Employment
Equity
Report
2014
As part of Laurier’s commitment to diversity and creating a culture of
inclusion, the 2014 Annual Employment Equity Report provides the
community with an update on Laurier’s employment equity related
initiatives.
Prepared by
Dana Lavoie, Employment Equity Officer
Diversity and Equity Office
Employment Equity Report - 2014
Table of Contents
Introduction ................................................................................................................................................... 4
About this Report .......................................................................................................................................... 4
Employment Equity Policy and Procedure ................................................................................................... 5
Highlights from 2014 .................................................................................................................................... 6
University-Wide Initiatives ....................................................................................................................... 6
Representation Highlights ......................................................................................................................... 7
Women .................................................................................................................................................. 7
Aboriginal Peoples ................................................................................................................................ 7
Persons with Disabilities ....................................................................................................................... 7
Members of a Visible Minority ............................................................................................................. 8
Sexual Minorities .................................................................................................................................. 8
Recruitment, Selection and Hiring ................................................................................................................ 8
Employment Outreach Initiatives ............................................................................................................. 8
Selection and Hiring Systems ................................................................................................................... 9
Orientation Systems .................................................................................................................................. 9
Employment Equity Self-Identification Survey ..................................................................................... 9
Enhancing Laurier’s Culture of Inclusion: Equity Related Training and Educational Opportunities ........ 10
The Office of Aboriginal Initiatives & The Aboriginal Student Centre ................................................. 10
Accessibility for Ontarians with Disabilities Act (AODA) .................................................................... 11
Physical Barrier Removal ................................................................................................................... 12
Diversity and Equity Office Training, Education and Support ............................................................... 12
Change Project Recommendations & Gendered Violence Task Force ................................................... 13
Employment Equity Workforce Analysis (the Data) .................................................................................. 14
Overview of requirements and methodology .......................................................................................... 14
Self-Identification Return and Response Rate ........................................................................................ 15
Understanding the Numbers ................................................................................................................... 15
Looking at the Trends: Faculty ............................................................................................................... 16
Faculty who are Women at Laurier..................................................................................................... 17
Faculty who are Visible Minorities at Laurier .................................................................................... 18
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Employment Equity Report - 2014
Faculty who are Aboriginal People at Laurier .................................................................................... 19
Faculty with Disabilities at Laurier ..................................................................................................... 20
Faculty who identify as Sexual Minorities at Laurier ......................................................................... 21
Looking at the Trends: Non-Academic ................................................................................................... 21
Staff who are Women at Laurier ......................................................................................................... 22
Senior Administrators and Middle Managers & Other Managers (NOC 1 & 2) who identified as
Women at Laurier ............................................................................................................................... 23
Staff who are Members of a Visible Minority at Laurier.................................................................... 24
Staff who are Aboriginal Peoples at Laurier ....................................................................................... 25
Staff with Disabilities at Laurier ......................................................................................................... 26
Staff who identify as Sexual Minorities at Laurier ............................................................................. 27
Additional Data and Gap Analysis per EEOG ........................................................................................ 27
2014 Employees by Occupational Group (EEOG) ................................................................................. 28
2014 Workforce – Gap Analysis............................................................................................................. 29
Final Words................................................................................................................................................. 30
Appendix A – Employment Equity Self-Disclosure Questionnaire ........................................................... 31
Appendix B – Overall Percentage Charts ................................................................................................... 35
Overall Percentage of Women Employed at Laurier .............................................................................. 35
Overall Percentage of Visible Minorities Employed at Laurier.............................................................. 35
Overall Percentage of Aboriginal Persons Employed at Laurier ............................................................ 36
Overall Percentage of Persons with Disabilities Employed at Laurier ................................................... 36
Appendix C - Employment Equity Occupational Groups Definitions ........................................................ 38
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Introduction
As we reflect upon this past year it is encouraging to see growing attention paid to—and
subsequent momentum growing around—issues of equity in public institutions. Strong, ongoing
commitment to mental health initiatives and new energy imbued in gendered violence prevention
and support are just two key examples of a slowly changing campus culture. With these strides in
mind we feel emboldened to meet the challenges ahead and continue working toward building a
more equitable and inclusive workplace.
About this Report
The purpose of employment equity is to ensure that all members of our community have access
to positions and opportunities for advancement and that job qualifications are assessed in relation
to the requirements of the position. Employment equity is about ensuring that all qualified
candidates are considered, that the best candidate is hired and that those who are hired have
equitable access to opportunities for development and advancement. Employment equity is not
about giving members of designate groups an advantage over others; rather, employment equity
aims to level the playing field by acknowledging that systemic barriers exist and by working
toward removing those barriers. In some cases, this includes initiatives to increase the pool of
applicants from designate groups by sponsoring scholarships or academic opportunities for the
underrepresented group (ie. scholarships with women in STEM programs). In other cases, pay
equity issues are addressed head-on by reassessing job rates for positions typically performed by
a particular designate group (ie. McMaster’s recent announcement that it would pay all female
faculty an additional $3,515 to rectify the historical inequity of female faculty making less than
their male counterparts).
This report highlights various initiatives across campus designed to promote inclusivity at
Laurier and provides a statistical overview of the number of Laurier staff and faculty who
identify as members of the four designate groups (women, visible minorities, Aboriginal peoples
and persons with disabilities) as well as those who identify as sexual minorities. Although these
groups are not the only areas protected under the Ontario Human Rights Code, they are the
groups considered the “designate groups” under the Federal Contractors Program which requires
the collection of data outlined in this report. For the purpose of providing a full picture of
initiatives related to equity and inclusion that impact Laurier staff and faculty, initiatives beyond
the four designate groups have also been presented.
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Employment Equity Policy and Procedure
Laurier has an employment equity policy and a procedure to ensure this policy is put into effect.
In the policy, Laurier commits to providing equal employment opportunity to all individuals
including any groups designated by federal or provincial legislation, and the University commits
to providing a workplace free from discrimination. Adopting Section 5(1) of the Ontario Human
Rights Code (1981) and any amendments thereto, Laurier provides that “every person has a right
to equal treatment with respect to employment without discrimination because of race, ancestry,
place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of
offenses, marital status, same sex partnership status, family status or disability.” In 2012 “gender
identity” and “gender expression” were added as grounds of discrimination in the Ontario
Human Rights Code1. In 2014, the Ontario Human Rights Council (OHRC) followed up with a
new suggested template for the prevention of discrimination based on gender identity and gender
expression. This has led Laurier to review many of its current and likely outdated policy related
to equity, discrimination and accommodation.
The second part of Laurier’s current Employment Equity policy (2004) states that Laurier “is
committed to promote employment equity within the university community, and to eliminate any
barriers that reduce or prevent employment equity.” Lastly, the policy states that provisions of
the policy are subject to agreements with unions or employee associations to which the
university is a party.
To help enforce this policy the University has an Employment Equity and AODA Officer. The
employment equity officer is responsible for: updating employee data in order to ascertain the
proportion of designated group members; reviewing university policies and procedures to
identify any barriers that adversely impact, reduce, or prevent employment for designated group
members; promoting awareness of the university’s commitment to non-discrimination and
employment equity, and providing training to employee groups on practices and processes by
which employment equity may be achieved.
