Executive Summary
Introduction
Nichols and Associates, Inc., a behavioral science firm specializing
in the areas of cultural diversity and organizational development, was recruited
and contracted by St. Cloud State University (SCSU) to conduct a cultural audit
or cultural assessment. Phase I included qualitative data collection including
conducting focus groups and individual interviews. Phase II included survey
development, survey administration, data analysis, and final report compilation.
Purpose
The ultimate goals in conducting the cultural audit were to identify barriers--both
real and perceived--to achieving career successes at SCSU. In addition, Nichols
and Associates, Inc. provides recommendations to break down and dissolve
the identified barriers. We had five specific objectives:
- To understand the attitudes of administrators, faculty, and staff at SCSU.
- To identify barriers to individual success at SCSU.
- To give direction to SCSU Administration enabling faculty, staff, and students
to reach their full potential.
- To establish benchmarks and baseline measures for future surveys.
- To measure SCSU's progress in meeting three basic strategic goals-
Goal 1: Provide leadership and a working environment that
enables all employees to reach their full potential.
Goal 2: Position diversity initiatives at center stage in
SCSU.
Goal 3: Establish a continuous learning environment to adapt
to change strategically.
Methodology
The cultural audit consisted of the following methodological steps: (a) Focus
Groups and Individual Interviews, (b) Instrument Development, (c) Pilot testing
of the Survey Instrument, (d) Administration of the Survey Instrument, (e) Data
Analysis and (f) Final Report compilation including recommendations.
Two survey instruments were developed from the Phase I data collection. The
instrument administered to students consisted of 118 items (including demographic
items) and eight topical areas: student perceptions, cultural values, student
experiences, student opinions and attitudes, satisfaction with student life,
students' interpersonal relationships, anti-Semitic attitudes, and anti-African
American attitudes. The instrument administered to faculty, staff, and administration
consisted of 133 items (including demographic items) and nine topical areas:
experiences in the workplace, job experiences, staff opinions and attitudes,
communications, coworker and mentoring relationships, job satisfaction, and
staff interpersonal relationships, anti-Semitic attitudes, and anti-African
American attitudes.
A total of 401 respondents submitted web-based surveys. Additionally, our process
included on-the-spot interviews with SCSU personnel, scheduled interviews with
SCSU management, SCSU staff, and administrative staff as well as observations.
Findings
Administrators, faculty and staff noted more major job satisfiers than dissatisfiers;
likewise, students indicated more positive perceptions than negative perceptions.
Some of the faculty and staff satisfiers included co-worker and mentoring relationships,
opportunities for training and career development, supportive and non-defensive
communication climate, effectiveness of their Union, level of professional trust
and interpersonal relationships with various groups. Some of the students' positive
perceptions included involvement in many social activities on campus, excellent
faculty, SCSU support of cultural activities and interpersonal relationships
with various groups.
Results across survey scales indicated several general areas of concern and/or
dissatisfaction: attitudes of racism, sexism, anti-Semitism and homophobia,
taunting and/or harassment on and off campus, quality of relationships between
minority and white students, experiences of discrimination, promotion processes
and job security, formal job performance feedback, resistance to diversity,
inadequate services/equipment for students with disabilities and the prospect
of having higher numbers of Jewish and African-American faculty and staff on
campus. Each of these areas is reflected in the Recommendations section below.
Recommendations
- Leadership. Strong, unequivocal, proactive leadership
is vital to manage and cultivate the evolving/dynamic racial and gender (i.e.,
diversity) changes at SCSU.
- Communications. Data revealed that although communications
are "fair to good," there should be greater transparency to improve communications
across all SCSU levels.
- Diversity. Future action plans must include current information
in brochures, newsletters, calendars, posters, and pamphlets to update employees
on the university's diversity initiatives and future actions. For some respondents
diversity is still auxiliary to the function of the SCSU. Workstations throughout
the SCSU where one may obtain information on job openings, promotions, diversity
materials, awards, and suggestions, as well as a chat room site, should also
be established by university Information Technology (IT) department. Diversity
performance and equal opportunity practices should be linked to performance
evaluation and compensation.
- Establish an Office of Minority Affairs or an Office of Diversity
Affairs. Establish and empower an office to ensure recruitment and
retention of students and staff of color as well as promote cultural diversity.
These areas have been cited in the literature as critical issues in the area
of minority/multicultural student affairs. In general, the literature points
to the three most important qualifications for a director of multicultural
affairs: sensitivity toward minority students, an understanding of under-represented
populations, and an ability to deal with conflict and problems. The staffing
of the proposed office should include SCSU staff.
- Review and emphasize university diversity efforts. Develop
and implement a strategic diversity plan in congruence with other university
polices governing recruitment of minority students, hiring of minority faculty
and staff and the support of those groups. Input to this effort should come
from a cross-section of all university personnel.
- Promote Racial Harmony. If the differences in perception
and attitudes toward racial and ethnic discrimination are to be reduced, it
appears that some intensive effort will need to be applied. The combined attention
by the student government, university administration, and faculty, and the
community could bring about the needed changes.
- Benchmarking. When organizations want to improve their
performance, they use the activity of benchmarking. They compare and measure
their policies, practices, philosophies and performance against high-performing
organizations (or universities). The process of benchmarking is used to identify
useful business practices; innovative ideas, effective operating procedures
and winning strategies that can be adopted by an organization to accelerate
its own progress by ensuring quality, productivity and overall improvements.
In this case, benchmarking involves investigating how programs/processes are
performed at other similar universities to ascertain whether a SCSU could
adapt the processes of another organization to improve their own processes.
True benchmarking includes searching for, studying and implementing the best
practices of world-class companies outside the education industry.
- Human Resources. In order to improve upon the effective
SCSU communication climate, HR functions should enhance its focus on workgroup
effectiveness particularly across departments and offices as well as across
various racial, ethnic, and special interests groups.
- Standardize hiring practices. There is a perception among
the SCSU employees that hiring practices are biased and non-standardized.
Standardizing the information and memberships of search committees and selection
criteria would enhance the university's climate. The personnel who have served
on search committees reported that these committees vary in operations. Faculty
and staff members recommend standardizing all search committee processes and
procedures. Establish criteria (and diversity) for committee membership, committee
precepts, formal guidelines and reporting procedures, stated candidate qualifications
and background, candidate application management, etc. Transcending these
perceptions requires greater transparency in hiring practices.
- Organizational Study Follow-up. Follow-up on studies designed
to assess or diagnosis the university climate. Many participants are aware
of at least four assessments or organizational studies, but have not received
any feedback or recommendations on rectifying organizational challenges.
- Cultural Audit Survey. Within 12 months after the implementation
of an action plan, to ascertain progress, an assessment and re-evaluation
should be considered.
