to market Kent State University as an
"employer of choice." v. Standardize procedures for reference checks. Develop a candidate selection
checklist. vi. Develop consistent guidelines for notifying selected and rejected
candidates. vii. Develop an expanded employee orientation program.
e. Provide comprehensive diversity education and training programs for all
faculty and staff to create a culture that welcomes, values and appreciates
diversity.
f. In cooperation with the provost, refine and develop new "family friendly"
programs and services for the benefit of all faculty and staff.
g. Ensure that there is an effective and well-understood university mechanism to
deal with faculty and staff allegations of sexual harassment and discrimination,
and at the same time we must take care to protect the rights of those who may be
falsely accused.
h. Develop workshops to enhance staff skills for advancement, which include
small group face-to-face discussions for administrators and staff.
D. All Vice-Presidents and their units are encouraged to develop a comprehensive
plan to:
a. Increase the numbers of females and minorities in administrative and
professional positions.
E. Provide incentives to academic and academic support units for developing model
of excellence for increasing diversity:
The president and provost will:
a. Establish a Diversity Incentive Fund that provides funding for competitive
awards to enhance diversity within the colleges and academic support units.
These proposals should include:
A critical assessment of diversity within the unit.
A plan and timetable for addressing the issues.
Commitment of matching funds.
Benchmarking indicators for judging progress.
A formal evaluation of success.
The proposals will be reviewed on the basis of their potential as a "best
practice model" to be used by other units by a subcommittee selected from
members of the University Diversity Committee.
b. Enhance the prestige and visibility of diversity-related awards both on and
off-campus.
c. Sponsor a Best Practices for Achieving Diversity Conference annually that
will include a nationally prominent keynote speaker.
d. Collect and distribute to all units those strategies and practices already in
place that have proven to be effective mechanisms to recruit and retain women
and minorities.
e. For Academic Year 2001-02, instruct each academic department or college and
each vice-presidential unit to undertake
A diversity project chosen from
diversity plan for the year or other designated time. The unit will choose this
project to best fit
A demonstrable need or opportunity for improvement of that
unit, and it should be a new undertaking. Regular reports on this initiative
will be made to the Diversity Advisory Committees, which will in turn
disseminate lessons learned and best practices from these experiences.
Collect and organize data to systematically and effectively assess progress and
to align/realign programs intended to enhance diversity objectives:The president and provost should receive the following data on a periodic basis
to document diversity progress:
Recruitment, retention, and promotion rates of women, and minority faculty,
staff, and administrators as contrasted with overall rates. Campus climate
survey results.
a. Periodically assess the progress/success of women and minority faculty and
administrators.
b. Issue an annual status report documenting progress made toward meeting the
university's goals using the above data.
c. Publish an inventory of diversity-related events and programs within the
university.
d. Sponsor an open workshop each year at which the progress that has been made
and continuing issues can be discussed.
Diversity Instruments:
Please visit the following site to view Kent State University's Hiring for
Diversity Instrument" and "Retaining for Diversity Instrument."
Diversity Newsletter:
This newsletter serves not only as a means of conveying information about
important future events of interest to our stakeholders, but as a means of
enhancing diversity education here at Kent State University.
It will publish interviews from students, staff, faculty and administrators on
diversity issues relevant to their roles. Academic and administrative unit's
visions and efforts will be featured and recognized. In addition, our newsletter
will convey important statistics of diversity progress here at Kent State
University. Such statistics will be useful for those seeking institutional
diversity data for research or grant solicitation purposes and for those seeking
a concrete demonstration of progress on what has now become an integral element
of our academic excellence.
Please visit the following site to view a sample newsletter: Diversity
Newsletter
University of Colorado
Contact: MaryAnn Sergeant Title: General Professional III Office: Office of Diversity & Equity Phone: 303-492-0680 Email: Mary.Sergean@colorado.edu Web Site: www.colorado.edu
Plan Highlights:
Establish or enhance systems for generating feedback from students, faculty and
staff about the status of campus climate; utilize survey information in
formulating future strategies.
Identify practices or policies that may have negative impacts or create barriers
for particular populations; develop coordinated strategies for addressing any
issues identified.
Review and broaden the orientation for new faculty, staff and students to
include cultural norms, climate, services, resources and other
diversity-oriented topics.
Review and enhance diversity training programs designed for faculty and staff;
increase participation in training programs as educational tools for improving
campus climate.
Establish strategies and implementation plans by schools and colleges for
increasing the number of tenured and tenure-track faculty of color; monitor and
report progress annually.
Enhance support for the Special Opportunities Program in the Division of
Academic Affairs to help broaden faculty diversity.
Integrate diversity expectations into the Program Review Process for primary
units.
Encourage enhanced professional development opportunities for all faculty,
including faculty of color.
Improve communication and understanding about recent changes in tenure
procedures that offer broader criteria in research, teaching and service to
enhance opportunities for all faculty.