Throughout 2015, many of Laurier’s policies related to human rights, employment equity and
accommodations will be updated to better reflect current significant legal decisions and changes
to the Ontario Human Rights Code. In doing so, a priority over the summer 2015 is to reestablish the Joint University/Association Employment Equity Advisory Committee and the
1
Gender identity is defined as each person’s internal and individual experience of gender. It is their sense of being
a woman, a man, both, neither, or anywhere along the gender spectrum. A person’s gender identity may be the
same as or different from their birth-assigned sex. Gender identity is fundamentally different from a person’s
sexual orientation.
Gender expression is defined as how a person publicly presents their gender. This can include behaviour and
outward appearance such as dress, hair, make-up, body language and voice. A person’s chosen name and pronoun
are also common ways of expressing gender.
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University/Association Employment Equity Committee. With the support of the Diversity and
Equity Office, these committees will be tasked with reviewing the current Employment Equity
Policy and its accompanying Employment Equity Plan. This will include focus groups with staff
and faculty as well as other assessment criteria. By summer 2016, Laurier and its Equity
Committees should have a revised policy and plan in place.
Highlights from 2014
University-Wide Initiatives
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Laurier appointed a new Director of the Diversity and Equity Office which focuses on
creating and implementing strategies related to inclusion at Laurier, conducting
assessments and systems reviews of University policies and practices from an inclusion
perspective and acts as a senior advisor for the University. Dr. Laura Mae Lindo was
appointed into the role in July 2014.
In partnership, Laurier’s Diversity and Equity Office, CPAM and ICT, supported by the
Accessibility Directorate of Ontario, embarked on the “Enabling Access Through Web
Renewal” project which documents Laurier’s web renewal process. The goal is to
provide a template for other institutions looking to create AODA compliant websites.
The Diversity and Equity Office in partnership with the Centre for Teaching Innovation
and Excellence worked with students to create critical incident videos that can be used for
faculty training. The videos depict real student experiences of racism, sexism,
Islamophobia, ableism, and tokenism in the classroom and provide faculty with tools to
engage and respond to these types of inequalities in Laurier classrooms more effectively.
This project will be replicated in the 2015-2016 school year to ensure examples and tools
remain current and reflective of real life concerns of students and faculty. Similarly, the
Faculty of Social work in partnership with the Centre for Teaching Innovation and
Excellence also created and filmed videos that address the experiences of international
students with a specific look at exclusionary practices, systemic barriers to success and
oppressive practices in Faculty of Social Work classrooms at Laurier. Both sets of videos
will be available for use in future faculty training initiatives, as well as for use by faculty
members in broader classroom settings at Laurier. Both the Diversity and Equity Office
and Faculty of Social Work are working together to create handbooks to accompany the
videos as an additional learning resource.
A new online module related to the requirements of the Integrated Accessibility
Regulation under the Accessibility for Ontarians with Disabilities Act was rolled out to
faculty and staff. The module covers changes to the legislation, best practices in
accessibility and the Ontario Human Rights Code. Over 1300 faculty and staff have
participated in the training to date.
The Change Project, a collaboration between the Sexual Assault Support Centre for
Waterloo Region (SASC), the Social Innovation Research Group (SIRG), the Centre for
Women and Trans People (CWT), the UW Women’s Centre, the Diversity and Equity
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
Office, Laurier University and the University of Waterloo, a 3-year research project
looking at preventing gendered violence on university campuses was completed in 2014.
Specific attention was paid to Laurier’s Waterloo and Kitchener campuses and the
official release of the project was held in March 2015. Following the recommendations
therein, Laurier introduced “Bringing in the Bystander” training. The train-the-trainer
model covers a community of responsibility approach that teaches bystanders how to
safely intervene before, during and after an incident of sexual assault, relationship
violence and/ or stalking.
As part of Laurier’s ongoing strategy for increasing student, faculty and staff wellness,
Laurier introduced the “Mental Health First Aid” program. This program improves the
mental health literacy of faculty and staff in explaining how to recognize symptoms of
mental health problems, provide initial help and refer students and colleagues to the
appropriate professional services.
Representation Highlights
Women

Women continue to make up a large part of Laurier’s workforce representing 60.1%
of Laurier employees. Laurier continues to experience a higher representation of
women (68%) amongst staff when compared to academics (44%). Also, it is
important to note that the data collected on sex is pulled from employment data and
not the self-identification survey. Therefore this is the only section of Laurier specific
data not impacted by inherent issues with self-identification.
Aboriginal Peoples
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Overall, 1.3% of Laurier’s employees identify as Aboriginal people. Laurier
continues to have a slight under-representation in the area of academia and middle
management; however overall does not reflect a gap.
Although the gap is not present, it is important to note that there are historical and
growing issues amongst Aboriginal communities’ and the Canadian government; who
initiates the census data. This contextual background is important to keep in mind
when accessing anytime of gap analysis. Numbers alone do not tell the personal
experience story and may leave organizations feeling they have created an inclusive
environment for Aboriginal People when in fact they may have done very little.
Persons with Disabilities

Overall, Laurier’s internal workforce closely reflects the external pool of persons with
disabilities with 4% of Laurier’s population identifying as having a disability. As the
definition of disability used by the province expands, stigma surrounding disability
decreases, and as our workforce population ages we can expect to see more
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employees self-identifying as having a disability. Also, it is important to note that
most employees experiencing temporary disabilities or illnesses will not be reflected
in this data as the nature of the Federal Contractors Programs speaks more to
permanent disabilities.
Members of a Visible Minority

Laurier continues to demonstrate a significant gap in its representation of visible
minorities with only 8.5% of Laurier’s workforce identifying as a visible minority.
This gap is not present amongst faculty, however is present in almost every staff
category.
 Although the gap is not present amongst faculty, it is notable that the census data is
referred to reflects the Canadian population in 2006, percentages of which have
changed significantly with regards to its representation of visible minorities. With
census changes, 2006 was the last year that this data was collected through the
census, a reality that poses significant concerns regarding the accuracy of these
findings. Moreover, there are inherent issues for some people disclosing their
minority status on census data because of concerns about discrimination.
Sexual Minorities

As sexual minorities are not considered a designated group under the Federal
Contractors Program and data on sexual minorities is not included in the 2006
Canadian Census, it is difficult to compare the internal and external workforces.
Laurier has consistently seen an increase in the number of staff and faculty
identifying as sexual minorities overtime with 3.3% of the Laurier workforce
identifying as sexual minorities.
Recruitment, Selection and Hiring
Employment Outreach Initiatives
All of Laurier’s job postings and external advertisements highlight the University’s commitment
to employment equity and accessibility in the hiring process, however the data illuminates a
continued gap in the successful realization of this commitment in various equity areas.
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All staff postings are sent to two list serves: one designed to reach persons with disabilities,
persons who identify as visible minorities, new immigrants, and women and the other list serve
is designed to reach local Aboriginal communities. Work continues on expanding upon and
refining a recruitment plan that targets key equity areas for faculty positions.
