Employment Systems Review University of the Fraser Valley November 2010

Transcription

1 Employment Systems Review University of the Fraser Valley November 2010 INTRODUCTION This Employment Systems Review (ESR) fulfills one part of the federally mandated Employment Equity Compliance Review. This is the first time the University of the Fraser Valley has been asked to conduct an ESR. UFV is required by legislation to maintain an employment equity program as an employer under the Federal Contractors Program. In addition to the legislation, UFV is committed to ensure that all employees are treated fairly within and by our organization. An ESR examines formal and informal polices and practices and is designed to identify barriers that may negatively affect employees within the four federally designated employment equity groups (Aboriginal peoples, women, members of visible minorities and persons with disabilities). The ESR is used to assist UFV in its equity planning by suggesting alternative employment polices and practices that will support employment equality for all employees and potential employees throughout all levels. The ESR may explain the under representation of the designated groups in certain Employment Equity Occupational Groups (EEOG). Alternative recommendations are made for only barriers that are not required for the safe and efficient operation of the University. As a result of the Workforce Analysis (WFA) which compared availability of the designated groups in the EEOG s provided by the 2006 census to our representation of our workforce, some significant gaps were identified. The WFA may not accurately represent the true composition of UFV s workforce; this is mainly due to the required method of data collection. 1 Significant gaps are assessed as numerical gaps of three or larger with a percentage gap of 20% or more. The University has four significant gaps of under representation: Members of Visible Minorities EEOG # EEOG Gap # Gap % 03 Professionals Other Sales and Service Personnel Clerical Personnel Persons with Disabilities 13 Professionals Employees were encouraged to voluntarily self identify through an online survey if they were a member of any of the four federally designated groups. Gender data is accurate as it was extracted from the Human Resources Information System. Although the definitions for the other three designated groups were clearly explained, it was brought to our attention that certain races have strong beliefs based on geographical areas of their countries as to whether or not they fall into our designated groups. This belief coupled with the self identification allows for error in the data. 1

2 UFV also has small gaps within the EEOG s for all four of the federally designated employment equity groups. All gaps are included in the examining of formal and informal policies and practices for barriers. The WFA also included clustering analysis for the entire data set; however, the analysis was done for occupational groups having 20 or more employees of the four designated groups. The only discrepancy revealed during the cluster analysis was for women in the Other Sales & Service Personnel EEOG, where only 25.5 % of women are concentrated in the upper two salary quarters compared to men who have a concentration of 40.0% in quarters 4 and 3. The make up of this EEOG is the contributing factor to the discrepancy between the women and men in the upper two quarters. Women make up 100 % of our sales force and men make up 100 % of our service workers. Included in the service workers are the building maintenance workers whose wages are typically higher based on their required skill levels to perform their jobs. Administrative & Senior Clerical Personnel and Clerical Personnel EEOG s are predominately occupied by women and have a concentration in the lower quarters mainly due to the nature of the duties performed. The remaining three designated groups are evenly distributed through the quarters in all EEOG s. No further investigation of clustering analysis was done as the nature of the duties performed within the EEOG s dictate the placement within the quarters. SUMMARY OF METHODOLOGY The ESR was conducted by reviewing employment policies and practices including collective agreements, policy manuals, and with consultation from focus groups. Policies & Practices Selection The employment equity committee 2 identified the following human resources systems policies and practices to be included in the review: 1. Recruitment and Selection 2. Compensation 3. Training and Development 4. Promotion and Career Paths 5. Culture 6. Employment Equity and Diversity 2 The employment equity committee and the employment equity team differ at UFV. The committee which included members of the Senior Administration group as well as other management representation provided the direction UFV intended to take through the review as well as defined strategies for the equity review. The equity team was responsible for the data collection, reporting and analysis, policy and practice reviews by following the directions and strategies laid out by the committee. 2