Enhance mentoring programs for tenure-track faculty.
Continue and enhance first-, third-, and sixth-year preparation workshops on
tenure processes and expectations. \
Continue to develop an exit interview process to identify opportunities for
improvement in retention of faculty, staff, and administrators of color and
women faculty, staff, and administrators, in addition to identifying other
issues.
Collect data on faculty of color from public Research I institutions for use in
establishing benchmarks.
Increase IMPART research grant funding (www.colorado.edu)
to expand research opportunities for diverse faculty.
Explore potential for new "grow-your-own" programs aimed at attracting
prospective faculty of color to the Boulder campus.
Review starting salaries for new faculty to identify any gaps related to gender;
develop strategies for addressing any gender-related variances.
Increase professional development opportunities and succession strategies for
all staff; provide release time for staff to participate in campus classes,
committee work and campus events.
Extend staff recruitment efforts by building community partnerships and
enhancing communication with nontraditional networks.
Review classified staff testing practices for relevance and equity; develop
appropriate recommendations for change.
Other Notes:
Established in 1998, the Office of Diversity and Equity now acts as the central
point at which campus diversity needs and resources are considered, along with
other programmatic needs, in the budgeting process.
The Office of Diversity and Equity will play a leadership role in coordinating
diversity programs on campus, by encouraging internal communication, providing
assistance in planning and evaluation, identifying priorities, and advocating
for effective resource management.
For fiscal year 1999-2000, more than $1 million in new general funding will be
allocated to campus diversity programs that demonstrate proven or potential
effectiveness. This does not include additional investments and reallocations
being made at the Vice Chancellor or unit levels or funding from sources outside
the general fund.
Outcomes of the campus diversity plan will be reviewed annually, with broad
internal and external input, to determine levels of progress.
The Boulder campus will establish a modified Program Review Panel (PRP) process
for evaluating the campus wide diversity effort at five-year intervals. The
first PRP review will be conducted by 2004.
Specific individuals have been identified to serve as "Strategy Leaders," who
are responsible for overseeing implementation of and reporting progress on key
strategies in the diversity plan.
Interview Comments:
Put together very small office 6 years ago and currently have 3 people along
with some students that work in the office.
Everyone in the university is responsible for implementing the diversity plan.
Diversity plan focused on students first.
The university is just now beginning to recruit faculty.
Committee developed blueprint for action.
Currently post everything on the web site, such as information on programs and
grants for which faculty can apply.
Lower level positions (i.e. food service) don't have access to information
because they don't have access to computers/emails/announcements. Some don't
speak English.
Scholarships were the biggest recruitment strategy for students.
Encourage search committees to find diverse candidates.
Developed a Faculty of Color Email List, where they send bulletin information.
Bring together faculty of color for lunch once each semester.
Current numbers of minorities on campus: 14-15% of students; 13-14% of faculty;
20% of staff.
Diversity training is available.
The university holds a summit on diversity each year, where there is a famous
speaker. They get students, faculty and staff involved. Usually about 600
attendees. Have held this summit for past 3 years.
Faculty Recruitment and Retention - Faculty of Color:
The Campus has made significant improvement in increasing the number of
assistant professors of color. In 1990, faculty of color represented only 9% of
all assistant professors hired by the Campus. By 1999, this number has increased
to 25% of all assistant professors. The increases have been less pronounced at
the associate and full professor levels. In 1990, faculty of color represented
10% of all associate professors. By 1999, 14% of all associate professors and 9%
of all full professors were of color.
Strengthen faculty and staff search procedures so that females and members of
other underrepresented groups are selected to participate on search committees,
included in the pools of interviewed candidates, and hired.
Develop and/or improve materials that promote the value and benefits of
diversity and that promote the university's efforts to create and sustain a
welcoming teaching, learning, and working environment for all.
Facilitate the design, development, and/or implementation of a variety of
training programs for all faculty, staff, and students to improve the university
climate.
Develop university-level incentive programs to support college/department/unit
diversity-related initiatives.
Facilitate the design, development, and/or implementation of a variety of
training programs for faculty and staff to increase their competence in working
with diverse individuals and groups.
Develop a university wide Research Agenda related to diversity and multicultural
issues and identify incentive, reward, and/or recognition programs and related
resources that support the implementation of this agenda.
Update and institutionalize an initial diversity assessment and establish a
continuous improvement process, characterized by periodic faculty, staff, and
student surveys; diversity programs inventories; and other assessments that
provide information on areas needing improvement and areas of success.
Review and update the University Diversity Strategic Plan as a tool to monitor
goal-achievement in the area of diversity at all levels of the university,
consistent with the direction set by the Academic Agenda and as a guide for
identifying resources to support and sustain diversity initiatives.
