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DIVERSITY AND INCLUSION
at the University of Waikato
November, 2016
57 Asians
21 Europeans
14 People from the Western Hemisphere, both north and south
8 Africans
52 females
48 males
70 non-white; 30 would be white
70 non-Christian; 30 would be Christian
6 people possessing 59% of the entire world's
wealth and all 6 would be from the United States.
80 Living in sub-standard housing
70 unable to read
50 Suffering from malnutrition
1 near death; 1 would be near birth
1 With HE education qualifications
1 With own computer
If we could shrink the earth's population to a village of precisely 100
people, using existing ratios, there would be:
Our student profile (2015) (% FTE)
NZ European/European 44.87
New Zealand Māori 18.80
Chinese 10.22
Pacific Island 4.83
Indian 3.55
British / Irish 2.86
Other 2.40
Middle Eastern 2.31
Other European 1.48
Other Asian 1.45
African 1.44
Japanese 0.96
Filipino 0.84
Korean 0.69
Dutch 0.60
Australian 0.56
Other Southeast Asian 0.49
Sri Lankan 0.43
Latin American 0.37
German 0.28
Vietnamese 0.21
Cambodian 0.16
Italian 0.08
No response 0.06
Polish 0.05
South Slav 0.01
Greek 0.01
Five trends Driving
workplace diversity
Diversity & Inclusion is an internationally
accepted approach for improving
business outcomes and social wellbeing.
Five trends are recognised in the
business literature.
1. More CEOs are piping up
2. Semantics aren’t so subtle anymore
3. Diversity definition has changed –
e.g. diversity of thought
4. It is less about being a good
corporate citizen – e.g makes good
business sense
5. Technology – e.g. HR analytics
Diversity has historically
rated as the least
important issue on
leaders’ minds (Deloitte,
2015)
Facts about Diversity & Inclusion at
the University of
Waikato
1. Under the State Sector Act the
University is legally required to
operate in a non-discriminatory
manner to provide Equal Employment
Opportunities (EEO) – ‘good
employer’
2. The University has an EEO policy
which supports the Diversity and
Inclusion Programme
3. The University is legally required to
have a Programme to monitor and
report against. Reporting is via the
Annual Report.
4. As an international University, our
staff and students are from all over
the world. However, it is not just
about diversity; the benefits of a
diverse workforce come through
inclusion at all levels of an
organisation.
“INCLUSION IS NOT A STRATEGY TO HELP PEOPLE FIT INTO
THE SYSTEMS AND STRUCTURES WHICH EXIST IN OUR
SOCIETIES; IT IS ABOUT TRANSFORMING THOSE WYSTEMS,
PAST PRESIDENT, INCLUSION INTERNATIONAL
“Equal Employment Opportunity (EEO) describes both a
strategy for change and the result of that change.The result is a workplace in which everyone is able to
participate and compete equitably, to develop to their full
potential and be rewarded fairly for this contribution
regardless of gender, ethnicity, disability, sexual orientation,
age or family circumstances. EEO is concerned with
identifying and eliminating unfair discriminatory practices,
creating an environment which encourages and supports the
full participation of staff, and attracting and retaining a
diverse staff. EEO is firmly based on the application of the
merit principle (State Services Commission, 2010).