3 Focus Group The focus group was designed with cross sectional representation of the workforce at UFV including: 1. Members of all four designated employment equity groups (who self identified) 2. Management representation 3. Union representation 4. Staff representation 5. Faculty representation 6. Senior employees based on length of service 7. Mid level employees based on length of service 8. Junior or new employees based on length of service 9. Employees who have held multiple positions with in the University 10. Employees who are in the same position for which they were initially hired The focus group viewed a PowerPoint presentation summarizing the results of the WFA. The focus group questions are included in Appendix 1. The participants were asked to keep the four designated groups in mind when answering the questions. Discussions were open with a diversity of opinion and interpretation of the questions. A significant level of commonality was also noticeable within the answers and discussions. The results of the focus group were compiled and analyzed by the University s Human Resources Information Specialist to ensure data integrity and confidentiality. RECRUITMENT AND SELECTION AT UFV Vacancies As per Article 11 of the Collective Agreement wherever possible, Type A or Type B (permanent staff or permanent faculty) will be created instead of a number of temporary positions. Where possible less than 100 % Type A or Type B positions will be combined into full-time positions. All vacancies are subject to budget approval. Recruitment Posting of vacancies shall appear for at least 10 working days and shall include salary range, summary of position description, required qualifications, hours of work, schedule (anomalies to regular business hours), work location and commencement date, and the University s employment equity notice. Faculty postings remain open until filled. Various methods are used for advertising postings and are not limited to: 1. Posting on UFV website (all positions must be posted here) 2. Post Secondary Employer s Association website 3

4 3. Newsprint 4. Hiring websites 5. Occupational specific websites Newly created staff positions or existing staff positions that have changes to duties, educational requirements or experience, the Job Classification and Audit Committee (JCAC) 3 will meet to review the position and bench the position into the appropriate staff pay group and scale. A Selection Advisory Committee (SAC) 4 is assembled for each posting at UFV. Appendix 2(a) includes the SAC procedures for staff hires and are provided to each member of the SAC. Appendix 2(b) includes the SAC procedures for faculty hires and are provided to each member of the SAC. Appendix 2(c) is the relevant Article 11.6 from the Collective Agreement regarding the Selection Advisory Committee. A standing Department SAC may be used for hiring of sessional faculty positions. Selection Internal Applicant Rights All internal applicants are identified when applications are released to the Selection Advisory Committee. Under Article 11.4 of the Collective Agreement an internal applicant who applies for and meets the criteria of a vacant position shall be given preference over an outside applicant who has equal or less qualifications to meet the criteria of the position. Under Article 11.5 of the Collective Agreement, an unsuccessful internal applicant may request the Association grieve on their behalf. COMPENSATION AT UFV UFV s mandated compensation, scales, steps and grades are in existence for each employee class. Employees are placed on their respective employee class pay scale and steps, and scale placement is determined by the job requirements (staff positions), or the incumbent s experience and qualifications. Bargaining unit employees increment within the pay group after working 1824 hours to the maximum top step of the pay group. Increases to the scales are subject to collective bargaining and provincial budgets. Pursuant to Article of the Collective Agreement, employees in the staff employee group may request that their supervisors review their job description to determine its adequacy. If there have been changes to the employee s job duties and/or responsibilities a job classification review is done by the JCAC. Classification is done using an approved 13 sub-factor rating plan which places positions on the staff pay scale based on factors such as education, experience, judgment, and complexity of work. 3 The JCAC (Joint Classification Audit Committee) is a joint management and union representative committee with co-chairs. 4 The SAC members, both elected and appointed, represent the university in serving on the committee. 4

