Report to DIVERSITY COUNCIL OHR ACTIONS Diversity Strategic Plan November 22, 2002

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Report to DIVERSITY COUNCILOHR
ACTIONSDiversity Strategic PlanNovember 22,
2002
OHR Dedicated to Diversity
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• Strategy 1 Develop employees to their maximum
  potential
• Goal 1 Opportunities for growth exist equitably
  for all employees

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Promote expand mentoring opportunities
(Center-wide and directorate-wide formal
mentoring programs)

• Mentoring Opportunities Available The number of
  mentoring opportunities available at the GSFC
  are limited only by the number of interested
  participants
• GSFC Center-wide Mentoring Program
• FY 01 - 34 participants (17 partnerships)
  diversity reflected in all categories, i.e. age,
  gender, race, organizations
• FY 02 - 38 participants (19 partnerships)
  diversity reflected in all categories, i.e. age,
  gender, race, organizations
• FY 02 - Launched the Formal Mentoring Program at
  Wallops16 participants (8 partnerships)
  diversity reflected in all categories, i.e. age,
  gender, race, organizations
• FY 03 82 participants (41 partnerships)
  diversity reflected in all categories, i.e. age,
  race, gender, organizations

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Promote expand mentoring opportunities
(Center-wide and directorate-wide formal
mentoring programs)

• Directorate Mentoring
• Two Directorates currently have Formal Mentoring
  Programs Applied Engineering Technology
  Directorate (Code 500) and Flight Projects
  Directorate (Code 400)
• Management Operations Directorate uses internal
  process for determining mentoring partnerships,
  then refers those partnerships to the Centerwide
  Mentoring Program
• Although the Directorate Mentoring Programs are
  managed by the individual directorates, Code 110
  collaborates with these organizations to ensure
  program efficiencies via shared workshops,
  coaches, and other resources

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Facilitate career progression by providing
opportunities for developmentwork assignments,
upward mobility programs, GLES, PMDE, detail
assignments, academic programs and professional
conferences

• Detail Assignments
• GSFC does not have a formal program which
  facilitates details and rotational assignments
  therefore, no quantitative data is available
• Shadow, rotations, and detail assignments are
  often a part of individual development plans
  (IDP) which are not tracked within the OHR
  anecdotally we are aware that there is an
  increase in these types of arrangements
  particularly in the professional administrative
  areas, less on the engineering side.

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Facilitate career progression by providing
opportunities for developmentwork assignments,
upward mobility programs, GLES, PMDE, detail
assignments, academic programs and professional
conferences

• Academic Programs FY02-03
• Undergraduate Study Program - 49 participants
  (16 new, 33 continuing)
• Part-time graduate Study Program 111
  participants (66 new, 45 continuing)
• Research and Scientific Fellowships Program 5
  participants
• Directorates also approve employees for academic
  training outside of formal programs

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Facilitate career progression by providing
opportunities for developmentwork assignments,
upward mobility programs, GLES, PMDE, detail
assignments, academic programs and professional
conferences

• Conduct time-in-grade survey every two years
• No comprehensive TIG analysis has been conducted
  for many years. Limited TIG analyses were last
  conducted in concert with promotion redesign
  (1999-2000) and class action mediation (2001).
  Focused only on SE skills, GS-13 GS-14 grades
  and ethnicity.
• Develop baseline Time In Grade (TIG) analysis in
  FY03 looking at the following dimensions
• Skill group, grade, ethnicity, gender, age,
  disability.
• This will be a very large study when 6 (or more)
  dimensions of diversity are included.
• Need to determine appropriate venue for
  reporting EO Council, web, other

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Facilitate career progression by providing
opportunities for developmentwork assignments,
upward mobility programs, GLES, PMDE, detail
assignments, academic programs and professional
conferences

• Number of opportunities available and Number
  participating
• GLES October 21-26, 2001 (23 participants)
• 7 Female
• 3 African American 4 Caucasian
• 6 Professional Administrative 1 Engineer
• 16 Male
• 2 Asian/Pacific 1 Hispanic 13 Caucasian
• 5 Professional Administrative 10 Engineers 1
  Scientist
• 1 Non-Targeted Disability
• Overall Age
• 30 range 7 40 range 10 50 range 5 60
  range 1

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Facilitate career progression by providing
opportunities for developmentwork assignments,
upward mobility programs, GLES, PMDE, detail
assignments, academic programs and professional
conferences

• Number of opportunities available and Number
  participating
• GLES May 19-24, 2002 (28 participants)
• 8 Female
• 2 African American 5 Caucasian 1 Asian/Pacific
• 3 Professional Administrative 4 Engineers 1
  Scientist
• 20 Male
• 1 African America 2 Asian/Pacific 17 Caucasian
• 3 Professional Administrative 17 Engineers
• 0 Disability
• Overall Age
• 30 range 8 40 range 16 50 range 4