http://www.ssc.govt.nz/node/5282
Defining EEO
Defining Merit
Merit is defined as eliminating both direct and
indirect biases. This involves not only removing
arbitrary, artificial and unnecessary barriers to
employment opportunities, but a re-assessment of
current standards so that a more realistic
interpretation of what "merit" actually involves for
particular jobs or benefits is applied (State
Services Commission, 2010)
http://www.ssc.govt.nz/node/5282
“INCLUSION IS NOT A STRATEGY TO HELP PEOPLE FIT INTO
THE SYSTEMS AND STRUCTURES WHICH EXIST IN OUR
SOCIETIES; IT IS ABOUT TRANSFORMING THOSE WYSTEMS,
PAST PRESIDENT, INCLUSION INTERNATIONAL“Inclusion is not a strategy to help people
fit into the systems and structures which
exist in our societies; it is about
transforming those systems and structures
to make it better for everyone. Inclusion is
about creating a better world for everyone”Diane Richler, past president, Inclusion International
Defining Inclusion
UoWDiversity &Inclusion
Programme
2016-2018
Diversity and Inclusion programme 2016-2018: Goals
■ Strengthen the University’s commitment to equal opportunity by ensuring that diversity and inclusion principles are incorporated into organisational development, recruitment, retention, promotion/advancement, succession planning and professional development
■ Strengthen the University of Waikato as an inclusive workplace that fosters and supports equity, diversity and inclusion in the University community
■ Provide learning development across ethnicities, linguistic/religious/socio-cultural groups and genders to improve career opportunities and a diversity of representation in leadership positions
■ Provide support for target groups (women, Maori, Pacific peoples, people with disabilities)
Responsibilities of line
managers
EEO Policy Principles
The University is committed to
■ providing equality of opportunity in employment
irrespective of a person's sex, marital status,
religious belief, ethical belief, colour, race, ethnic
or national origins, disability, age, political
opinion, employment status, family status or
sexual orientation
■ identifying and eliminating any institutional
barriers that cause or perpetuate, or tend to
cause or perpetuate, inequality in respect of the
employment of any person or group of person
■ ensuring that all its policies and practices uphold
the principle of equal employment opportunity
■ ensuring that all staff appointments are made
solely on the basis of merit, and that all
promotions, advancements, salary reviews and
professional/career development opportunities
are based solely on merit
■ improving employment opportunities for groups
who are traditionally under-represented in either
occupational groups or levels of seniority, in
particular women, Māori and Pacific people.
Line managers are responsible
for ensuring that all policies
and practices that apply to the
staff for whom they are
responsible are consistent with
the EEO Policy
Monitoring change:
Programme Indicators
1. Increase the research quality and
success of female academics
2. Increase the percentage of
women in senior positons and
demonstrate actions to achieve
this.
3. Link to Goal 4 of Māori
Advancement Plan
4. Improvement in perceptions of
equal employment opportunity in
Staff Engagement Survey items
relating to EEO
Our current situation
See the full report providing
baseline data for the
University of Waikato
in the EEO Assessment
Report 2015
and the Career Progression
Survey, 2015
Staff profile by ethnicity (FTE) 2015
Asian 90
European 992
Maori 132
Middle Eastern/Latin American/African 7
Pacific Peoples 21
Other 115
unstated 50
Total staff 1406
Ethnicity
Profile
Representation: male/female comparison
Note: University’s gender profile (FTE) for 2015 was 41% male staff and 59% female staff. Female staff are underrepresented in senior positions in academic and general staff.
0.010.020.030.040.050.060.070.080.0
Pro
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% F
TE
Academic staff profile 2015 - by gender
%Female
%Male
0
5
10
15
20
25
30
35
% Male % Female
% r
ep
rese
nta
tio
n
General staff: proportional
representation in senior
positions, 2015
Maori staff profile 2014-2015
FTE Maori staff
2014
% Maori in
occupational
groups 2014
FTE Maori staff
2015
% Maori in
occupational
groups 2015
Professor 2 3% 3 4%
Associate Professor 4 5% 6 8%
Senior lecturer 2 7 7% 4 4%
Senior lecturer 1 15 11% 16 12%
Lecturer 19 20% 18 19%
Academic other 12 10% 12 10%
General staff Senior 11 6% 13 7%
General staff < L6 71 7% 61 10%
Total FTE and % representation 140 10% 132 9%
Representation: Māori
What staff think about equality at UoW
2016 Staff Engagement Survey results relating to equality and commitment to gender equity
