2008 Staff Well-Being Survey: Select Results Presentation for the NC State Staff Diversity Task Force September 25, 2009 Nancy Whelchel, Ph.D. University Planning & Analysis [email protected]http://www2.acs.ncsu.edu/UPA/survey/staff/ SDTF.SWBS.presentation.Sept25_09.ppt 1
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2008 Staff Well-Being Survey:Select Results Presentation for the
NC State Staff Diversity Task ForceSeptember 25, 2009
LeadershipSupervisor treats all members of the work unit
consistently (D1e)
• Job Class * Race– Professional-EPA & SPA, Technical, Serv/Maint:• Staff of color give LOWER ratings than whites
– Administrative, Clerical-Acad & NonAcad, Skilled Crafts:• Whites give LOWER ratings than staff of color
34
LeadershipSupervisor treats all members of the work unit
consistently (D1e)
• Job Class * Gender– Administrative, Professional-EPA & SPA, Clerical-
Acad, Serv/Maint:• Women give LOWER ratings than men
– Technical, Clerical-NonAcad:• Men give LOWER ratings than women
35
Vision & DirectionJob Description/Work Plan is consistent with
department vision (E6)
• MOST likely to give negative ratings(10% or more say ‘a little’ or ‘not at all’)
– Skilled Crafts– Serv/Maint– Clerical-Academic
36
Vision & DirectionDepartment progress towards vision (E4)
37
Vision & Direction Job Description/Work Plan is consistent with
department vision (E6)by Department progress towards vision (E4)
38
Professional DevelopmentOpportunities to improve skills to increase chances for
a better job (H5d)
39
• MOST likely to be dissatisfied(25% or more)– Males– Whites– ESL staff– Staff w/ disability– GLBT– Skilled crafts– Clerical-NonAcad & Acad– Professional SPA
Professional DevelopmentSupervisor giving time to participate in professional
development/training opportunities (H5e)
40
• LEAST likely to be ‘very satisfied’(about 35% or fewer)– Males– African Americans– Hispanics– Staff w/ disability– Skilled crafts– Clerical-NonAcad & Acad– Service Maintenance– GLBT*
* More likely than nonGLBT to be dissatisfied
Professional DevelopmentProfessional development & retention
41
Professional DevelopmentProfessional development & retention
42
Professional DevelopmentHelpfulness of mentors for new employees (H8)
• MOST likely to think mentors would be ‘very helpful’(almost 50% or more)
– Females– Staff of color– ESL staff– Staff w/ disability– Service Maintenance– Technical– Skilled Crafts– Professional EPA
Performance EvaluationUsefulness of numeric ratings on Annual Appraisals
(I9a)
• MOST likely to say ‘very useful’(40% or more)
– Asians– Hispanics– ESL staff– Service Maintenance
45
Performance EvaluationHelpfulness of Performance reviews / annual appraisals
to career planning (I10)
• LEAST likely to rate as helpful(more than 45%)
– Clerical-Academic & NonAcademic
46
GrievancesUniversity provides reasonable/effective procedures to
address SPA complaints (B6a)
• MOST likely to disagree(about 20% or more)
– Skilled crafts– Staff w/ disability– GLBT staff
• Lack of familiarity…– More than 50% of Clerical-Acad & NonAcad,
Professional-EPA & SPA respond “don’t know”47
CommunicationFirst/Second best methods of communicating about
opportunities/events (C3a/b)
48
CommunicationLeast useful method of communicating about
opportunities/events (C3c)
49
Diversity/MulticulturalismImportance of institutional emphasis on diversity (F6),
by demographics
50
Diversity/MulticulturalismImportance of institutional emphasis on diversity (F6),
by job classification
51
Diversity/MulticulturalismWork environment is respectful of differencesin gender (F3c), by job classification & gender
52
Diversity/MulticulturalismWork environment is respectful of differences
in race and color (F3f), by race/ethnicity
53
Diversity/MulticulturalismWork environment is respectful of differences
in nationality/ethnic origin (F3e), by race/ethnicity
54
Diversity/MulticulturalismWork environment is respectful of differences
in sexual orientation (F3h), by sexual orientation
55
Diversity/MulticulturalismWork environment is respectful of differences
in disability status (F3b), by disability status
56
Diversity/MulticulturalismExtent to which language barriers impede ability to
function at best in job (F9), by native language
57
Diversity/MulticulturalismReason for not participating in
diversity/multiculturalism events more often (F8a),by gender
58
Diversity/MulticulturalismReason for not participating in
diversity/multiculturalism events more often (F8a),by race/ethnicity
59
Diversity/MulticulturalismReason for not participating in
diversity/multiculturalism events more often (F8a),by native language
60
Diversity/MulticulturalismReason for not participating in
diversity/multiculturalism events more often (F8a),by sexual orientation
61
Diversity/MulticulturalismReason for not participating in
diversity/multiculturalism events more often (F8a),by disability status
62
Diversity/MulticulturalismReason for not participating in
diversity/multiculturalism events more often (F8a),by job classification
63
Diversity/MulticulturalismReason for not participating in
diversity/multiculturalism events more often (F8a),by job classification (2)
64
Summaries by Demographic Group:Gender
• Men give LESS positive responses than women to:– Their current satisfaction at NCSU– Department retaining the best staff– Department creating a culture where staff can develop full potential– Opportunities to improve skills for job advancement– Opportunities to participate in professional development activities
