Diversity in the Workplace A Definition for the Workplace and Behaviours in the Workplace

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1 Diversity in the Workplace A Definition for the Workplace and Behaviours in the Workplace Vicki Kaye Ward Curtin University of Technology This paper has been developed to share the results of two surveys conducted at Curtin University of Technology in 2000 and The first survey was designed to examine and create a definition of "Diversity in the Workplace". The second survey was conducted in 2001 and was developed as a follow up to the first survey seeking to identify whether work behaviours reflected the commitment to equal employment practices and valuing diversity were demonstrated by management and staff at Curtin University of Technology. Curtin University of Technology has a Vision, which aspires to be a world-class University of Technology and places particular value on: the search for innovative applications of technology in all fields of human endeavour; the cultivation of responsive and responsible links with the wider community emphasising service, practical relevance, social justice and ethical behaviour; the development of students and staff as citizens of the world, emphasising an international outlook, cultural diversity, and an informed respect for indigenous peoples. The Study The rationale for the sampling in both studies was to obtain staff views on valuing diversity. The sampling frame for both the 2000 survey which was to define "Diversity in the Workplace" and the second survey, conducted in 2001, was to measure if the "Behaviours" of management and staff in the workplace supported the principles of equal employment opportunity and valuing diversity. The surveys were presented to staff members, selected at random, by using the Curtin University of Technology s internal telephone directory by choosing every 7th, 10th and 20th staff member. They were developed with the assistance and feedback from the Centre for Advance Education. Both surveys were initially piloted with committee members of the Curtin Women s Sub-Committee committee members of the Equal Opportunity Advisory Committee. "Diversity in the Workplace" The first survey, conducted in 2000, was developed to define "Diversity in the Workplace". At the time of conducting the survey Curtin University of Technology had two definitions, on

2 being "Diversity" which was located in the Cultural Diversity Policy, and the other definition found in the "Diversity of Representation on University Committees". The two definitions read as follows: "cultural diversity" - incorporating cultural differences based on race, colour and national and ethnic origin. This definition also embraces both Aboriginal and multicultural perspectives. "diversity" - being diverse in gender, age, culture, beliefs, attitudes, language and social circumstances. Research, by way of a survey and a literature review, was undertaken in 2000, to clarify a definition for "Diversity in the Workplace", which could be utilised in the above mentioned policies. Additionally, a revised definition would assist managers integrate equal employment opportunity and affirmative action and diversity outcomes into management systems. This is vital for Curtin as, in order to position itself as an employer who values diversity and meet its strategic objective, as stated in the University Strategic Plan : Recruiting, recognising and rewarding staff to achieve world class performance shall need a definition, which is understood and embraced by management and staff. "Behaviours" A second project was undertaken in 2001 by the Office of Ethics, Equity and Social Justice, previously the Office of Equal Employment Opportunity, to identify whether work behaviours, by management and staff, reflect a commitment to the principles of equal employment opportunity and valuing diversity at Curtin University of Technology. As mentioned earlier, to be seen as an 'Employer of Choice', and to achieve its Vision, the University needs to ensure there is no discrepancy between rhetoric and reality of University policy, procedures and management processes in supporting the valuing of diversity. Research And Literature Review Articles researched for this project included a publication by the Office of Citizenship and Multicultural Interests and Commerce and Trade which focused on Western Australia s linguistic and cultural skills for business and which provides some practical key points for securing the right person and goes on to suggest diversity is good for business stops stereotyping culture and recognises, not only cultural but human diversity Creating Profitable Partnerships (p26-27). Curtin closely follows the lead of the offices of the Public Sector and the principles for securing the right person is in line with the EEO Legislation supported by Curtin s EEO Office and Human Resources Recruitment and Selection Policies. Other research undertaken by Dr Maureen Fastenau says of Generation Xers, who are the 35-year-olds, taking a firm grip on middle management in established firms, that they want a fun work environment. They want challenging work.. and demand that their personal lives are valued and respected (2000, p49). While this appears to be in agreement with a percentage of the recipients of the survey, it raises the serious 1