Create a task force to review diversity and multicultural aspects of faculty
roles and rewards, emphasizing areas such as evolving definitions of
scholarship, the teaching evaluation process, differentiated staffing
expectations, and the relationship of departmental expectations to college and
university work.
Facilitate the development of courses, programs, and research projects--both on
campus and off--that support diversity training and multicultural education for
working professionals in government, industry, and education.
Strengthen ties with local communities by involving individuals and
organizations from those communities in university-sponsored or supported
programs and by supporting community efforts to create and sustain a welcoming
environment for all.
Enhance existing and initiate new collaborations with HBCUs that provide mutual
benefits for participating institutions and that contribute toward increasing
access to and improving the quality of higher education opportunities for
students of color.
Establish partnerships with corporations and other institutions to collaborate
on issues related to the identification and implementation of effective
diversity management practices.
Interview Comments:
Search procedures are inclusive.
Part of the evaluation process for individual departments includes diversity.
Another department initiated the Exemplary Department Awards, where they rotate
diversity into the topics. It is a great example of other departments getting
involved.
Recommendations:
A diverse search committee
Bring in outside members for search committees when necessary
Be careful when setting your measures
Take concrete steps that are not traditional
A system-wide plan is necessary and needs to be comprehensive and tied to
university strategic plan
Create a university-wide strategic plan that addresses all areas of diversity,
including faculty and staff recruitment
Create a commission to make policy recommendations (different than an advisory
committee).
Recommendations:
A diverse search committee
Bring in outside members for search committees when necessary
Be careful when setting your measures
Take concrete steps that are not traditional
A system-wide plan is necessary and needs to be comprehensive and tied to
university strategic plan
Create a commission to make policy recommendations (different than an advisory
committee).
Faculty Diversity at Virginia Tech:
Following are tenured and tenure-track positions by race and sex in the College of Arts and Sciences.
Fall 1999
Fall 2000
Fall 2001
Fall 2002*
Total
452
100%
460
100%
473
100%
437
100%
American
Indian
2
0.44%
2
0.43%
2
0.42%
2
0.46%
Asian
19
4.20%
18
3.91%
21
4.44%
19
4.36%
Black
11
2.43%
16
3.48%
17
3.59%
17
3.89%
Hispanic
3
0.66%
6
1.30%
6
1.27%
7
1.60%
Other**
--
--
--
--
2
0.42%
2
0.46%
Nonwhite
35
7.73%
42
9.12%
48
10.15%
47
10.76%
White
417
92.27%
418
90.88%
425
89.85%
390
89.24%
Women
93
20.58%
102
22.17%
109
23.04%
103
23.57%
Men
359.79%
79.42%
358
77.83%
364
76.96%
334
76.43%
* Figures are approximate.
** Nonwhite, but not in one of the other categories.
American Express’ vision is to become the world’s most respected service brand.
To achieve this vision, the company focuses its efforts on hiring and retaining
the best and brightest people, regardless of differences. Below are highlights
of initiatives and programs American Express has introduced to help achieve this
vision.
The American Express Blue Box Diversity Council, established in 1991, is made up
of senior leaders from across the company. They set the overall diversity vision
and policy, manage best practices, and monitor progress against other leading
companies. In addition, regional Diversity Councils in the United States, Japan,
Canada, Europe, Asia and Latin America each lead local diversity strategies,
building on the work of the company-wide council in the areas of environment,
hiring and development.
Diversity teams in each of the American Express businesses ensure that the
differences employees bring to the workplace are valued and recognized. These
teams sponsor programs on training, awareness, development and employee
satisfaction.
Employee networks enhance the work experience and help provide support to the
company’s business objectives in the areas of recruitment, community outreach,
volunteerism, education and others as well. There are currently 10 employee
networks formed around various diversity dimensions, including race or ethnicity
(African American, Asian, Hispanic, Native American), gender, age, sexual
orientation, disability, and religion.
American Express regularly participates in minority job fairs and works with
national organizations to help source candidates from a variety of backgrounds.
Key organizations and venues include NAACP-sponsored job fairs, the National
Hispanic MBA, the National Black MBA, the National Urban League, A Better
Chance, SEO (Sponsors for Educational Opportunities), the Consortium for
Graduate Study in Management and Inroads. The company also recruits from many
college campuses, including the Atlanta University Center.
Company values and expected behavior regarding diversity issues are assessed in
a number of ways:
A manager’s ability to value and integrate diversity is part of the annual
performance review and compensation of all exempt employees. One of the key
competencies leaders are assessed on is building diverse talent. This is done
by: creating a high commitment work environment through empowerment and
development; taking accountability for building a workforce with diverse
leadership and technical skills and strengthening American Express’ reputation
as an employer of choice. Managers are specifically assessed on their ability to
use recruitment, succession planning and retention strategies to create a
diverse, high-performing team.
The company’s annual employee survey measures employee satisfaction in 14 key
areas and includes questions directly linked to diversity. Since 1993, American
Express has tracked overall employee satisfaction on a number of
diversity-related categories and has seen steady improvement in these areas.