5 TRAINING AND DEVELOPMENT AT UFV The University is committed to the development of their employees through on going learning and training. In support of this commitment, the University assists employees in order for them to upgrade their present skills and knowledge, adapt to new work methods and procedures, and prepare for career advancement within UFV. A Joint Development Committee (JPDC) governs allocation of funds for training and development. Annual Funds UFV has budgeted funds for its employees for the purpose of professional development. Two annual funds are available for faculty and staff: 1. Development and Training Allowance of $500 fiscally for permanent employees (prorated to an employee s full time equivalency (FTE)). 2. Development and Training Allowance of an additional $700 fiscally may be granted to top of scale faculty through a one-time collective bargaining agreement. 3. Professional Development Funds a. Full time employees can access up to $1,500 per fiscal year prorated to their FTE. b. Part time staff funds are based on hours worked to a maximum of $1,500. c. Part time faculty receive $150 per section taught to a maximum of $1,500. d. An application is made to the Professional Development committee 5 to access the funds. Applications for funds are approved if they meet the Professional Development Funding Guidelines. 4. Scholarly Activity & Research Option Funds a. These budgeted funds are available on a fiscal basis. To facilitate ongoing involvement in major research activities and projects, full-time faculty members are encouraged to apply to a one-course release from the teaching part of their workload from either the scholarly activity or research option funds. Dependant Funds - Length of Continuous Service In addition to the two fiscal funds, educational and sabbatical leaves are available to permanent employees. Applications are submitted to the JPDC for evaluation and approval. Applicants to these funds must provide a detailed educational leave plan, with realistic goals and a system of reporting. The plan must be clearly linked to the applicant s professional background and career development at the University. Departmental approval is also required for the leaves listed below. 1. The Staff Educational Leave Fund (SELF) 5 The Professional Development Committee is a nominated committee of faculty and staff representatives. 5

6 a. This fund is available for Type A employees (staff permanent) and has two supported leaves: short term (up to 90 working days), and long term (91 to 200 workings days). b. To qualify, the employee must have completed three (3) years of continuous employment. 2. The Faculty Sabbatical Leave Fund (FSLF) a. This fund is available for all Type B employees (faculty permanent) and is typically a one semester leave. b. To be eligible a faculty member must have completed seven (7) years of continuous service: i. An eligible sabbatical leave must fit into one of the following six streams: 1. Research Project 2. Scholarly Activity Project 3. Teaching and Learning Project 4. Curriculum Development 5. Course or Training Program 6. Completion of Requirements for New Credentials Unassisted Educational Leaves (Faculty or Staff) The University also provides for unpaid educational leave, granted for 16 to 200 working days where the employee maintains seniority, vacation and benefits. Tuition Assistance Faculty Type B faculty members who have used their yearly Professional Development allocation towards tuition for a Masters or Ph.D. program and require additional funding to cover the balance of tuition and books may request assistance by writing the Associate Vice President of Employee Services. This request should include a letter of support from the Department Head and Dean plus a copy of the receipt. Staff Type A staff members who have used all of their yearly Professional Development allotment and still require assistance towards tuition and books when involved in studies towards certificates, diplomas and degrees may request funding by writing to the Associate Vice President of Employee Services. This request should include a letter of support from the Director or Manager of the area and appropriate excluded administrator. Employee Tuition Waiver Program The Employee Tuition Waiver Program offers UFV employees a tuition waiver that allows the following: 1. Employees to enroll in any one University credit course per semester without payment of course fee. 6

7 2. Employees to enroll in one additional University credit course per semester without payment of course fees, provided no fee-paying student is displaced (space exists). Computer Purchase Plan The Computer Purchase Plan is funding available to all employees interested in buying a basic home computer. The purchase cost is repaid to the University within 12 months of purchase (or within the term of the employment contract for non-permanent employees). The plan covers the cost of new computer systems or upgrading existing computers to a maximum of $2,000, this fund can be combined with the above mentioned Development and Training fund. Employee Development Centre The Employee Services Department at UFV is responsible for the Employee Development Centre which reflects the core values of UFV in providing a vibrant supportive learning community. This centre was established to provide employees with in-house training in emerging technologies, personal development workshops, personal financial planning and management, and health and wellness. Customized departmental training is also available through the Employee Development Centre. PROMOTION AND CAREER PATHS AT UFV Promotion opportunities at the University are available by means of postings from vacancies or newly created positions. The University s internal applicant rights clause (Article 11.4) in selection provides current employees an advantage over external applicants in obtaining these positions. In addition, employees are given numerous opportunities for enhancing their qualifications through professional development which is intended to provide them with the skills necessary to career ladder. Advising and counselling is also available to employees through our Student Services Department to assist employees in determining career paths and selection of courses available which will lead to meeting their career goals. Employee Services may also provide advice to employees on career paths and obtaining qualifications for career laddering. Interviewing techniques and tips are also available to employees through the University s Career Services. Faculty have opportunity to career ladder into chair positions, director positions, department head positions and dean positions. Staff have the opportunity to career ladder within their department by gaining the experience and skills necessary to move to the next position. Experience for career laddering is gained within departments and is often transferable to other departments. 7