3 question to employers as to whether they can be flexible in accommodating Generation Xers by providing for the needs of women with family responsibilities, who make up a significant component of the workforce. (2000, p49). Carolyn Watkins agrees and reminds us the most important step is accepting that the different generations in the workplace may not share the same work ethic, interests and expectations. She goes on to say it is up to you to harness employees best qualities (1999, p30). Organisations hoping to survive in the next decade, according to Hugh Davies will need to assess whether those currently in charge of parts of their activities are facilitators and catalysts for the new work of the next decade, or whether they inhibit it. He continues, the new work of the next decade or at least that which adds the greatest value will entail a mastery of information technology, networking, building collaborative relationships with diverse people, and of sourcing and using data from widely spread places and contracts (2000, p22). The Office of Equal Employment Opportunity and the CEO Diversity Forum published Women in Management to encourage best practice in managing diversity. This publication cites case studies from companies including Hewlett Packard, AMP, Telstra, Westpac, IBM, the University of Western Australia and the Ministry of Housing which detail practices, policies and processes to make diversity count, encourage workplace diversity and diversity programs. The Ministry of Housing s commitment to equal opportunity and diversity goes much further than the legislative requirements and incorporates initiatives aimed at taking positive steps to remove barriers, change long-held beliefs and provide information and training to ensure that the effects of the past discrimination are overcome. Findings Survey 1 A Definition General 58% The results of the first survey conducted in 2000 provided a rich source of information, and raised many issues for Curtin, in seeking to achieve its Academic Vision, and also in areas of growth and survival in 42% the coming decade. The return rate of the survey was 13% and responses came from across the Divisions at Bentley Campus and Kalgoorlie Campus. 42% of the response came from Gender academics and 58% were from general staff, 47% being female and 53% being male. No recipients were of Aboriginal or Torres Strait Islander background, and 2% of recipients noting they have a disability. The levels of the recipients included a wide range of positions from both academic and general staff, including Professor, Head of School, Senior Lecturer, Lecturer, and Associate Lecturer and Hegs Level 3 to 11. One question asked of recipients was to measure diversity against the areas covered under EO Legislation and the Federal Government s Workplace Relations Act using a five-point Female 47% - ATSI 0% - NESB 0% - PWD 2% Staff EEO Target Groups Male Disability 53% 2% 2

4 scale from very unimportant to very important. Of the total responses recipients measured the areas covered under the various legislation including sex, marital status, pregnancy, sexual preference, race, colour, national extraction, social origin, age, religious and political conviction, impairment and family as illustrated in the chart below. Unimportant 9% Very unimportant 17% Understanding of legislation Very important 16% The high percentage of Important recipients, Neither 33% being 73%, 25% agreed that their School/Area valued diversity was most revealing and provides evidence that the educative model used at Curtin University, undertaken by the Equal Employment Opportunity Office and the Cross Cultural Education Co-ordinator is effective. Many recipients commented that the staff employed in Schools/Areas and across the University generally, came from diverse backgrounds, brought to the workplace a diverse range of skills and abilities and this was seen as evidence of the University valuing diversity. The question, Are there any benefits to having a diverse workplace? was responded in a positive manner with 95% of respondents saying yes there were benefits. The high response rate supports that management processes support a diverse workforce and value and respect individuals. A variety of benefits were articulated, being: Learning and growing from each other Diverse ways of doing things Benefits to the clients Increased ability to achieve Exposure to different cultures and beliefs building tolerance and understanding Increase knowledge Alternative approaches Fun and more interesting workplace Experiences Abilities Diverse workplace reflects society Facilitates change Social/cultural/intellectual enrichment Richer exchange of ideas that benefit individuals in the workplace Achievement of social justice and respect for individuals Assists in decision making Increase opportunity for access and entry Findings 3