Today the employee survey allows the company to gain a better understanding of
how individual differences and work styles influence their global work
environment.
Honors & Recognition For 2003:
The Equal Opportunity for Women in the Workplace presented American Express
Australia with the Leading Organization for the Advancement of Women Award for
its continuing work to ensure the number of women in senior roles was
representative of the total number of females.
In an annual survey of minority MBA and undergraduate students by research firm
Universum, The Black Collegian Magazine released the list of "The Top 50
Diversity Employers." This year, American Express jumped to the number 22 spot
from 33 last year.
American Express was named one of the "50 Best Companies for Latinas to Work for
in the U.S." for the sixth year in a row. Latina Style credited the company's
representation of Latina executives in the workforce as well as the percentage
of Latinas who are among the top 20% of wage earners. Mentoring programs,
alternative work arrangements and recruitment practices were among the
highlights as well.
The New York City Commission on Women's Issues announced the results of its
inaugural "Working Women Survey in NYC." American Express was named a
distinguished company for providing a supportive environment for women employees
in the workplace. This survey is part of a larger campaign by the Commission to
improve the quality of life for women and brand NYC as the "City of Choice" for
women.
In the third annual ranking of the "Top 50 Companies for Diversity," American
Express was ranked third by DiversityInc for companies that demonstrate a strong
commitment to diversity. Evaluations were based on an in-depth questionnaire
about the company's diversity practices, which were judged by a 10-member panel
of diversity experts. American Express was cited for representation of people of
color at many levels, inclusive benefits, employee networks and philanthropic
efforts aimed at diverse communities.
American Express is included in Hispanic Magazine's annual survey of the "2003
Hispanic Corporate 100 -- The 100 Companies Providing the Most Opportunities for
Hispanics." Companies are selected based on their recruitment efforts, diversity
training, ethnic representation of its board members and minority business
initiatives. Hispanic Magazine also looks at the company's funding efforts for
scholarships, grants and organizations that help Latinos as well as the
company's philanthropic donations targeting Latino communities.
www.div2000.com has ranked American Express #19 on its survey of America's Top 50
Corporations Providing Multicultural Business Opportunities in 2002. Over
150,000 women and minority owned businesses had the opportunity to participate
in the online election of the selected companies.
Eastman Kodak
Contact: Essie Calhoun Title: Chief Diversity Officer & Director, Community Affairs:
n/a Phone:(585) 724-1221 Web Site:www.kodak.com
Plan Highlights:
The Diversity Initiatives Team places a special emphasis upon education and
communication programs that ensure timely and personalized contact with Kodak
employees. Through these programs, the team strives to inform employees about
Kodak's Diversity Mission and gain their commitment to helping us achieve our
diversity and inclusion goals.
In its first year, the Diversity Initiatives team has designed and delivered a
number of very well-received programs, including:
The 52 Weeks: Diversity in Action Conversation Series, designed to foster
discussions about diversity-related issues and concerns among employees.
Diversity: Make the Difference Your Reality, a full-day educational diversity
summit for Kodak employees.
Multicultural advertising and sponsorship activities to reach our diverse and
emerging markets.
Around the world, Kodak is committed to compliance with the regulations of each
country where we conduct business. The mission of the Global Compliance team is
to meet or exceed the requirements of global anti-discriminatory laws,
regulations and directives, while driving the creation of a diverse and
inclusive environment through pro-active audits and monitoring.
The U.S. Global Compliance initiatives include:
Complying with U.S. Affirmative Action and other required government regulations
Conducting on-going education programs that build an inclusive environment
Implementation of formal and informal assessment tools to identify current
global perspectives on culture, inclusion, work/life, and high performance.
For workplace issues and concerns that cannot be resolved at the departmental
level, the Resolution Support Services ((RSS) team offers Rochester-based
employees a system of formal and informal services with escalation solution
options. The services have been designed from state-of-the-art elements of
proven alternative dispute resolution strategies. The team also offers
consultation to Kodak management on the best practices in employee issue
management and resolution.
The Supplier Diversity Office provides services and support to Eastman Kodak
Company through identifying/promoting the utilization of Diverse Supplier
resources. Located in Rochester, New York, the Supplier Diversity Team supports
the initiatives of the corporation's diverse spending goals in various
manufacturing locations throughout North America.
Honors & Recognition:
Fortune magazine has ranked Eastman Kodak Company 34th among the 50 Best
Companies for Minorities for 2003.
Kodak among "100 Best Companies for Working Mothers" for 2002.
Top 50 Companies for Diversity for 2001, DiversityInc.com named Kodak #2.
Mark Gulling receives Kodak 2001 CEO Diversity Award.