8 For example, Diagram 1 is a career ladder for a staff member in Admissions & Records (provided experience and education for the new position is met). Diagram 1 Admissions & Records Career Path 8

9 CULTURE AT UFV The University of the Fraser Valley strives to provide a superb learning experience for students and an excellent working environment for faculty and staff. The University is large enough to offer a variety, yet small enough to offer the personal attention that the students need to thrive. Both students and faculty benefit from small class sizes and the focus on teaching that allow students to know their instructors and learn in a hands-on environment. The employer-employee relationship at UFV is a positive, cohesive one with both parties working hard to establish a culture of co-operation and mutual problem solving. The success of this relationship is evident with over 33 years of working collaboratively. The Faculty and Staff Association (FSA) is the union at UFV with the rare union composition of both staff and faculty employees within in one bargaining unit. The joint staff and faculty association at UFV has contributed to an institutional culture where all faculty and staff roles at UFV are respected as being vital to the success of the University. The University of the Fraser Valley has adopted a 35 hour work week to facilitate work-life balance. To support a work-life balance, the University provides employees with special leave days for family illnesses, household emergencies, adoption, paternity, and bereavement. Modified schedules are available in some departments such as flex days, job sharing, reduced workloads, etc. providing that essential departmental services are not affected. UFV makes every effort to accommodate special requests to work schedules. EMPLOYMENT EQUITY AND DIVERSITY AT UFV Educational and Employment Equity Policy As a comprehensive University serving a diverse community, the University of the Fraser Valley is committed to creating and maintaining an environment where all people are treated with dignity and respect and within which educational and employment equity can be realized. UFV, therefore, affirms its commitment, at all levels, to the principle that all people regardless of gender, sexual preference, race, ethnicity, religion or disability have a right to equitable education and employment. UFV will seek to embody equity by the design of educational and employment practices which ensure that no one is denied opportunity for reasons unrelated to ability. This commitment is achieved by: 1. Identifying and removing any discriminatory barriers which prevent access to equitable education and employment. a. Special measures, reasonable accommodations will be implemented where needed and if plausible 2. UFV hires on the basis of merit and will continue a. In the selection and advancement of employees, the employment equity program will seek to enlarge the applicant pool from which candidates are selected i. Ensuring fair interview and selection procedures are followed 9

10 3. UFV seeks to achieve an employee profile which is representative both of the population from which it is drawn and the community it serves. As a provincially mandated institute of higher education, UFV has a responsibility to set a positive example for the community it serves. Commitment to educational and employment equity is one way UFV can fulfill its responsibility for leadership in the community. UFV has recently appointed a Human Rights & Conflict Resolution Officer who will take a lead role in employment equity compliance. Community Awareness The University of the Fraser Valley sits in the heart of traditional Stó:lō territory, and has a lengthy history of affiliations with local Indigenous communities. UFV solidified its commitment to working with these communities and strengthening the relationship by appointing a Senior Advisor on Indigenous Affairs in July of The current Strategic Plan at UFV includes a commitment to indigenizing the academy, a concerted effort to change the assimilative processes that have influenced and shaped the lives and beliefs of Indigenous and non-indigenous peoples living in countries like Canada. Indigenizing the academy will include: 1. The development of strategies for recruitment and retention of Indigenous faculty, staff and students 2. Transforming the University into a place where Indigenous students: a. See reflections of themselves b. Feel comfortable c. Are able to learn without negating their history and identity. Accommodation The University of the Fraser Valley makes every effort to reasonably accommodate employees to work more effectively by overcoming the limitations caused by disabilities. Ergonomic assessments are available to employees, work station modifications and if necessary, the purchasing of special equipment. Short and long term accommodations are often available. Accessibility is also taken into consideration when planning work space and the use of common space. In addition, where plausible the University has offered modified work schedules, job sharing and VPN access for those who need to work at home. 10