5 Survey 2 Behaviours In The Workplace The return rate for the second survey examining "Behaviours in the Workplace" was 27%, which was double that of the first survey. Responses came from across the Divisions at Bentley Campus and Kalgoorlie Campus, one on Curtin's remote campuses. The survey was sent to both academic and general staff and the results as illustrated in the graph % 80.0% 60.0% 40.0% 20.0% 0.0% General 54.1% Academic 45.9% Staff Male 31.8% Female 68.2% Gender As the graph illustrates, 45.9% of the responses were from academic staff and 54.1% from general staff, with 68.2% being female and 31.8% being male. One graph illustrates the percentage of people identifying as being from Aboriginal or Torres Strait Islander (0.6%), Non-English Speaking backgrounds (28.5%) and people with disabilities (5.7%). The other graph illustrates the various types of disabilities identified by respondents. The type of disability EEO Target Groups 70.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 28.5% 5.7% 0.6% ATSI NESB Disabilities 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 22.2% 11.1% 11.1% 66.7% Sight Hearing Learning Other The "Behaviours in the Workplace" survey examined the age of respondents and the results identify that no respondents were under 25 years with 19% being between 25 and 45 years and 81% of respondents being over 45 years. > % Age <=25 0.0% >25 and <= % Other findings revealed that 33.78% of respondents were responsible for the care of others and this was broken into the following: 4

6 Responsibility for the care of others 100.0% 80.0% 60.0% 40.0% 20.0% 96.2% 7.5% 3.8% 9.4% 0.0% Children Elderly relative Extended family Other These results indicate that some respondents are responsible for the care of more than one group, i.e. children and elderly relative in some instances. Other questions examined whether Curtin staff take positive steps to implement equal employment practices and encourage diversity. Diversity is understood as the varied perspectives and approaches brought to work by members of different groups. A 5-point scale ranging from never to always measured this question. The questions asked are noted below: 1. Information is communicated to all staff by management in order for staff to perform their duties 2. All staff seeking advancement in their careers are supported by management who communicate all the information that they need. 3. Management communicates and interacts with staff in an effective and appropriate manner. 4. Sharing of information or skills among colleagues occurs in order for staff to effectively perform their duties. 5. Decision making processes are open and consultative when those decisions directly affect staff. 6. Management is open to new ideas, initiatives and ways of working offered by staff. 5

7 Implementation of EEO Practices by Curtin Staff Never Rarely Sometimes Often Always OPE- Management Style Decision Making Sharing information Management Communication Career Development Staff Communication As the graph illustrates most respondents answered all of these questions in the scale between sometimes, often and always categories. This is a positive outcome for Curtin and indicates both management and staff support equal employment opportunity practices and encourage diversity. Another question asked was, To what extent do you feel that the university as a whole, and then the School/Area where you are currently working, provides all staff with opportunities? The opportunities included: o ways of working o using abilities which have been gained through attending training o education o previous experience o participation in committee attendance o access to promotion o paid higher duties which provides for management/leadership development o working flexible hours without disadvantaging career progression o participating in the various programs Curtin have developed for staff including study programs, leave for family, cultural or religious reasons and healthy lifestyle programs. The data gathered illustrates that at the University level policies, programs and opportunities enable staff to have ' quite a good chance of having the opportunity to pursue their career development. However, at the School/Area level the respondents answered with a mixed view, varying from having limited opportunity or sometimes having the opportunity. This data indicates hat although the University have structures in place, the School/Area do not support staff to participate in careers development programs. Several comments were documents justifying why respondents were not given the opportunity and in the majority of cases the comments were linked to lack of resources, both financial and human resources. 6