Selection and Hiring Systems
Several processes are in place to decrease bias in Laurier’s selection and hiring systems. For
example, hiring committees are used for both academic and staff vacancies in order to reduce
biases; interview questions are drawn from a database and are consistently asked to each
candidate and candidates are provided detailed descriptions of the hiring process to ensure
required accommodations are put in place prior to the interview. All of Laurier’s job postings
include detailed information on job responsibilities, and the corresponding required skills and
knowledge; only this expertise is reviewed during the interview process. Finally, all hiring
managers and many Departmental Appointments and Promotions Committee (DAPC) are
provided guidance, training and coaching from HR, Faculty Relations and the Employment
Equity Officer on how to maintain an equitable hiring process. Furthermore, all DAPCs are
required to have an Equity rep on the committee; through 2015 training and discussions will
target these reps so they are prepared to incorporate equitable hiring practices and assess the
DAPC’s process related to inclusion.
Orientation Systems
One on one, in-person orientations are held with all staff and management hires; part time or
temporary hires are encouraged to review the new employee toolkit available on the HR website.
During both the in person and online orientations, employees are provided with information on
employment equity initiatives, the availability of accommodations, and are encouraged to
complete the self-identification survey. Furthermore, additional online training is now available
for new employees that cover accessible customer service, the Integrated Accessibility Standard
Regulation and the Human Rights Code. To assist in preparing new faculty, new critical incident
videos have been produced through the Diversity and Equity Office as well as through the
Faculty of Social Work that can now be incorporated in the New Faculty Orientation. These
videos help faculty understand and practice dealing with and responding to issues related to
equity in their classrooms.
Employment Equity Self-Identification Survey
New employees are asked to complete the self-identification survey as part of their hiring
package. While it is mandatory to return the survey (tracked by “return rate”), it is voluntary to
complete the survey (tracked by “response rate”). If the survey is not returned within the first
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year of hire, both staff and faculty are contacted and asked to complete the survey. This practice
has resulted in a consistent return rate for new staff and faculty. The data collected in the survey
is compared to local and national census data in order to better understand how Laurier’s internal
community reflects/or does not reflect the external available labour pool. Surveys are strictly
confidential and the data is only available to the Employment Equity Officer.
Enhancing Laurier’s Culture of Inclusion: Equity Related Training
and Educational Opportunities
The Office of Aboriginal Initiatives & The Aboriginal Student Centre
In January 2011, the Aboriginal Student Centre opened at the Waterloo campus, and, in
September 2011, at Laurier Brantford. Beyond the primary focus of Aboriginal student support,
the Aboriginal Student Centres work to raise awareness of Aboriginal people, their cultures and
their issues. The Centres often organize cultural and other social events on and off campus, thus
fostering sensitivity toward Aboriginal issues within and beyond the campus community.
2014-15 saw the continuation of many important events and growth of partnerships by the Office
of Aboriginal Initiatives and the Aboriginal Student Centres, including the annual Aboriginal
Education week, orientation week events, and other educational and social sessions. Soup and
Frybread lunches continued to be successful at both campuses; these lunches provide an informal
atmosphere for persons to learn about Aboriginal culture. The Centres also continue to develop
and deliver a number of customized educational programs for Learning Services, the Faculty of
Education, the Diversity and Equity Office, Staff Day, the Integrated and Engaged Learning
Conference, as well as dozens of classrooms, including in high schools and on-reserve and offreserve Aboriginal community groups. The Aboriginal Student Centre offered a workshop for
the diversity certificate program in Winter 2015, as well as workshop in conjunction with the
Graduate Student Association and the Centre for Teaching and Learning Innovations on the
subject of Microaggressions and Aboriginal Identity in academia. These workshops resulted
from the summer of 2014 faculty reading support group hosted at the Aboriginal Student Centre,
where “Colonized Classrooms” by Sheila Cote-Meek was read by 14 participants, mostly
faculty. Another addition to Aboriginal content in courses was a hire of the Aboriginal Scholar
in residence by the Faculty of Arts. Darren Thomas was hired to assist Faculty of Arts
professors incorporate indigenous knowledge in their courses and to work with FOA students
find resources for papers and presentations.
Increases of Aboriginal visibility on Laurier’s multi-campuses happened through art and events,
including collaboration with the University Curator on a show by Kent Monkman, a leading First
Nations painter and artist. With his visit, there was a lecture, a month long art exhibit at the
Robert Langdon Gallery, a campus visit with mentorship for Aboriginal students and a book
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created in celebration of his visit to Laurier. Additionally, both Brantford and Waterloo was
treated by artist Rene Meshake, an Ojibwe author/illustrator, storyteller, visual artist, spokenword performer, musician and new media artist offered a series of 3 art workshops to Waterloo
students in February 2015. In Brantford, Wilfrid Laurier University's Yellow Brick Wall
present4edSongide'ewin: Ojibwe Narratives Art Exhibit featuring acrylics featuring Rene
Meshake's work. It ran from March 1 to April 15, 2015 and reflected the impact of the artist's
residential school experiences and is intended as a healing tool for communities and individuals.
OAI is currently in talked with the library for a permanent Aboriginal art piece on campuses.
Increases of Aboriginal visibility on Laurier’s multi-campuses also happened through territorial
acknowledgements. In Fall 2014, the Department of English and Film Studies voluntarily led the
way for several other Laurier departments by voting to provide the territorial acknowledgements
in all future course outlines. 2015-2016 will further increase this campaign.
In 2014 the Aboriginal Student Centre co-presented with Laurier’s Career Centre at the
Cannexus Conference in a presented “ Collaborative Innovations in Career Development
Outreach for Distinct Groups” , where the partnership was hailed as a unique success in
engagement. A video highlighting the custom service delivery was produced.
Additionally, youth engagement and community outreach has continued to be a strategy for
future student recruitment. Laurier Waterloo and Laurier Brantford offered separate March
Break camps reflective of community. Ilaji (I am preparing) was the Waterloo campus March
Break camp offering that recruited youth ages 8-12 from Kitchener –Waterloo urban community,
which focused on broad Indigenous-based learning, games and activities. Tehotikahrathè:tha
(Their Eyes Sparkle) was the Brantford Campus camp, which attracted youth from Brantford,
New Credit, Six Nations and as far away as Niagara Falls. Tehotikahrathè:tha (Their Eyes
Sparkle), was offered in partnership with Onkwawenna Kentyokhwa Kanyen'kehaka Mohawk
adult immersion program; a Six Nations community-based organization. The camp was designed
to help Aboriginal youth reconnect with their ancestral language, culture and songs and provide a
safe space for any and all Aboriginal youth to learn about Mohawk cultural traditions.
Accessibility for Ontarians with Disabilities Act (AODA)
The Accessibility for Ontarians with Disabilities Act (AODA) was released as law in 2005.
Since this time, the Customer Service Standard and Integrated Accessibility Standard Regulation
(IASR) has had various implementation dates starting as early at January 1, 2010. The 2014
requirements included provisions around recruitment language and protocol, accessible web
design, and IASR and human rights training. All of these requirements have led to larger
initiatives and partnerships across university departments. Standard recruitment language is now
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found on all staff, faculty and student postings with many administrators across the university
becoming more proficient in creating accessible documents.