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Facilitate career progression by providing
opportunities for developmentwork assignments,
upward mobility programs, GLES, PMDE, detail
assignments, academic programs and professional
conferences

• Number of opportunities available and Number
  participating
• PMDE (13 participants)
• 9 Female
• 2 African American 5 Caucasian 1 Asian/Pacific
  1 Hispanic
• 5 Professional Administrative 4 Engineers
• 4 Male
• 2 African America 1 Caucasian 1 Hispanic
• 2 Professional Administrative 2 Engineers
• 0 Disability
• Overall Age
• 30 range 8 40 range 16 50 range 4

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Facilitate career progression by providing
opportunities for developmentwork assignments,
upward mobility programs, GLES, PMDE, detail
assignments, academic programs and professional
conferences

• Number of opportunities available and Number
  participating
• PDP (3 participants)
• 1 Female
• 1 Caucasian
• 1 Professional Administrative
• 2 Male
• 1 African America 1 Caucasian
• 1 Professional Administrative 1 Engineer
• 1 Non-Targeted Disability
• Overall Age
• 30 range 2 50 range 1

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• Strategy 1 Develop employees to their maximum
  potential
• Goal 2 Supportive environment exists for
  employee development

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Supervisors create supportive environment by
encouraging and enabling employees to participate
in developmental programs

• Retention Rates/Turnover
• Assume attrition rate analysis is the actual
  requirement
• Propose augmenting existing attrition data
  available on the OHR web page with rates (as
  opposed to just numbers)
• Display attrition rates for dimensions currently
  available (skill, ethnicity, gender, disability)
• Propose annual instead of quarterly reporting to
  align with current web updates and to avoid
  statistics of small numbers

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Supervisors create supportive environment by
encouraging and enabling employees to participate
in developmental programs

• Number of Management Training
• 46 Courses Offered through Leadership/Management
  Call
• 192 Particpants
• 73 Female
• 16 African American 48 Caucasian 5
  Asian/Pacific 4 Hispanic
• 44 Professional Administrative 29 Engineers
• 1 Non-Targeted Disability
• 119 Male
• 22 African American 80 Caucasian 8
  Asian/Pacific 9 Hispanic
• 42 Professional Administrative 75 Engineers 2
  Scientists
• 4 Non-Targeted Disability
• Overall Age
• 30 range 47 40 range 105 50 range 39 60
  range 1

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Supervisors create supportive environment by
encouraging and enabling employees to participate
in developmental programs

• Percent of New Supervisors Taking New Supervisors
  Training Within One Year of Becoming Supervisor
• Collaborating with Code 295 to develop
  supervisory training database for tracking
  purposes.

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• Strategy 2 Create an Inclusive
  Environment/Culture
• Goal 1 Environment is well-balanced and
  stress-reduced

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Conduct exit interviews to identify issues
contributing to attrition

• Number of Interviews Conducted (See Below for
  Status)
• Survey Results and Resulting Action Plan (See
  Below for Status)
• Currently creating an Anonymous Web-based tool
  that would collect data to assist Center
  Management in understanding why people are
  leaving. This tool will allow employees to
  either have a personal exit interview or complete
  the interview via web anonymously. The tool will
  consist of having multiple choices as well as
  free form comments. The tool will be available
  in the next 6 months.

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• Strategy 2 Create an Inclusive
  Environment/Culture
• Goal 3 Employees and supervisors are educated on
  diversity and its value to the GSFC mission

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Incorporate strengthen diversity awareness in
supervisory, management, leadership and
developmental courses

• Percent of Courses That Include Diversity
  Awareness
• Participant Feedback on Measure of Success
• One outcome of Leadership Needs Assessment
  implementation is to incorporate Diversity
  Awareness training where appropriate and evaluate

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Make diversity training courses and other
in-house resources available for employees

• Number of Courses Available
• Number of People Attending
• 3 different courses offered twice, except one
• January (14 participants) Diversity The Value
  of Mutual Respect
• 9 Female
• 5 African American 3 Caucasian 1 Asian/Pacific
• 7 Professional Administrative 2
  Secretarial/Clerical
• 5 Male
• 2 African American 3 Asian/Pacific
• 1 Professional Administrative 3 Engineers 1
  Technician
• Overall Age
• 30 range 4 40 range 5 50 range 3 60
  range 1 70 range 1

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Make diversity training courses and other
in-house resources available for employees