Survey item % males
agree
% females
agree
% gender diverse
agree
There is equal opportunity for all staff
in the university of Waikato
63% 44% 40%
(up 19% since 2015)
University of Waikato demonstrates
commitment to gender equity
77% 58% 36% (up 14% since
2015)
Distribution x gender
0
10
20
30
40
50
60
70
80
90
FCM
S
FMD
ITS
FSEN
WM
S
FASS
FLA
W
VC
Off
ice
FSD
PV
C M
aori
CER
D
HR
M
FED
U
Lib
rary
SASD
% (FTE) Gender representation across Faculties/Divisions - 2014
%Males %Females
Māori staff distribution
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
HR
MD
FS
D
ITS
Lib
rary
Off
ice
VC
WM
S
CM
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FS
NG
FC
MS
SIS
FM
D
SA
SD
FLA
W
FA
SS
PV
C M
ao
ri
FE
DU
FTE
Distribution of Māori staff across the University -
2015
Women in senior positions
Staff profile: % females by occupational group 2011-2015
2011 2012 2013 2014 2015
Professor 23 25 26 27 28
Associate Professor 37 38 39 37 38
Senior Lecture R2 38 37 38 43 43
Senior Lecturer R1 50 51 52 53 49
Lecturer 62 56 55 55 55
Academic Other 75 67 67 66 66
General Staff Senior 45 49 50 51 50
General Staff 72 72 73 73 72
PBRF
Female PBRF profile
(%)
Male PBRF profile
(%)
Comarison with
UoW profile (%)
2006 2012 2006 2012 2006 2012
A 2.8 5.3 12.8 10 8.8 8
B 28.5 35.7 39.7 43.9 35.2 40.4
C 26.6 34.4 28.4 29.7 27.7 31.7
C(NE) 16.4 10.6 7.8 7.4 11.2 8.8
R 15 12.3 7.8 8.7 10.7 10.2
R(NE) 10.7 1.8 3.4 0.3 6.4 0.9
Appointments & gender (2015)
Academic appointment success rate by gender
% of applicants interviewed (men) 12
% of applicants interviewed (women) 16
% of interviewed appointed (men) 53
% of interviewed appointed (women) 25
SL and L – Female start rate c. 3% higher than males
Opposite in gen staff Female rate 8% lower than males
Advertising jobs
White sounding names get 50% more job interviews
What you can do
1. Understand your own unconscious biases
2. Create an inclusive workplace where there are a diversity of voices at the table
3. Create a shared understanding of diversity and inclusion as values to guide behaviour and decision-making
4. Ensure that staff on parental leave receive the same consideration as other employees
5. Encourage/support professional learning so staff may advance in their careers
6. Create job advertisements that are attractive to women Māori, Pacific peoples and a diversity of ethnicities
7. Look at how you assess pay rates for new staff male/female doing the same job
UNCONSCIOUS BIASWhat is unconscious bias First impressions
Complex self-concept theory
■ Self-concept is described as the composite of ideas,
feelings, and attitudes people have about
themselves formed during key life experiences
(Branson, 2005).
■ A complex self-concept (cf. a simplex self-concept) is
far more highly differentiated and multifaceted.
■ Individuals with a complex self-concept have a
higher probability of matching a facet of their self
with a facet of the other so as to develop a positive
relationship.
25
■ Consistency theory suggest that we judge others
based upon how we judge ourselves. (Krauss &
Critchfield, 1975).
■ If our self-evaluations are inaccurate, then our
judgements of others will tend to be misleading.
■ When striving to diversify our relationships, we
should try to avoid judging others by how we
evaluate ourselves.
26
Consistency theory
■ Self-identity theory suggests that individuals tend to
solicit behaviour from others that maintains the
coherency and consistency of how they see their self
(Richards & Hackett, 2012). Leaders must strive to
resist this tendency.
27
Self-identity theory
PERHAPS MOST EXCITING, TOP WORKPLACES ARE APPROACHING DIVERSITY PROBLEMS WITH A MORE FORTHRIGHT, OPEN TONE. FOR EXAMPLE: “AT PWC, WE BELIEVE IN CONFRONTING THE HARD REALITIES THEN DOING SOMETHING ABOUT IT.” AND ……..CLOROX CORPORATE BLOG POST WHICH APTLY RATIONALIZES, “…IF YOU CANNOT ANSWER THE DIVERSITY QUESTION CLEARLY AND FAVOURABLY WHEN IT IS ASKED IN THE RECRUITING PROCESS, YOUNG PEOPLE ARE GOING TO CHOOSE TO WORK ELSEWHERE.”
THESE EXAMPLES REPRESENT A MORE RESOLUTE STANCE COMPARED TO THE OLD DAYS OF CORPORATIONS SIMPLY VALUING DIFFERENCE OR PROMOTING A TOLERANT ENVIRONMENT.
QUESTIONHow can we take a more resolute stance compared to the
old days of simply valuing difference or promoting a
tolerant environment.
Professional Learning
opportunitiesto assist you
and your staff
Professional learning
■ Leadership for engagement
and high performance
■ Leadership for Women
■ Growing self
■ Implementing change
■ Changing culture
■ Coaching and mentoring
Please contact Maureen Marra
for further information
THANKS YOUR ASSISTANCE IS APPRECIATED
Dr Maureen Marra,
(updated October 2016)