Laurier is undergoing a long-term web renewal process which challenges Laurier departments to
rethink the information they currently include on their websites. The new system will include a
site for perspective students and community members, a site for current students and a site for
staff and faculty. Not only is the new web platform Web Content Accessibility Guidelines
(WCAG) 2.0 Level A compliant (an international standard of excellence in accessible web
development), it also takes into account principles of accessibility with web content being
written in simple language and information being easier to access in a logical manner. Finally,
ongoing training initiatives continue with the addition of two new online modules for staff and
faculty related to the IASR and human rights code. Although the AODA legislation only
required training related to disability and the Ontario Human Rights Code, the training being
provided covers the code in general and its various sections. A number of additional quick
reference guides have also been created and rolled out which help employees better understand
things like accessible documents, supports at Laurier and emergency planning preparedness.
Physical Barrier Removal
Although Laurier continues to make minor improvements related to accessibility, the most
notable project in 2014 included the redesign and construction of a new entrance into the Library
on the Waterloo campus. The previous entrance included a very narrow ramp which often
became blocked because of snow and ice. The new entrance provides a universal way for all
patrons to access the Library and does not segregate those who may require an accessible
entrance.
Diversity and Equity Office Training, Education and Support
With staffing changes in the Diversity and Equity Office, including the creation and hiring of a
new Director, the last year has been filled with experimenting and transition at the Diversity and
Equity Office. Long running programs like the Inclusive Excellence Certificate and the
Community of Practice on Inclusion were only offered through the first term of 2014 and the fall
included a number of new initiatives and partnerships.
For the first time, the Diversity and Equity Office started offering training modules online. The
first few modules piloted concentrated on accessibility and human rights. At the end of 2014,
over 1300 people had participated in at least one of the modules provided. Future online modules
are in the development stage which will concentrate on a number of topics and be specifically
geared towards faculty learning.
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The Diversity and Equity Office continued to partner with faculty members to bring interactive
sessions into the classroom. Classes included but are not limited to Globalization, Culture and
Society, Human Rights Education and Community Psychology. The Diversity and Equity
Office’s Education & Inclusion Coordinator worked actively to provide support to faculty,
teaching assistants and departments to provide pedagogical support as well as gather information
about marginalization and/ or exclusion within particular departments and the larger Laurier
community.
Examples of the Diversity and Equity Office’s work with faculty included ongoing support to the
Faculty of Social Work. The Diversity and Equity Office continued to support the Faculty of
Social Work through participation on the Equity Committee. The Diversity and Equity Office
was successful in receiving a small grant to assist in the creation of a “Soup and Substance” pilot
program with the Faculty of Social Work that aimed to explore key social justice and equity
issues that resonated with the faculty (e.g., issues of race, gender diversity, mental health etc.)
Planning for these sessions began in Fall 2014 and the Diversity and Equity Office also promised
to act as a panelist for upcoming sessions. The Diversity and Equity Office also began working
with the Faculty of Social Work as it engaged in development of a 5-year equity and inclusion
strategy and implementation plan. The plan, which addresses topics ranging from student
recruitment and admissions to classroom content and conflict, should be released in Winter 2015.
The Diversity and Equity Office believes that retention among diverse employees requires
complementary attention to the creation of and support for an inclusive culture. To this end, the
Diversity and Equity Office also worked in partnership with the Faculty of Arts to bring Alison
Wearing to Laurier to perform her off-Broadway show: “Confessions of a Fairy’s Daughter.”
This powerful performance discussed her own experiences growing up with a gay father in the
1980s and presented a Canadian history lesson on the human rights movement in the 1980s as
understood through her father’s memories of bathhouse raids, courtroom battles and community
development. The Diversity and Equity Office also began a monthly column in The Cord to
discuss issues of equity and inclusion more explicitly, as well as provided articles for Human
Resources’ publication, The Spot, and the Fall 2014 Teaching & Learning Newsletter at Laurier.
Finally, the Diversity and Equity Office participated in the ISWEP program, hiring an
International Student to work with the office for the 2014-2015 academic year and submitted an
application to the Faculty of Social Work to encourage Masters of Social Work Students to
conduct their placement in the Diversity and Equity Office. Interested students will begin their
placements in the Winter semester.
Change Project Recommendations & Gendered Violence Task Force
Funded by the Status of Women Canada, the Change Project was a 3-year collaborative research
project between the Sexual Assault Support Centre of Waterloo Region (SASCRW), the Social
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Innovation Research Group (SIRG) at Laurier’s Faculty of Social Work, Laurier’s Diversity and
Equity Office with its Centre for Women and Trans People, and the University of Waterloo with
its UW Women's Centre. Specifically, the project was researching ways to end gendered
violence on university campuses through transforming the institutional and cultural climate of
the universities and community. In following the recommendations of this project, Laurier has
created the Gendered Violence Taskforce and various working groups to look at developing
practical and sustainable ways to prevent gendered violence at Laurier. The work of the
Taskforce will include policy development, compassionate supports for survivors, education and
support for faculty, staff and students and increased relationships with community partners.
David McMurray, Laurier’s VP of Student Affairs has also been asked to Chair the Council of
Ontario Universities Reference Group on Sexual Violence. In this endeavor Ontario universities
are sharing best practices and key learnings to create a united approach to ending sexual violence
on university campuses across the province.
Employment Equity Workforce Analysis (the Data)
Overview of requirements and methodology
Laurier’s formal commitment to employment equity began when it signed a Certificate of
Commitment under the Federal Contractors program (FCP). Through this certificate, Laurier
agreed to implement and maintain an employment equity program which included the following:
1. Adopt accountability mechanisms for employment equity and assign a senior official.
2. Communicate to employees regarding employment equity.
3. Consult and collaborate with bargaining agents and/or employee representatives.
4. Collect workforce information.
5. Complete a workforce analysis.
6. Complete an employment systems review.
7. Establish short-term and long-term goals.
8. Adopt measures to remove barriers.
9. Adopt special measures, positive policies and practices and reasonable accommodation
measures.
10. Adopt monitoring procedures.
11. Make reasonable efforts and achieve reasonable progress.
12. Review and revise the employment equity plan.
The workforce analysis is meant to determine the degree of representation of each of the
designated groups (women, Aboriginal persons, visible minorities and persons with disabilities)
within Laurier’s workforce as compared to the external labour market. Data for the external
labour pool is taken from the most recent Canadian Census (2006) and from Statistics Canada’s
Participation and Activity Limitation Survey. To provide greater comparison, the data is broken
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down using 14 Employment Equity Occupational Groups (EEOG) which was established by
Human Resources and Skills Development Canada (HRSDC). Throughout the workforce
analysis, in order to protect confidentiality, data for values less than 3 have been suppressed.
EEOG 01 Upper Level Managers and EEOG 03 Professional Teaching are compared to national
data, whereas all other EEOGs are compared to local Kitchener-Waterloo and Brantford Census
data, unless otherwise labeled.
As required by the FCP, employment equity data is collected directly from the employee. Data
on gender is collected using employment data, all other data is generated from the selfidentification survey.
Self-Identification Return and Response Rate
Due to increased efforts during employee on-boarding, survey return rates continue to remain
high with 85.2% of surveys returned. Less than 1% of those who returned the survey chose not to
participate.
It is important to note that the FCP requires that all internal representation rates of designated
groups are calculated assuming that all non-respondents do not belong to any of the designated
groups. Therefore, the actual representation at Laurier may be much higher than is represented in
the workforce analysis. As such, efforts continue to encourage employees to participate in the
self-identification survey.