Other Notes:
The performance of Kodak's leaders with respect to diversity is measured in two
ways: quantitative and qualitative. The quantitative component is determined by
percent of women and people of color placed into management and exempt
positions. The qualitative component emphasizes honoring diversity in supporting
the business through visible leadership behaviors that are substantive,
consequential, and require the personal involvement of managers. The measures
are evaluated using employee satisfaction data, recruiting and hiring results,
promotion activity and attrition rates.
Kodak is recognized as a leader in policies and programs that provide employees
and managers with resources and flexibility in meeting personal needs while
contributing to the companies success. They include:
Employee Assistance Program
Nursing Mothers Program
On-site Fitness Centers
Self-Care Centers
Free allergy and flu shots for employees
Child Care Resources/Referrals
Adoption Assistance
Flexible Benefits Program
Domestic Partners Benefits
Eldercare
Flexible work arrangements
Kodak's website includes numerous links to diversity-related websites.
Kodak formed its External Diversity Panel in 2001 to act in an advisory capacity
on matters of strengthening our strategy for diversity and inclusion among
employees, customers and suppliers. They represent diversity both in ethnic
backgrounds and in professional experience. The panel meets quarterly to share
its counsel with the public policy committee of Kodak's board of directors and
reports directly to Dan Carp. Members serve a two-year term, and their focus
includes purchasing, marketing and human resources. They also provide counsel on
the company's comprehensive corporate diversity strategy as well as help
management assess future diversity trends and their impact on Kodak's business.
Kodak puts its overall diversity results in writing as one of the few major
Fortune 500 companies issuing an annual report on diversity (Fraser, 2002).
A global Diversity Leadership Team was formed and is composed of 34 senior
managers from around the world. The team is responsible for implementing the
comprehensive integrated diversity strategy (Fraser, 2002).
Employee Networks:
Employee Networks are independent, voluntary, non-profit associations of people
who have common interests or backgrounds. They are open to all Kodak employees
and retirees as resources for assisting individual development and providing
additional communication between individuals, community resources and company
management.
With incredible top-down management support, the eight Employee Networks
acknowledge differences in gender, heritage, orientation and race, encourage
unique thinking within the context of teamwork and emphasize the value we place
on diverse perspectives within the context of our common goals.
The Women's Forum of Kodak Employees (WFKE) provides forums for networking,
offers mentoring and enables women to achieve their full potential at Kodak.
Network North Star (NNS) promotes and enhances the career potential of
African-American employees through mentoring, educational programs and seminars,
information sharing and membership support.
The Lambda Network offers support and education to foster an environment that
values all individuals independent of their sexual orientation or gender
expression.
The Hispanic Organization for Leadership and Advancement (HOLA) is committed to
foster excellence and leadership among Hispanics by providing personal growth
and development opportunities through networking, informal mentoring, training
and interaction with management.
Asia Pacific Exchange (APEX) provides support to employees of Asian and Pacific
Islander heritage in achieving their career goals.
The Native American Council at Kodak (NACK) contributes to an environment that
enables all people to achieve their full potential through retention, education,
recruiting and identification.
The Veterans Network of Kodak Employees (VetNet) offers support to Kodak
employees who are military veterans and link them to resources for veterans
benefits and issues.
The Empower Network offers support and education for people with
disabilities-both visible and not so visible.
Ford Motor Company
Contact: Rosalind Cox Title: Manager, Diversity and Worklife Planning: n/a Phone: 313-248-7505 Email:rcox4@ford.com Web Site:www.ford.com
Plain Highlights:
Executive Council on Diversity identified five areas for action (Back to basics,
2002):
Leadership within the corporation
Valuing a diverse workforce
Building a respectful and inclusive work environment
Valuing worklife integration
Developing external partnerships
Minority Dealer Training Program
The Minority Dealer Training Program is comprised of two distinct training
modules - NADA Training and Retailer Development Training. Each module is
designed to help minorities develop the necessary skills to make sound
dealership decisions and successfully operate a dealership. The objective of the
program is to provide the training necessary for minority individuals to be
considered for available Ford or Lincoln-Mercury dealership opportunities.
Global Diversity and Worklife Summit
The Global Diversity and Worklife Summit is designed to celebrate the company's
successes in the areas of diversity and worklife while introducing employees to
new ideas about the topics.
Honors & Recognition:
Ford Motor Company was named the #1 Corporation of the Year among American
corporations on DiversityInc's 2003 list of "Top 50 Companies for Diversity."
Other Notes:
Company publications must send clear messages about diversity (Klimley, 1997).
Key executives are required to hold a certain number of employee meetings each
year to discuss issues pertaining to diversity (Klimley, 1997).
Incorporates diversity into their annual employee surveys (Klimley, 1997).
In 1999, Ford Motor Company purchased a record $3.3 billion in goods and
services from minority-owned businesses, more than any other automaker in the
U.S. And Ford Motor Company's minority dealers number more than 370, surpassing
that of any other U.S. automaker (The model D, 2000).