8 The last two questions were directly related to the extent to which a variety of behaviours occur at Curtin. The first question We would like your views on the extent to which the following behaviour by other employees occurs in the University. The behaviours listed in the first of these questions related to the grounds for discrimination included in Equal Opportunity Legislation and the Federal Government s Workplace Relations Act including gender, family responsibility, age, pregnancy, race or nationality/indigenous status/cultural or ethnic background, professional isolation, disability, work patterns to undertake study and youth. The responses indicated that inappropriate comments and or behaviours seldom occurs through to never occurs. This is a pleasing result for the University and a reflection that the policies and procedures are being upheld. The most common indication of inappropriate behaviours was in relation to comments relating to sexual preference, as area for further review and strategy development. The final question asked was concerning staff Views as to the extent to which your organisation discourages or condones those same behaviours by other staff. The 5-point scale ranged from fully condone to completely discourage and the results indicated a positive view, which suggests that the organisation completely discourage behaviour. The statistics provide evidence to the Office of Ethics, Equity and Social Justice who have developed the them Creating Harmony at Curtin theme, that the diversity in the workplace model is working towards eliminating harassment and discrimination in the work and study place. Conclusion The data from both surveys provides a rich source of information and provides the Office of Ethics, Equity and Social Justice (formerly the EEO Office) with an in-depth view on how staff define Diversity in the Workplace and how Behaviours are in the Workplace. The results of the first survey dispelled the perception that staff across the University articulate diversity in a cultural sense only, as many respondents to the survey responded by expressing a broader range of areas they considered to be measured and valued as diversity. The second survey examined the Behaviours in the Workplace. The focus being on an examination of Curtin as an employer who values diversity and who is striving to meet its strategic objective of recruiting, recognising and rewarding staff to achieve world class performance (Curtin University of Technology Strategic Plan ). Curtin needs to gain an understanding of whether its commitment to valuing diversity is evidence in the work behaviours of its management and staff. The findings were revealing in that policies, procedures and management processes, support and encourage an harassment free work and study environment, however there is a need to introduce further strategies and programs to be introduced in the areas of family responsibility, home based work and work patterns. All other areas indicate that at the organisation level, managerial level and staff level, the data supports the effectiveness of policies, procedures and systems are reflecting a commitment to equal employment practices and valuing diversity at Curtin University. 7

9 Recommendations o To promote the findings to management in a systematic manner. o To examine the data particularly in the areas of family responsibilities to review the use of clauses in the Enterprise Agreements which support family issues. For example home-based work, job share and work patterns. o Develop a definition for Diversity in the Workplace as an example: A diverse workplace accepts people with diverse characteristics, beliefs, attitudes, language and social circumstances without prejudice, who work in harmony, make decisions together and provides excellent client services to its students 8

10 References Adler, N.J. (1997), International Dimensions of Organizational Behaviour. 3rd ed. International Thompson Publishing., USA. Davies, H. (2000), Young hold Key to Knowledge, HR Monthly, February 2000, pp Director of Equal Employment Opportunity in Public Employment and the CEO Diversity Forum, June 1999, Women in Management: Good ideas for improving diversity, a partnership project by the CEO Diversity Form and The Office of Equal Employment Opportunity, Fastenau, M. (2000), Working with Generation X, HR Monthly, February 2000, pp4-50. Lansbury, R. and Kitay, J. (1997), New diversity apparent in employment relations, HR Monthly, February 1997, pp LeaderTalk! With Garrison Krause: Diversity is Not an Obstacle, (1999), LearnCom Available: Information Access/Expanded Academic ASAP/ McCloy, P. (1998), Building Consensus, HR Monthly, August 1998, pp Office of Citizenship and Multicultural Interests and Commerce and Trade, Creating profitable partnerships: a guide to using western australia s linguistic and cultural skills for business success. Schneider, S.K. and Northcraft, G.B. (1999), Three social dilemmas of workforce diversity in organizations: A social identity perspective, Human Relations, (Electronic), vol. 52, no.11, pp , Available: Information Access/Expanded Academic ASAP/A (2000,March 13) Walker, I. (1999), Why do I need to know about diversity and people with a disability?, HR Monthly, October 1999, pp