Understanding the Numbers
Because of data collected through the self-identification survey, Laurier is able to determine the
internal representation rate of designated group members. This internal representation rate is then
compared to the expected external representation rate. The external rate is provided by Statistics
Canada through regional and national census data. In conducting this comparison between
internal and external representation, the representation gap is determined. As indicated by the
FCP, occupational groups with a gap number of -3 or greater have been identified as having an
under-representation.
It is important to recognize that both Laurier’s internal data and Statistics Canada data are based
on self-identification processes. There are many inherent flaws with self-identification;
especially when the person providing the data does not trust the process. Because people from
the designate groups have often faced discrimination and stigmatization because of their
association with the designate group; there is an increased risk that the data is not telling the full
story. It is more important to look at overall trends, equity initiatives and assessments of these
initiatives than assuming that because we do not demonstrate a gap in representation that we are
15
Employment Equity Report - 2014
in fact reflecting the actual labour market. Therefore, the reader must be cautious when making
overall assumptions about inclusion at Laurier based on the numbers alone.
Also, because of the way in which the Federal Contractors Program is designed, intersectionality
is not considered when assessing the 4 designate groups (i.e., when a person self-identifies with
more than one designate group). The Diversity and Equity Office recognizes the importance of
intersectionality and the personal experiences. Preliminary discussions have begun to re-evaluate
the data so it reflects some common examples of intersectionality (for example, by examining
how many of our faculty members are visible minority women and exploring how these
experiences differ from those who self-identify only as “women” or “visible minorities”). A
closer look at data like this will also allow for better student support, especially when attempting
to connect students and faculty members seeking mentorship opportunities from others in similar
designate groups, a task that has traditionally been difficult to do.
Looking at the Trends: Faculty
At first glance, Laurier’s faculty has consistently demonstrated strong representation from the
designate groups; however the data does not demonstrate the full picture. Nevertheless, the
following represents trends in employment at Laurier as compared to the national external labour
pool. The straight red line identifies the Canadian external labour market based on the 2006
Canadian Census (external available pool for persons with disabilities is based on Statistics
Canada’s Participation and Activity Limitation Survey).
16
Employment Equity Report - 2014
Faculty who are Women at Laurier
Laurier’s internal labour market continues to exceed that of the national labour market.
17
Employment Equity Report - 2014
Faculty who are Visible Minorities at Laurier
Because of newly hired faculty and because of an increase in the participation rate in the selfidentification survey amongst faculty, Laurier’s internal labour market is becoming more
reflective of the external market. However it is important to keep in mind that the external labour
market data is from 2006 and likely no longer represents the actual external labour market. Also
there are issues with both sets of data because of mistrust in the self-identification process.
18
Employment Equity Report - 2014
Faculty who are Aboriginal People at Laurier
Overall, Laurier has consistently showcased similar internal representation as the available pool.
However it is important to keep in mind that the external labour market data is from 2006 and
likely no longer represents the actual external labour market. Also there are issues with both sets
of data because of mistrust in the self-identification process.
19
Employment Equity Report - 2014
Faculty with Disabilities at Laurier
Due to increased awareness, decreased stigmatisation, and an aging workforce population both
the internal and external labour pool of persons with disabilities is expected to increase.
20
Employment Equity Report - 2014
Faculty who identify as Sexual Minorities at Laurier
Although Statistics Canada does not collect information on persons who identify as sexual
minorities (because this group is not a designate group), Laurier has tracked data on sexual
minorities since 2005. Reported representation of sexual minorities at Laurier is higher amongst
faculty than staff.
Looking at the Trends: Non-Academic
Laurier’s non-academic employees have consistently demonstrated strong representation in the
categories of women, Aboriginal Peoples and persons with disabilities; however, it has also
consistently demonstrated a gap in its representation of members from visible minority groups.
The following represents the employment Trends at Laurier as compared to the national external
labour pool. The straight red line identifies the external available pool for each designate group
based on the local Kitchener-Waterloo and Brantford areas based on the 2006 Canadian Census
(external available pool for persons with disabilities is based on Statistics Canada’s Participation
and Activity Limitation Survey).
21
Employment Equity Report - 2014
Staff who are Women at Laurier
Laurier has consistently demonstrated a similar representation of women when compared to the
external market. Women make up a larger portion of the non-academic workforce when
compared to the academic workforce. Specifically, there is a very high concentration of women
working in professional non-teaching positions and clerical roles at Laurier.
22
Employment Equity Report - 2014
Senior Administrators and Middle Managers & Other Managers (NOC 1 & 2) who
identified as Women at Laurier
Recognizing that combining all staff positions into one chart limits the ability to see what is going on at
the management level; this new comparison has been added. It is important to note that because of
restrictions in previous year data, NOC 1 and 2 were used to represent Senior Administration and
Management; however there are some management positions also located in NOC 3 that could not be
included. Also, although it would be ideal to have similar charts for all of the designate groups, because
the numbers in the other categories are so small (usually under 3) the data has been compressed in
previous years reports and is no longer possible to calculate. Over the last 8 years, the number of
women moving or being hired into management positions at Laurier has grown fairly significantly.
Because the external available pool is from 2006; it is difficult to compare with the external pool.
23
Employment Equity Report - 2014
Staff who are Members of a Visible Minority at Laurier
Laurier continues to demonstrate a large gap in representation of members from visual minority
groups. This gap is particularly wide amoungst the non-academic workforce, specifically in the
area of professional non-teaching and service and sales employees. Furthermore, because the
external labour market data is from 2006, it likely no longer represents the actual external labour
market. Also there are issues with both sets of data because of mistrust in the self-identification
process. With more current and accurate external data, the gap would be even wider. This is an
area of priority for Laurier moving forward. After 5 years of including equity language in
postings and working with hiring managers, the representation of people identifying as visible
minorites has had minor changes. More agresive and creative ways of supporting current staff
and hiring new staff from this designate group need to be explored.
24
Employment Equity Report - 2014
Staff who are Aboriginal Peoples at Laurier
Although, the overall percentage of Laurier’s internal non-academic workforce who are
Aboriginal is small; this number continues to be higher than the external available labour pool.
With the creation of the Office of Aboriginal Initiatives and the Aboriginal Student Centres,
Laurier continues to expand its connections with local and national Aboriginal Peoples.
25
Employment Equity Report - 2014
Staff with Disabilities at Laurier
Laurier’s non-academic workforce closely reflects the external pool of persons with disabilities,
however, Laurier continues to have under-representation within the middle management and
service and sales employee categories. To assist in addressing current barriers, Laurier is reexamining its Employee Accommodation Policy and protocols involving requesting and
updating workplace accommodations. The overall increase in 2010 was due to the increased selfidentification survey responses.
26
Employment Equity Report - 2014
Staff who identify as Sexual Minorities at Laurier
Although Statistics Canada does not collect information on persons who identify as sexual
minorities (because this group is not a designate group), Laurier has tracked data on sexual
minorities since 2005. The representation of sexual minorities at Laurier is higher amongst
faculty than the non-academic workforce. Although, there may be a real difference between
representation rates, this difference may also be due to a variety of reasons including employee
discomfort in identifying as a sexual minority on the self-identification survey.
Additional Data and Gap Analysis per EEOG
The following two charts provide a breakdown of Laurier’s internal workforce broken down per
the Human Resource and Skills Development Canada’s 14 Employee by Occupational Group
Codes (EEOG). The AP % for “upper level managers” and “professional teaching” are reflective
of the Canadian labour market, where as all other categories are representative of the KitchenerWaterloo and Brantford areas. Note, values of three or less have been suppressed to maintain
confidentiality and are represented by **.