• Women are MORE likely than men to – want to change jobs for a ‘better work environment’– say an institutional emphasis on diversity is ‘very important’– say a mentor for new employees would be ‘very helpful’
65
Summaries by Demographic Group:Race/Ethnicity
• Staff of color give LESS positive responses than whites to:– Their current satisfaction at NCSU– Treated w/ respect by co-workers & supervisor– Supervisors showing favoritism– Department creating a culture where staff can develop full potential– Work environment is respectful of differences in race/color– Opportunities to participate in professional development activities
• Staff of color are MORE likely than whites to– Say an institutional emphasis on diversity is ‘very important’– Say a mentor for new employees would be ‘very helpful’– Say numeric ratings on appraisals are helpful
66
Summaries by Demographic Group:Race/Ethnicity continued
• Staff of color are LESS likely than whites to – Have considered leaving NCSU– Give positive ratings to department retaining the best staff– Opportunities to improve skills for advancement
67
Summaries by Demographic Group:Sexual Orientation
• GLBT staff give LESS positive responses than others to:– Department creating a culture where staff can develop full potential– Department recruiting & retaining the best staff– Opportunities to improve skills for advancement– Opportunities to participate in professional development activities– University having effective/reasonable procedures to address SPA
complaints
• GLBT staff are MORE likely than others to– say an institutional emphasis on diversity is ‘very important’
• GLBT staff are MORE likely than others to – Have considered leaving NCSU
68
Summaries by Demographic Group:Disability Status
• Staff w/ a disability give LESS positive responses than others to:– Department creating a culture where staff can develop full potential– Being treated w/ respect by supervisor– Supervisors showing favoritism– Department retaining the best staff– Opportunities to improve skills for advancement– Opportunities to participate in professional development activities
• Staff w/ a disability are MORE likely than others to– say an institutional emphasis on diversity is ‘very important’– say a mentor for new employees would be ‘very helpful’
69
Summaries by Demographic Group:Native Language
• ESL staff give MORE positive responses than others to:– (generally all areas asked about)
• ESL staff are MORE likely than others to– say an institutional emphasis on diversity is ‘very important’– say a mentor for new employees would be ‘very helpful’– say numeric ratings on appraisals are helpful
70
Summaries by Demographic Group:Job Classification
• Administrative EPA– LESS likely to expect to be working at NCSU in next 3 years– MORE likely to have seriously considered leaving in past 2 years
• Administrative SPA– LOWER ratings to
• treated w/ respect by supervisor
71
Summaries by Demographic Group:Job Classification
• Professional – SPA– MORE likely to have seriously considered leaving in past 2 years– LOWER ratings to
• Department creating a culture where staff can develop full potential
• Department recruiting & retaining best staff• Opportunities to improve job skills for advancement
72
Summaries by Demographic Group:Job Classification
• Clerical – Academic– LESS likely to expect to be working at NCSU in next 3 years– MORE likely to have seriously considered leaving in past 2 years– MORE likely to change jobs to find a better work environment– LOWER ratings to
• Current satisfaction at NCSU• Department creating a culture where staff can develop full potential• Supervisor showing favoritism• Work plan being consistent with department vision• Department recruiting & retaining best staff• Opportunities to improve skills for advancement• Opportunities to participate in professional development activities• Performance review being helpful to career planning
73
Summaries by Demographic Group:Job Classification
• Clerical – NonAcademic• LESS likely to expect to be working at NCSU in next 3 years• MORE likely to have seriously considered leaving in past 2 years• MORE likely to change jobs to advance their career• Lower ratings to
– Current satisfaction at NCSU– Department creating a culture where staff can develop full
potential– Being treated with respect by co-workers– Department retaining the best staff– Opportunities to improve job skills for advancement– Performance review being helpful to career plannning
74
Summaries by Demographic Group:Job Classification
• Skilled Crafts– LOWER ratings to
• Current satisfaction at NCSU• Job description consistent w/ vision of department• Department recruiting & retaining best staff• Department creating a culture where staff can develop full potential• Treated w/ respect by supervisor & by co-workers• Supervisors showing favoritism• Opportunities to improve job skills for advancement• Supervisor allowing time to participate in professional development
opportunities
– MORE likely to say• say a mentor for new employees would be ‘very helpful’
75
Summaries by Demographic Group:Job Classification
• Technical– LOWER ratings to
• Supervisors showing favoritism
– MORE likely to say• say a mentor for new employees would be ‘very helpful’
76
Summaries by Demographic Group:Job Classification
• Service/Maintenance– LOWER ratings to
• Treated w/ respect by co-workers• Supervisor showing favoritism• Work plan being consistent w/ department vision
– MORE likely to say• say a mentor for new employees would be ‘very helpful’• Numeric ratings on appraisals are helpful