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. 1Significant 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 #
03
13
10
Persons with Disabilities
13
EEOG
Professionals
Other Sales and Service Personnel
Clerical Personnel
Gap #
-18
-10
-6
Gap %
27.27
100.00
27.27
Professionals
-7
28.00
1
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
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.
2.
3.
4.
5.
6.
Recruitment and Selection
Compensation
Training and Development
Promotion and Career Paths
Culture
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
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
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 17.11 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
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
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
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
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
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
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 2009.
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.
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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
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
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
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 Disabilities7
7
Report provided by the BC government. Summary document available at
www.eia.gov.bc.ca/epwd/docs/RecruitRetaining_PWD.doc
14
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
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.
2.
3.
4.
5.
A guide to the process
Responsibilities of the parties involved
Forms and documentation
Timelines
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
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.
2.
3.
4.
Cultural beliefs
Level of comfort
Security
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.
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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.
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