27
Employment Equity Report - 2014
2014 Employees by Occupational Group (EEOG)
Women
Visible Minority
Persons with
Disabilities
Aboriginal Peoples
Sexual/Gender
Minority
**AP
#
%
%
OCCUPATIONAL GROUPS
Total
Emp.
#
%
AP%
#
%
AP%
#
%
AP%
#
%
AP%
Upper Level Managers - 01
14
9
64.3
24.3
**
**
7.5
0
0.0
2.5
**
**
3.2
**
**
Middle Managers - 02
178
114
64.0
39.2
9
5.1
12.1
0
0.0
2.0
**
**
3.2
**
**
Professional Non Teaching - 03
195
126
64.6
53.7
18
9.2
20.3
**
**
1.1
9
4.6
5.0
5
2.6
Professional Teaching - 03
579
258
44.6
54.8
85
14.7
14.2
7
1.2
1.9
26
4.5
4.5
31
5.4
Professional Total - 03
774
384
49.6
53.7
103
13.3
20.3
**
**
1.1
35
4.5
5.0
36
4.7
Semi-Prof Skill B - 04
114
60
52.6
52.6
13
11.4
10.1
0
0.0
0.8
**
**
5.1*
**
**
Supervisors CS&S - 05
32
20
62.5
64.2
**
**
7.9
**
**
0.7
**
**
12.1*
**
**
Supervisors Trade & Prim - 06
1
0
0.0
16.2
0
0.0
4.7
0
0.0
0.6
0
0.0
NA
0
0.0
Admin & Sr. Clerical - 07
179
158
88.3
82.7
11
6.1
6.5
4
2.2
0.9
11
6.1
NA
**
**
Sales & Services B - 08
6
4
66.7
44.7
0
0.0
9.6
0
0.0
0.7
**
**
6.8*
0
0.0
Skilled Crafts & Trades - 09
21
**
**
5.3
**
**
8.5
0
0.0
1.3
**
**
5.4*
0
0.0
Clerical - 10
180
158
87.8
73.2
9
5.0
9.2
3
1.7
0.9
6
3.3
4.5*
9
5.0
Sales & Service C - 11
5
4
80.0
68.6
0
0.0
9.2
0
0.0
1.1
0
0.0
6.0*
0
0.0
Semi-Skilled C - 12
3
0
0.0
26.2
0
0.0
13.4
0
0.0
1.6
0
0.0
6.1*
0
0.0
Sales & Service D - 13
211
124
58.8
58.4
8
3.8
11.3
4
1.9
1.5
10
4.7
7.0*
**
**
Manual D - 14
9
**
**
33.3
**
**
11.3
0
0.0
1.5
0
0.0
3.9*
0
0.0
1727
1038
158
22
70
57
60.1
9.1
1.3
4.1
3.3
University CCT
University CCT %
28
Employment Equity Report - 2014
2014 Workforce – Gap Analysis
Women
OCCUPATIONAL GROUPS
WLU
CCT
Aboriginal Peoples
AP
Gap
WLU
AP
Persons with Disabilities
Gap
WLU
AP
Visible Minorities
Gap
WLU
AP
Gap
#
%
#*
%
#*
#
%
#*
%
#*
#
%
#*
%
#*
#
%
#*
%
#*
14
9
64.3
4
24.3
5
0
0.0
0
2.5
0
**
**
0
3.2
**
**
**
1
7.5
**
2 Middle & Other Managers
178
114
64.0
74
39.2
40
0
0.0
4
2.0
-4
**
**
6
3.2
**
9
5.1
23
12.1
-14
3 Professional Non-Teaching
195
126
64.6
104
53.7
22
**
**
2
1.1
**
9
4.6
10
5.0
-1
18
9.2
39
20.3
-21
3
579
258
44.6
325
54.8
-67
7
1.2
11
1.9
-4
26
4.5
27
4.5
-1
85
14.7
84
14.2
1
4 Semi-Professionals & Tech.
114
60
52.6
64
52.6
-4
0
0.0
1
0.8
-1
**
**
6
5.1*
**
13
11.4
12
10.0
1
5
32
20
62.5
24
64.2
-4
**
**
0
0.7
**
**
**
4
12.1*
**
**
**
3
7.9
0
1
0
0.0
0
16.2
0
0
0.0
0
0.6
0
0
0.0
NA
NA
NA
0
0.0
0
4.7
0
1
Senior Managers
Professional Teaching
Supervisors
6 Supervisors: Crafts& Trades
7
Admin. & Senior Clerical
179
158
88.3
154
82.7
4
4
2.2
2
0.9
2
11
6.1
NA
NA
NA
11
6.1
12
6.5
-1
8
Skilled Sales & Service
6
4
66.7
4
44.7
0
0
0.0
0
0.7
0
**
**
1
6.8*
**
0
0.0
1
9.6
-1
9
Skilled Crafts & Trades
21
**
**
1
5.3
**
0
0.0
0
1.3
0
**
**
1
5.4*
**
**
**
2
8.5
**
10
Clerical Personnel
180
158
87.8
152
73.2
6
**
**
2
0.9
1
6
3.3
9
4.5*
-3
9
5.0
19
9.2
-10
11 Intermediate Sales & Service
5
4
80.0
4
68.6
0
0
0.0
0
1.1
0
0
0.0
0
6.0*
0
0
0.0
1
9.2
-1
12 Semi-Skilled Manual Workers
3
0
0.0
1
26.2
-1
0
0.0
0
1.6
0
0
0.0
0
6.1*
0
0
0.0
0
13.4
0
13
Other Sales & Service
211
124
58.8
147
58.4
-23
4
1.9
4
1.5
0
10
4.7
18
7.0*
-8
8
3.8
28
11.3
-20
14
Other Manual Workers
9
**
**
3
33.3
0
0
0.0
0
1.5
0
0
0.0
0
3.9*
0
**
**
1
11.3
0
Grand Total
1727
1038
1059
-20
22
25
-3
70
83
-13
158
226
-78
29
Employment Equity Report - 2014
Final Words
Due to the loss of the long form census, this report is based on data on external availabilities of
designate groups from 2006. Also important to note is that quantitative data alone cannot
measure whether employees, regardless of their personal identity, feel welcomed, included, and
accepted; it cannot measure the barriers they may face in reaching their place of employment,
nor can it accurately indicate whether persons of different backgrounds are thriving in their roles.
This means that in some way our analysis of the numerical data can only accomplish so much.
For this reason we have included more qualitative data in reports over the last few years and,
going forward, we aim to continue to supplement the numerical data by developing and
implementing more defined qualitative measures. With this we hope the report will continue to
grow and to accurately reflect the culture of diversity and inclusion at Laurier.
The upcoming year will be one that focuses on employment equity; from the review of various
policies, the re-establishment of equity committees, reinvigoration of the equity plan and
continued commitment to creating an inclusive environment at Laurier. Given the current and
expected future economic climate in the University sector, employment equity initiatives need to
shift from concentrating on recruitment efforts to concentrating on retention efforts. This
includes ensuring that employees fully understand all of the resources available to them and
where to go if they are experiencing a barrier to inclusion. Laurier needs to get creative working
within a climate of financial constraints where diversity and inclusion remains a main priority of
the institution.