Ford Motor Company is actively involved in providing financial support and
mentoring at many Historically Black Colleges and Universities (HBCUs). Such
involvement not only creates a strong market presence for the automaker, but
also gives it an advantage in its recruitment efforts (The model D, 2000).
Senior executive bonuses are tied to diversity management, along with
traditional performance measures (Caudron, 1998).
Established aggressive goals for hiring professional women and minorities (Caudron,
1998).
Developed external mentoring programs that match minorities who aspire to senior
management with top-level minority executives from other companies (Caudron,
1998).
Established employee resource groups to identify barriers, provide information
and develop minority employees (Caudron, 1998).
Provide mandatory diversity awareness training for all salaried and hourly
employees (Caudron, 1998).
Sponsors the Ford Academy of Manufacturing Science, a school-to-work program
that helps young people acquire valuable work skills (Caudron, 1998).
Ford measures representation of women and people of color at all salary levels
quarterly (Caudron, 1998).
Ford senior executives also conduct face-to-face diversity focus groups
worldwide (Caudron, 1998).
Ford's CEO is chair of its Executive Council on Diversity, which identifies and
manages corporate diversity initiatives. The council members report directly to
the CEO and conduct yearly focus groups to hear employee concerns firsthand.
Furthermore, all members of the council are held accountable for diversity
through a performance measurement system (Caudron, 1998).
Other senior managers are involved in diversity as on-site representatives for
universities that are key to its recruitment strategy (Caudron, 1998).
Conducts employee attitude surveys and uses demographic control variables to
analyze survey data (Caudron, 1998).
The company assists women and minorities to rise through the ranks with the help
of its external mentoring programs and the Ford Academy of Manufacturing Science
(FAMS) (Caudron, 1998).
Diversity Dashboard - includes tracking processes (Back to basics, 2002).
Annual Diversity and Worklife Summit - six-week long company-wide celebration
that features panel discussions on diversity and worklife issues and dramatic
interpretations (Back to basics, 2002).
Local Diversity Councils (LDC's) - Engage the workforce through education and
training about diversity and worklife integration issues. LDC's are in a unique
position to educate and inspire employees at the local level (Keeping the
momentum, 2002).
"Dialogues in Diversity" series - Has been gaining momentum since it was
introduced in 1996. The events bring in noted speakers (Keeping the momentum,
2002).
Lunch and Learn events - Invite employees from many areas to come together in
small groups for lunchtime sessions on topics of interest (Keeping the momentum,
2002).
Employee Resource Groups:
These company-sponsored Employee Resource Groups provide support and fellowship,
identify barriers, contribute to employees' professional development, and
provide organized activities for employees of diverse backgrounds.
Ford-Employee African-American Network (FAAN)
FAAN champions diversity at Ford by making a positive impact on the
African-American community. FAAN promotes leadership development through
seminars, mentoring, counseling, and Dialogues on Diversity with senior
management. Members support summer internship programs and recruiting at
minority-focused career events. In the Detroit area, they provide Scholastic
Aptitude Test coaching, an area Pre-College Engineering Program, Paint the Town
events, and Black History Month Celebrations. They also support the United Negro
College Fund.
Ford Asian Indian Association (FAIA)
FAIA works for the success of Ford Motor Company. Its three-part vision is to
promote the Ford family of brands as the "Brand of Choice" for Asian Indian
consumers, make Ford the "Employer of Choice" for Asian Indian professionals,
and develop business and technical skills of Asian Indian employees to ensure a
competitive advantage for Ford. FAIA also works to enhance awareness and
understanding of Asian Indian culture among all employees.
Ford Chinese Association (FCA)
One of the oldest resource groups at Ford, FCA represents a highly motivated
group of dedicated professionals, eagerly bringing diversity to the workplace.
FCA promotes activities for technical and cultural exchange within its
membership and with outside associations as well. Members actively support the
company's business initiatives.
Ford Gay, Lesbian or Bisexual Employees (GLOBE)
As one of the first companies to adopt a non-discrimination employment policy
inclusive of lesbians and gays and to offer comprehensive same-sex domestic
partner benefits, Ford Motor Company set the standard in corporate
responsibility. GLOBE has chapters in Great Britain, Germany, and the U.S.
providing worldwide networking and confidential employee support. Members
actively champion diversity education, recruiting and marketing. They hold
monthly membership meetings, lunches, and socials while supporting many
community events.
Ford Hispanic Network Group (F-HNG)
F-HNG, through service and support, strives to be a positive force in the
Hispanic community. The group's vision is to assist the corporate effort to
employ, develop, and retain Hispanics in the workforce. Programs include hosting
professional development events and sponsoring speakers on diversity
initiatives.
Professional Women's Network (PWN)
PWN focuses on professional development for women, promoting an environment that
attracts, develops, retains, and advances talented women for our team. PWN
sponsors motivational speakers, mentoring programs, leadership initiatives, and
community projects.