11 BARRIERS AND RECOMMENDATIONS 6 Policy & Practice(s): Employment Equity & Diversity Barrier One: Awareness that inequity still exists and UFV s commitment to an equitable workforce It was reported that a perceived lack of awareness exists with regards to (a) inequity among the four designated groups, and (b) not knowing UFV s commitment to an equitable workforce. This could mean that efforts by those responsible for hiring (postings, SAC members, etc.) are not taking extra measures to reach the designated groups. In addition, by not communicating UFV s commitment to an equitable workforce, designated groups might not be comfortable in seeking employment or asking for accommodation. Recommendation One: Awareness and UFV s commitment to Employment Equity Develop a communication strategy that brings the issue of inequity to the forefront. As part of the communication strategy, a web page devoted to employment equity at UFV could be added to the Employee Services website. Included within the Employment Equity section on the web should be: 1. UFV s commitment to Employment Equity a. An Equity statement such as i. The University of the Fraser Valley hires on the basis of merit. We are committed to an equitable and diverse workplace. We encourage all qualified designated groups to apply. 1. Opinions were expressed that hiring based on merit should be made clear with an invitation extended to the designated groups to apply 2. The Federal Compliance Review 3. Policies and Programs a. UFV s Employment Equity Policy b. Accommodation Policy Policy & Practice(s): Recruitment & Selection, Employment Equity & Diversity Barrier Two: Recruiting and non targeted advertising Job postings are typically posted on our website, educational association websites and/or mainstream publications. UFV s advertising component of the recruiting practices could foster a negative effect on equitable hiring as a non-targeted recruiting process may not necessarily reach qualified designated groups. 6 The barriers identified are possible barriers, they may or may not be actual barriers. Where policy and / or practices changes are needed a joint labour management committee will address these changes. 11

12 Recommendation Two: Targeting of qualified candidates from designated groups In addition to the current advertising methods the University should include targeting the four designated groups. Since recruitment is centralized and run by Employee Services with input from the hiring departments, Employee Services should incorporate an outreach strategy to the designated groups. Developing relationships with groups or programs that specifically help qualified candidates obtain employment such as: 1. Canadian Immigrant Recruiting a. A skilled immigrant recruiting site 2. Open door group a. A non-profit organization that helps support employers to hire persons with disabilities and eliminate barriers to employment b. They put forward qualified candidates based on matching skills and abilities 3. Inclusion Network a. Recruiting site for Aboriginal talent in Canada 4. Senior Women Academic Administrators of Canada a. Promotes female leadership in Canadian universities 5. Equitek a. Employment Equity Solutions i. One-stop outreach solutions Research will be required to see what organizations or websites can help align the recruitment strategy and equity hiring at UFV. Policy & Practice(s): Recruitment & Selection, Promotion & Career Paths, Employment Equity & Diversity Barrier Three: Accommodation during the interview process All of UFV s job ads include a statement of commitment to Employment Equity but no contact information is provided if the applicant is in need of accommodation during the hiring process. Although accommodation is possible it is not widely known. Persons with disabilities may be reluctant to disclose their need for accommodation as they may feel it would jeopardize their chance of success. Recommendation Three: On our Employment Opportunity webpage include a link to the equity webpage. Implement a procedure in which all short-listed applicants are: 1. Explaining what the hiring process involves: a. Panel b. Testing (if applicable) 12