30
Employment Equity Report - 2014
Appendix A – Employment Equity Self-Disclosure Questionnaire
COUNT YOURSELF IN
EMPLOYMENT EQUITY SURVEY
All information collected is completely confidential.
Employment equity is designed to ensure equality for all employees in areas of recruitment,
hiring, training, promotion and retention. It is designed to remove systemic discrimination that
has traditionally disadvantaged particular groups of workers.
The Diversity and Equity Office at Wilfrid Laurier University strives for:
• A work force that reflects the diversity of the available labour force.
• Employment systems that support the workforce as a whole, ensuring all present and
future employees have a fair and equitable opportunity to develop their abilities,
realize their expectations and make the best contribution possible to the workplace.
In addition to its responsibilities as an employment equity employer, the university intends to
create and maintain an inclusive environment for all employees, including women, persons in a
visible minority, persons with disabilities, Aboriginal persons and persons in a sexual and/or
gender minority. Revisions to the Employment Equity Policy (8.4) approved by the Board of
Governors on October 21, 2004 states that the university must collect and continually update
employee data by a process of self-identification in order to identify the proportion of
women, persons in a visible minority, persons with disabilities, Aboriginal persons and
persons in a sexual and/or gender minority in all employee categories.
Wilfrid Laurier University’s workforce information is collected through the enclosed selfidentification survey for the purpose of determining the levels of representation of each of the
five designated groups and to compare these levels with the relevant external workforce
(where known) using data provided by Human Resources and Skills Development Canada.
31
Employment Equity Report - 2014
This survey is given to all staff and full-time faculty members. Each person must return the
survey, even though participation is voluntary and the individual may choose not to respond
to the questions on the survey.
Each respondent can belong to more than one of the designated groups.
EMPLOYMENT EQUITY SURVEY
Principles of Confidentiality
The data collected in the employment equity survey is strongly protected by the following
principles of confidentiality:
• Surveys will be given to each staff and full-time faculty member. Confidentiality begins
with each staff and faculty member placing the completed census form in the return
envelope and sealing it.
• The Employment Equity & AODA Officer in the Diversity and Equity Office will receive
the survey and enter the information into a confidential database and produce the
necessary statistical reports with suppressed data so that no one individual can be
identified.
• Only the Employment Equity & AODA Officer will have access to individual employee
surveys.
• Returned surveys are destroyed once entered into the confidential database. The
timeframe for retaining completed surveys in the database will be determined after
an audit by the Federal Contractors Program.
• All workforce information is used to comply with the Federal Contractors Program,
which includes development of employment equity programs and preparing an
annual employment equity report. This report is made available at:
o Diversity and Equity Office and online at www.wlu.ca/equity
• The questions are in compliance with Schedule IV of the Employment Equity Regulations
per the Employment Equity Act (federal statute).
• No one will be given information on others.
• Managers, administrators or anyone else may not determine the employee’s status
without his or her knowledge and voluntary consent.
• Information reported may be altered or removed from the survey only on the request of
the employee who provided it.
Should you require any assistance, please call Dana Lavoie, Employment Equity & AODA Officer
with the Diversity and Equity Office at dlavoie@wlu.ca or at extension 4469.
THANK YOU FOR COMPLETING THE SURVEY
32
Employment Equity Report - 2014
I.D. Number: Click here to enter text.
EMPLOYMENT EQUITY SURVEY
Please read each question and check (√) the response(s) which best applies to you.
☐I do not wish to participate in this survey
1.
Do you identify yourself as (choose all that apply):
☐Male
☐Female
☐Trans*
☐I do not identify with a gender
2.
For the purposes of employment equity, a person is an Aboriginal person if they are a
member of the Indian (status or non status), Inuit or Metis people of North America.
Based on this definition, do you consider yourself to be an Aboriginal person?
☐Yes
☐No
3(a)
For the purposes of employment equity, “members of visible minorities” means
persons, other than Aboriginal peoples, who are non-Caucasian in race or non-white in
colour. (Members of ethnic or national groups such as Portuguese, Italian, Greek, etc.,
are not considered to be racially visible. If you require guidance, please consult the
guide sheet found at the end of the Survey.)
Based on this definition, do you consider yourself to be a member of a racial minority?
☐Yes
☐No
3(b)
√
☐
☐
☐
☐
☐
☐
4(a)
If you have indicated YES in 3(a), please check (√) the visible minority group(s) that best
describes your racial origin.
Racial Origin:
Examples:
Black
African, Canadian, American, South American
East Asian
Chinese, Japanese, Korean, Polynesian
South Asian
Indian, Pakistani, Sri Lankan, Bangladeshi
South East Asian
Burmese, Cambodian, Filipino, Laotian, Malaysian, Thai, Vietnamese
West Asian
Arabian, Armenian, Iranian, Israeli, Lebanese, Palestinian, Syrian, Turkish
Other:
For the purposes of employment equity, “persons with disabilities” means persons who
have a long-term or recurring physical, mental, psychiatric, sensory or learning
impairment (see 6(b) for examples) and who
I. consider themselves to be disadvantaged in employment by reason of that
impairment, or
II.
believe that an employer or potential employer is likely to consider them to be
disadvantaged in employment by reason of that impairment,
33
Employment Equity Report - 2014
and includes persons whose functional limitations owing to their impairment have been
accommodated in their current job or workplace.
Based on this definition, do you consider yourself to be a person with a disability?
☐Yes
☐No
4(b)
√
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
5.
6.
If you have indicated YES in 4(a), please place a check (√) beside the impairment(s) that
best describes your disability. This will assist the equity office in addressing the unique
needs of different disabilities.
Any persistent degree of:
Examples:
Coordination/dexterity impairment
Cerebral palsy
Mobility/functional limitation
Paraplegia
Chronic illness/systemic/medical condition
Hemophilia, cancer, AIDS, arthritis, diabetes
Hearing Impairment
Hard of hearing, deafness
Vision Impairment
Glaucoma, blind
Inability to generate or emit verbal messages, such as
Speech Impairment
aphasia
Developmental Disability
Down’s syndrome
A previous mental illness or one which is under control,
Mental health issue
such as schizophrenia, depression, OCD
Learning disability
Dyslexia, dysnomia, dysgraphia
Other:
For the purposes of employment equity, “persons of a minority sexual orientation”
means persons who are gay, lesbian, bi-sexual, two-spirited, queer, trans* etc. Based
on this definition, do you consider yourself to be a person of a minority sexual
orientation?
☐Yes
☐No
From time to time, the Diversity and Equity Office receives specific requests for
participation of designated group members in various university initiatives,
programs/services and committee work. Do you consent to having the Diversity and
Equity Office contact you regarding your possible interest in participating?
☐Yes
☐No
Thank you. Please return the survey to the Diversity and Equity Office using the envelope provided.