Ford Interfaith Network (FIN)
Founded in 2000, the Ford Interfaith Network (FIN) aims to assist the company in
becoming a worldwide corporate leader in promoting religious tolerance,
corporate integrity, and human dignity. We strive to act in accordance with our
beliefs and out of love for human beings and all of creation, promoting
understanding and respect for the various faiths. We help management to:
Increase and maintain religious diversity
Attract, develop, and retain talented employees of faith
Be more aware of religious consumers' and investors' needs
MEC-Middle Eastern Community @ Ford Motor Company
Everyone is welcome to join MEC@Ford, a resource group dedicated to making Ford
Motor Company the preferred automotive producer among Middle Eastern
communities. Goals include building consumer relationships, demonstrating
corporate citizenship, promoting diversity and developing cultural awareness.
Activities include working with area schools, and mentoring and support for
employees of Middle Eastern backgrounds.
FPN - Ford Parenting Network FPN is a resource group formed to:
Support employees looking for a better balance between their work and family
life.
Serve as a forum in which Ford employees can share parenting knowledge, ideas
and experiences.
Help Ford Motor Company become an Employer of Choice
FEDA - Ford Employees Dealing with disAbilities The newest member of the group
has a vision of supporting Ford Motor Company as the preeminent employer for
employees dealing with disabilities.
There are eight executive task forces - one each for women, men, Asians, Blacks,
Hispanics, Native Americans, gays and lesbians, and disabled workers. The task
forces, plus a ninth group that deals with work-life balance, inform IBM's
leaders and decision makers on diversity issues at all levels (Koonce, 2001).
Every new manager is exposed to diversity training as part of the leadership
development curriculum (Koonce, 2001).
IBM practices inverse mentoring, where an executive reaches down in the
organization and asks someone who has a different set of life experiences and a
different point of view to be his or her mentor (Salomon & Schork, 2003).
"IBM maintains and frequently reviews feeder lists for all key positions. It
ensures that the feeder list contains the broadest possible coverage of diverse
talented candidates. People on these lists get development opportunities and
assignments" (Salomon & Schork, 2003).
IBM has 169 diversity network groups (A promise, 2002).
Creating diversity councils was an important tool to allow people to work
together and demonstrate they could address sensitive, personal, and often
passionate issues - issues that is addressed could help them recruit and keep
talent, and better connect to a changing customer set - and if not addressed
could at some point be divisive (A promise, 2002).
The establishment of their Workforce Diversity Executive Task Forces allowed
their CEO to deputize executive leaders from each constituency to help
understand problems or perceptions that needed to be addressed to improve the
workplace climate and marketplace performance (A promise, 2002).
Honors & Recognition: Please visit the following site for complete list: Honors &
Recognition
Other Notes:
52 percent of the worldwide management council (the company's top management
team) consists of women, minorities, and non-U.S.-born people (Koonce, 2001).
The executive sourcing process, which focuses on leadership development
succession planning, specifically targets women and minorities (Koonce, 2001).
IBM created a functional link between diversity and EEO by moving the separate
responsible departments to one department (Mathews, 1998).
Each executive and senior manager is expected to take a personal leadership role
in supporting the corporate view of the business case for diversity, personally
exemplifying the values underlying the diversity vision, and communicating
expectations down to the middle management and work teams across the company
(Salomon & Schork, 2003).
IBM holds an annual Women's Technical Conference to provide an opportunity for
IBM women from around the world to present their technical work to their female
colleagues. Similar conferences are held for gay and lesbian and multicultural
employees (Salomon & Schork, 2003).
IBM has 73 workforce diversity councils around the world. The purpose of these
councils is to advise local management on local workforce diversity issues (A
promise, 2002).
Have a global focus on their employment of people with disabilities, including a
focus on ensuring that their products are accessible by the disabled (A promise,
2002).
In 1991 they changes the name of the Equal Opportunity and Affirmative Action
department to Workforce Diversity. The name changed allowed IBM to embrace the
concept of inclusion and sent a message to white men that they were apart of the
vision of workforce diversity. It also allowed them to connect equal
opportunity, affirmative action, and work/life balance as equal members (A
promise, 2002).
Diversity Programs:
Accessibility
The American Business Collaboration
Child and Elder Care Resource and Referral Service
Community Contributions
Community Outreach:
Community Service Assignment
Diversity Campus Executive Program
Faculty Loan Program
Technical Academic Career Program
Diversity Councils
Diversity Network Groups
Diversity Training:
Global
Employee
Manager
Executive Task Forces/Shared Leadership Teams:
EXITE Camps (EXploring Interests in Technology and Engineering)
Fund for Community Service
Compressed/Flexible Work Week
Individualized Work Schedule
Leaves of Absence
Part-Time Reduced Work Schedule
Mobile/Telecommuter
Work-At-Home
Flexible Work Options
IBM Global Work Life Fund
K-12 Initiatives
LifeWorks
Mentoring
Minority/Women/People with Disabilities Business Development Program
People of Color/People with Disabilities Technology Committee
Under the company's Balanced Work Force Strategy (BWF), senior managers are
evaluated on their ability to hire, keep and promote all employee groups
including minorities and women.