13 i. Written ii. Job demonstration 2. Ask if reasonable accommodation is necessary to participate in the interview process 3. Provide a central contact person to arrange reasonable accommodations Policy & Practice(s): Recruitment & Selection, Promotion & Career Paths Barrier Four: Representation of designated groups on SAC Although it is not always possible, an SAC might not have members of all four of the designated groups.. A lack of representation could lead to a bias on SACs as individuals are more likely to hire candidates like themselves. In addition, applicants may be more at ease if there was representation of designated groups. Recommendation Four: Encouraging designated group representation Where possible the chair of the SAC should encourage members of the four designated groups to participate in the hiring process. Having members on the SAC could enhance the University s equity practices. An alternative could be to appoint an equity advisor to help with the hiring process. Also, there might be a need to investigate why designated groups are not volunteering (if this is the case). Policy & Practice(s): Recruitment & Selection, Promotions & Career Paths, Culture Barrier Five: Language barrier and cultural barriers at interviews A possible barrier could be applicants whose first language is not English could be intimidated at interviews and misunderstood. As well, different cultures have methods of communicating and expressing themselves which could also lead to misinterpretation. Recommendation Five: As UFV has offered cultural sensitivity training in the past, a continual schedule of training could be implemented as members of SACs and management change. Included in this training could be: 1. Methods to make the interview less intimidating a. Avoid using metaphors or slang b. Arrange the room and seating to recognize Aboriginal custom 2. How to use probing questions to a. Help eliminate misunderstanding b. Explain questions or clarifying answers 3. Cultural differences in a. Response styles 13

14 i. Self-Promotion 1. Many cultures value humility and downplay their accomplishments ii. Silence 1. Some minority groups pause before answering a. Allow this to happen even if awkward iii. Minimal answers 1. Sometimes being asked to elaborate is necessary 4. Language styles a. Vocabulary i. Phrases like please and thank you might not translate directly if their first language is not English 1. Often this is perceived as pushy or impolite 5. Body language a. Eye contact i. Some cultures avoid eye contact as it may be considered disrespectful b. Body movement i. Hand gestures as well as head gestures are interpreted differently Policy & Practice(s): Employment Equity & Diversity, Culture Barrier Six: Misconception about Equitable Hiring Practices. There may be a possible misconception in the UFV community at-large that deploying an Employment Equity Strategy will allow for the hiring of unqualified individuals in order to achieve an equity balance. This could hinder the culture at UFV and have a negative effect on new hires from designated groups. Recommendation Six: Address the misconception by designing an Employment Equity Fact Sheet or Frequently Asked Question Sheet and Answers, and provide this to the SAC members as well as post it on the Employment Equity Website. This is in addition to Recommendation One where it is recommended that UFV hire on the basis of merit. This Fact Sheet should also include some statistics such as: 1. Increasing availability of Visible Minorities a. Statistics Canada s Visible Minority growth projections b. By 2017 will grow to about 1/5 of Canadian population i. Compared to 1/8 of Canadian population in 2006 c. By 2031 will grow to about 1/3 of Canadian population i. Most of the growth will occur in metropolis areas such as Vancouver ii. This somewhat untapped resource could help reduce the skills shortage gap 2. Advantages of Recruiting and Retaining Persons with Disabilities 7 7 Report provided by the BC government. Summary document available at 14

15 a. A talent pool of more than 300,000 working age persons b. Job performance of persons with disabilities has proven to meet or exceed that of employees without disabilities c. On average have a higher attendance rate d. On average have a lower turn-over rate e. On average have an increased awareness of work place safety 3. Advantages of hiring Aboriginal Peoples 8 a. Develop a stable and dedicated local workforce i. Statistically lower turn-over rate ii. Taking pride in local work opportunities b. Increasing workforce population Policy & Practice(s): Employment Equity & Diversity Barrier Seven: Exit interviews Although the turn-over rate at the University is low, no exit interviews are performed. More barriers could exist that UFV is unaware of because designated groups are not given exit interviews. Recommendation Seven: Exit interviews (online or via telephone) could be conducted for all employees who voluntarily leave the University. This interview could include: 1. Reason for leaving 2. Designated group status a. Kept confidential 3. Could the University have done anything to retain your service? a. Was this addressed prior to your resignation? Review the data collected from the exit interviews for possible barriers. Policy & Practice(s): Recruitment & Selection, Promotion & Career Paths Barrier Eight: Bona Fide qualifications and Equitable Comparison Some job qualifications and required experience have increased, as the duties and responsibilities have evolved. The JCAC committee has the responsibility of ensuring the qualifications and experience required for postings is bona fide. Bona fide qualification being the employee would be unable to perform the job safely and efficiently without the qualification. The SAC develops selection criteria based on these requirements. The qualifications and experience should be examined in the context of adverse effect discrimination. 8 Information provided by Indian and Northern Affairs Canada report 15