34
Employment Equity Report - 2014
Appendix B – Overall Percentage Charts
Overall Percentage of Women Employed at Laurier
Overall Percentage of Visible Minorities Employed at Laurier
35
Employment Equity Report - 2014
Overall Percentage of Aboriginal Persons Employed at Laurier
Overall Percentage of Persons with Disabilities Employed at Laurier
36
Employment Equity Report - 2014
Overall Percentage of Sexual Minorities Employed at Laurier
37
Employment Equity Report - 2014
Appendix C - Employment Equity Occupational Groups Definitions
1. Senior Managers
Employees holding the most senior positions in large firms or corporations. They are responsible
for the corporation's policy and strategic planning, and for directing and controlling the functions
of the organisation.
Examples: President, chief executive officer, vice-presidents, chief operating officer, senior
government officials, general managers and divisional heads, and directors who have several
middle managers reporting to them or are responsible for the direction of a critical technical
function.
2. Middle and Other Managers
Middle and other managers receive instructions from senior managers and administer the
organisation's policy and operations through subordinate managers or supervisors. Senior
managers, middle and other managers comprise all managers.
Examples: Managers of transport operations, communications, finances, human resources, sales,
advertising, purchasing, production, marketing, research and development, information systems,
maintenance; commissioned police officers, commissioned officers in the armed forces.
3. Professionals
Professionals usually need either university graduation or prolonged formal training and often
have to be members of a professional organization.
Examples: Engineers (civil, mechanical, electrical, petroleum, nuclear, aerospace), chemists,
biologists, architects, economists, lawyers, teachers, doctors, accountants, computer
programmers, registered nurses, physiotherapists, ministers of religion.
4. Semi-Professionals and Technicians
Workers in these occupations have to possess knowledge equivalent to about two years of postsecondary education, offered in many technical institutions and community colleges, and often
have further specialized on-the-job training. They may have highly developed technical and/or
artistic skills.
Examples: Technologists and technicians (broadcast, forestry, biological, electronic,
meteorological, geological, surveying, drafting and design, engineering, library, medical, dental),
specialized inspectors and testers (public and environmental health, occupational health and
safety, engineering, industrial instruments), dental hygienists, midwives, ambulance attendants,
paralegal workers, graphic designers and illustrating artists, announcers and other broadcasters,
coaches.
38
Employment Equity Report - 2014
5. Supervisors
Non-management first-line coordinators of white-collar (administrative, clerical, sales, and
service) workers. Supervisors may, but do not usually, perform any of the duties of the
employees under their supervision.
Examples: Supervisors of administrative and clerical workers such as general office clerks,
secretaries, word processing operators, receptionists, and switchboard operators, computer
operators, accounting clerks, letter carriers, tellers; supervisors of sales workers such as airline
sales agents, service station attendants, grocery clerks and shelf stockers, cashiers; and
supervisors of service workers such as food and beverage workers, canteen workers, hotel
housekeeping, and cleaning workers, dry cleaning and laundry workers, janitors, grounds people,
tour guides, parking lot attendants.
6. Supervisors: Crafts and Trades
Non-management first-line coordinators of workers in manufacturing, processing, trades, and
primary industry occupations. They supervise skilled crafts and trades workers, semi-skilled
manual workers and/or other manual workers. Supervisors may, but do not usually, perform any
of the duties of the employees under their supervision.
Examples: Supervisors of workers in manufacturing (motor vehicle assembling, electronics,
electrical, furniture, fabric, etc.), processing (mineral and metal, chemical, food & beverage,
plastic and rubber, textiles, etc.), trades (carpentry, mechanical, heavy construction equipment,
printing, etc.), and primary industry (forestry, logging, mining and quarrying, oil and gas,
agriculture and farms, etc.).
7. Administrative and Senior Clerical Personnel
Workers in these occupations carry out and coordinate administrative procedures and
administrative services primarily in an office environment, or perform clerical work of a senior
nature.
Examples: Administrative officers; executive assistants; personnel and recruitment officers; loan
officers; insurance adjusters; secretaries; legal secretaries; medical secretaries; court recorders;
property administrators.
8. Skilled Sales and Service Personnel
Highly skilled workers engaged wholly or primarily in selling or in providing personal service.
These workers have a thorough and comprehensive knowledge of the processes involved in their
work and usually have received an extensive period of training involving some post-secondary
education, part or all of an apprenticeship, or the equivalent on-the-job training and work
experience.
Examples: Sales: insurance agents and brokers, real estate agents, retail and wholesale buyers,
technical sales specialists. Service: police officers, firefighters, chefs, cooks, butchers, bakers,
funeral directors and embalmers.
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Employment Equity Report - 2014
9. Skilled Crafts and Trades Workers
Manual workers of a high skill level, having a thorough and comprehensive knowledge of the
processes involved in their work. They are frequently journeymen and journeywomen who have
received an extensive period of training.
Examples: Sheet metal workers, plumbers, electricians, tool and die makers, carpenters, glaziers,
welders, telecommunications line and cable, installation and repair technicians; mechanics
(heavy duty, refrigeration, aircraft, elevator, motor vehicle), tailors, jewellers, oil and gas well
drillers, fishing masters and officers, paper making control operators.
10. Clerical Personnel
Workers performing clerical work, other than senior clerical work.
Examples: General office and other clerks (data entry, records and file, accounting, payroll,
administrative, personnel, library, purchasing, storekeepers and parts, mail and postal, insurance
clerks, customer service, statistics, purchasing and inventory clerks); typists and word processing
operators; receptionists and switchboard operators; computer operators; typesetters; dispatchers
and radio operators; couriers and messengers; letter carriers; tellers.
11. Intermediate Sales and Service Personnel
Workers engaged wholly or primarily in selling or in providing personal service who perform
duties that may require from a few months up to two years of on-the-job training, training
courses, or specific work experience. Generally, these are workers whose skill level is less than
that of skilled sales and service, but greater than that of elementary sales and service workers.
Examples: Sales: airline sales agents, non-technical wholesale sales representatives, retail
salespersons. Service: dental assistants, nurses aides and orderlies, tour and travel guides, hotel
front desk clerks, correctional service officers, sheriffs and bailiffs, bartenders, nannies,
aestheticians, pet groomers.
12. Semi-Skilled Manual Workers
Manual workers who perform duties that usually require a few months of specific vocational onthe-job training. Generally, these are workers whose skill level is less than that of skilled crafts
and trades workers, but greater than that of elementary manual workers.
Examples: Truck drivers, railway yard workers, longshore workers, material handlers, foundry
workers, machine operators (plastics processing, chemical plant, sawmill, textile, pulp mill,
tobacco, welding), workers assembling, inspecting or testing products (motor vehicles, boats,
electrical motors, furniture).
13. Other Sales and Service Personnel
Workers in sales and service jobs which generally require only a few days or no on-the-job
training. The duties are elementary, and require little or no independent judgement.
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Employment Equity Report - 2014
Examples: Sales: service station attendants, grocery clerks and shelf stockers, cashiers. Service:
security guards, janitors, kitchen and food service helpers, dry cleaning and laundry occupations,
attendants in recreation and sport.
14. Other Manual Workers
Workers in blue collar jobs which generally require only a few days or no on-the-job training or
a short demonstration. The duties are manual, elementary, and require little or no independent
judgement.
Examples: Helpers and labourers in construction and other trades (plumber assistants, carpenter
helpers, refrigeration mechanic helpers, surveyor helpers), garbage collectors, road maintenance
workers, railway labourers, tobacco or fruit pickers, landscape labourers, fish farm helpers,
roustabouts, labourers in processing industry.
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