• Number of Courses Available
• Number of People Attending
• 3 different courses offered twice, except one
• April (20 participants) Diversity The Value
  of Mutual Respect
• 11 Female
• 1 African American 7 Caucasian 2 Asian/Pacific
  1 Hispanic
• 10 Professional Administrative 1 Engineer
• 9 Male
• 4 African American 5 Caucasian
• 7 Professional Administrative 1 Engineer 1
  Technician
• Overall Age
• 20 range 1 30 range 6 40 range 9 50
  range 4

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Make diversity training courses and other
in-house resources available for employees

• Number of Courses Available
• Number of People Attending
• 3 different courses offered twice, except one
• May (16 participants) Building Bridges of
  Understanding
• 12 Female
• 4 African American 7 Caucasian 1 Asian/Pacific
• 10 Professional Administrative 1 Engineer 1
  Secretarial/Clerical
• 4 Male
• 2 African American 2 Caucasian
• 2 Professional Administrative 2 Engineers
• Overall Age
• 30 range 8 40 range 6 50 range 2

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Make diversity training courses and other
in-house resources available for employees

• Number of Courses Available
• Number of People Attending
• 3 different courses offered twice, except one
• June (12 participants) Building Bridges of
  Understanding
• 12 Female
• 7 African American 4 Caucasian 1 Asian/Pacific
• 11 Professional Administrative 1
  Secretarial/Clerical
• 1 Non-Targeted Disability
• Overall Age
• 20 range 3 30 range 4 40 range 2 50
  range 3

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Make diversity training courses and other
in-house resources available for employees

• Number of Courses Available
• Number of People Attending
• 3 different courses offered twice, except one
• September (17 participants) Leading Diverse
  Teams to Excellence
• 3 Female
• 2 Caucasian 1 Asian/Pacific
• 1 Professional Administrative 2 Engineers
• 14 Male
• 4 Asian/Pacific 9 Caucasian 1 Hispanic
• 2 Professional Administrative 11 Engineers 1
  Technician
• 1 Non-Targeted Disability
• Overall Age
• 30 range 5 40 range 3 50 range 7 60
  range 1

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• Strategy 3 Work Towards Being An Employer of
  Choice
• Goal 3 Management is accountable for developing
  and maintaining a diverse workforce

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Conduct interviews to monitor success of
recruitment efforts and identify areas of
improvement

• Number of Interviews Conducted
• A web-based survey was distributed to
  approximately 90 freshouts who were hired since
  December, 1999
• Objective of survey to assess
• whether or not our entry level hires were
  attracted to GSFC as a result of our recruitment
• what motivated them to accept our offer of
  employment
• In early November, data was received from 51
  respondents and is currently being analyzed for
  substantive recommendations

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Conduct interviews to monitor success of
recruitment efforts and identify areas of
improvement

• Strengthen Diversity Competency in Performance
  Plans (EPCS) for Supervisors and Managers
• In collaboration with the Equal Employment
  Opportunity Office, the Human Resources Critical
  element concerning diversity has been updated to
  read
• Assigns work according to employees abilities.
  Creates a work environment which attracts and
  retains highly skilled employees, promotes equity
  through meeting affirmative action goals and
  actively encourages diversity in all aspects of
  personnel decisions, rewards quality improvements
  and productivity, and enhances employee
  development and contribution to NASAs functions
  and mission.

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Conduct interviews to monitor success of
recruitment efforts and identify areas of
improvement

• Managers and Supervisors Utilize Multi-rater
  Feedback and Assessment
• Supervisory Feedback implemented September 2001,
  providing an opportunity for supervisors to
  receive constructive feedback from their
  employees in seven areas

• Human Resources Management
• Organization Communication
• Teamwork

• Accountability
• Change Orientation
• Diversity
• Financial/Technical Management

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Conduct interviews to monitor success of
recruitment efforts and identify areas of
improvement

• Managers and Supervisors Utilize Multi-rater
  Feedback and Assessment (Continued)
• Modifying survey questions to be more specific
  and useful
• Encouraging employees who are matrixed to a
  manager to provide feedback to the matrixed
  manager
• Providing supervisors with an action planner to
  document their commitments and a Guide to Giving
  and Receiving Feedback
• Adding an additional requirement that supervisors
  share their report with their higher level
  supervisor
• Continuing to provide facilitators to help
  supervisors review their results as well as share
  their results.

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Conduct interviews to monitor success of
recruitment efforts and identify areas of
improvement

• Managers and Supervisors Utilize Multi-rater
  Feedback and Assessment (Continued)
• Office of Human Resources conducted focus groups
  emphasized that a key to receiving feedback is
  supervisors encouraging employees to provide the
  feedback. FY01 FY02
• Supervisors receiving feedback 111
  878
• Surveys completed 185 1,307