16 With the evolution of jobs and changing requirements such as education and experience a typical workforce could be favoured. Recommendation Eight: Review postings and selection criteria from an equity perspective as well as bona fide qualifications: 1. Focus on skills and experience required to perform the job a. Is equivalent combination of education and experience acceptable? i. Make it clear what equivalent or combinations are acceptable 2. High credentials or experience tends to favour a traditional workforce a. Ensure that a minimum is set b. Credentials and experience should not be higher than those of the incumbent 3. Use a standard scale to rate individuals and compare qualifications a. Identify must haves and nice to haves Policy & Practice(s): Culture, Employment Equity & Diversity Barrier Nine: No Policy on Disability Accommodation There is currently no specific policy on disability accommodation; this could deter members of disabilities from applying. In addition, managers would be unaware of how best to accommodate requests or implement appropriate measures as there is no policy to guide them. Recommendation Nine: A joint union management committee after researching other Universities and legislation should develop a general policy for accommodation. This policy should address: 1. A guide to the process 2. Responsibilities of the parties involved 3. Forms and documentation 4. Timelines 5. Review process This policy would be posted on the Employment Equity website. Policy & Practice(s): Employment Equity & Diversity (data collection) Barrier Ten: Data collection UFV is required to collect equity data on employees for reporting purposes. However, for data other than gender, the data collection for the other designated groups requires voluntary self- 16

17 identification. If employees chose not to self identify as one of the four designated groups, the data is unreliable. Other confounding factors can include, for example, cultural beliefs around one s geographic region of birth and how one chooses to self-identify. Some individuals may be reluctant to self-identify as they may feel at a disadvantage. Additional steps may be necessary to protect the integrity of the data (issues around confidentiality). Recommendation Ten: Send out communication on UFV s commitment to equitable hiring and point out the newly created Equity web pages. Stress that the data is collected in the strictest confidence; provide a contact person for any questions. Collect equity data as part of the hiring process and maintain equity data in the Banner (HRIS system) and update as necessary. Host equity information sessions for existing employees and a session on employment equity as part of orientation. Investigate why people are choosing not to self identify. Possibly use a focus group and pose questions that address: 1. Cultural beliefs 2. Level of comfort 3. Security 4. Methods to better collect data Develop a collection method that will enhance reliability. Address any concerns raised at the focus group and have continual communication about UFV s commitment to equitable employment and the need for accurate data. Policy & Practice(s): Recruitment & Selection Barrier Eleven: Auxiliary Hiring Auxiliary hiring is the sole responsibility of one individual. There is a potential for bias if the decision is left solely to one person. This auxiliary pool may be a possible path to permanent employment at UFV. Recommendation Eleven: If possible as in other postings, use a standing SAC to interview auxiliaries. Policy & Practice(s): Recruitment & Selection Barrier Twelve: SAC Representation There is a tendency for the same individuals to serve on SACs within a department. If SACs are made up of the same individuals there could be an unintentional bias towards those who have the same traits as existing employees or candidates who exhibit qualities like the committee members. 17

18 SUMMARY UFV will investigate all possible barriers identified and recommendations brought forward to eliminate these barriers. The recommendations will be reviewed and where possible implemented into an employment equity plan. UFV is committed to an equitable workforce and will continue to work towards this through the development of an employment equity plan. 18