Via the Xerox Minority/Female Supplier Program, Xerox purchased and received
over $1.5 billion in goods and services between 1994 and 1998 from certified
Minority, Women and Disabled Veterans Suppliers.
Minority Female Engineers working in Xerox' Manufacturing organization are the
focus of the Xerox Asset Management Program, a work assignment and mentoring
program.
Xerox Corporate Sponsorships for professional engineering associations bring
both new and experienced female and minority engineering graduates to the
forefront.
Independent employee caucus groups play an important role at Xerox, advocating
self-development, openness, equal opportunity and inclusion for the entire Xerox
community.
Honors & Recognition:
Named one of the Top 50 Employers for Latina Women in 2003 by Latina Style
magazine
www.diversityinc.com cited Xerox as being #10 on their 2003 list of the Top 50
Companies for Diversity, up from #23 in 2002
www.diversityinc.com also ranked Xerox as 5th on their list of best companies for
Asian Americans and 9th on their list of best companies for Executive Women.
Named one of Top 10 companies for Asian Americans, examining workforce and
supplier diversity, by Asian Enterprise magazine.
Ranked 13th in Fortune magazine's 2003 Top 50 Companies for Minorities, up from
14th in 2002.
Included in Hispanic magazine's Hispanic 100 companies providing the most
opportunities to Hispanics in 2002 and 2003
Named by Minority Engineer magazine in 2003 as being one of the Top 50 companies
for minorities
Ranked 18th among the 50 top companies by Equal Opportunity magazine in 2003
One of the 50 top companies as named by CAREERS & the disABLED Magazine in 2003
Ranked 5th in 2002 by Diversity Best Practices and the Business Women's
Network's "Best of the Best" for companies supporting diversity and women.
Cited for employing programs which are considered best practices in recruitment,
hiring, retention, career development & promotion of Hispanic employees by HACR
- the Hispanic Association on Corporate Responsibility
Recipient of the first Perkins/Dole Glass Ceiling Award for minority and female
recruitment, hiring and career advancement One of 11 companies selected (out of 600 surveyed) as world-class in diversity
by the Vice President's Commission on Reinventing Government
One of Enable magazine's top 100 companies employing and advancing people with
disabilities Other Notes: Building an inclusive workforce has been an ongoing initiative at
Xerox for over 30 years. Employee roster is made up of over 30%
African-Americans, Latinos, Asians and Native Americans.
At the level of vice president and above (12/31/2002):
18 percent are majority women
4 percent are minority women
15 percent are minority males
Of the general workforce (12/31/2002):
Minorities make up 30 percent of the company's U.S. workforce
Asian (5%), African American/Black (16%), Hispanic (8%) and Native American
(.7%)
23 percent of officials or managers are minorities
43 percent of new hires are minorities
Of the general workforce, 67 percent are men, 33 percent are women
Xerox Diversity Council
15 members
Supported by the CEO
Reviews, recommends, and advises on diversity practices
Supports the diversity plans
Addresses diversity performance
Caucus Groups
Provide employee advocacy, self-development, and communications, acting as a
catalyst for positive change
Each group has a Corporate Champion, which serves as a voice for the group at
the senior level
Provide a communication link for continuous improvement
Represent and educate senior management on the unique diversity concerns within
a particular constituency
Xerox supports the following groups with Corporate Champions:
Black Women's Leadership Council (BWLC)
Gay and Lesbian Employees (Galaxe Pride at Work)
Hispanic Association for Professional Advancement (HAPA)
National Black Employee Association (NBEA)
The Women's Alliance (TWA)
Asians Coming Together (ACT)
Interview Comments:
Created recruiting strategy with an external company
"Employee branding" - like in marketing; what are the messages being
communicated; will run ads in Hispanic magazines and other diversity
publications; make sure there is a message of a diverse and welcoming community
Web site - diverse images, employee testimonials
Media coverage in diversity publications and make sure they are on diversity web
boards
Attend national conferences
Spend time and money
Have a presence at these functions
Established a relationship with 12 black universities - give funding to these
schools - provides a presence; faculty then advise students to go to Xerox
Partner with 32 schools with large Hispanic campuses - give funding; give
scholarships
Give 127 minority technical scholarships/internships - creates early
relationship
No incentives
Consequences - yes - Balanced Work Force - expected to recruit minority
candidates - departments have certain numbers they are expected to hit
Recommendations:
Recruit from unnatural sources
Part of strategic planning - do your benefits represent diversity; do your
hiring practices represent diversity
