&EPA
United Stales
Environmental Pro;ect:or
Agency
Administration a^d
Resources Management
(PM-224)
EPA/208-B-92-0003
November ^992
Cultural Diversity
Challenges for EPA
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Executive S
ummary
There are several important questions that come up often
in discussions on the subject of diversity. This report provides
information, insights and perspectives that should help you
answer these questions as they may be relevant to you
personally and applicable to your role in helping EPA get its
job done. This executive summary explains the content of this
report in terms of the following questions.
Q What is diversity?
Q Why is diversity important to EPA?
O How diverse is EPA's current work force and what changes
can we anticipate in the future?
Q What are the major issues and concerns about diversity in
EPA and how should EPA respond to the challenges and
opportunities diversity presents to us?
Q What effect will these changes have on me personally and
what can and should I do to help make a difference?
What is Diversity?
Diversity is concerned with valuing and fully utilizing the
talents and skills of all our people. It emphasizes using
individual differences to build effective teams to increase
organizational capacity and effectiveness. Individual differ-
ences may be related to race, ethnicity, gender, sexual orien-
tation, age, physical capabilities, nationality, professional
discipline, cultural heritage and other attributes. The effec-
tive utilization of these diverse attributes stimulates and
reinforces creative thinking, problem solving, innovation and
a strong quality of work life for our employees. Additional
information on the importance of valuing and managing
diversity is included in the section on "Definitions.11
Why is Diversity Important
to EPA?
The discussion on "Diversity and EPA's Mission" makes
the point that EPA cannot achieve its mission and strategic
priorities without the full involvement and efforts of all its
employees working well together. The summary of diversity
challenges provides further perspectives on why EPA has
approached diversity as an issue of building greater organiza-
tional capacity and more effective work teams.
Background
The increasing diversity of employees in the workplace
has become an important issue for managing organizations,
in both the public and private sectors. Major demographic
changesare taking place in the U.S. labor force. Overthe next
few years, an increasing percentage of women and minorities
will be entering the work force. These changes are expected
to continue throughout the remaining years of the twentieth
century. Organizations are beginning to realize the impor-
tance of understanding and appreciating the more culturally
diverse workforce of the future. Valuing diversity will enable
organizations to benefit from a broad range of perspectives
and take advantage of invaluable contributions to creative
thinking, problem solving and innovation.
In May 1990, the EPA launched a comprehensive initia-
tive to analyze the issues of working with a culturally diverse
work force. The Deputy Administrator established a Cultural
Diversity Task Force and directed it to conduct an assessment
of diversity issues and to develop recommendations and
strategies to position EPA to meet Workforce 2000 chal-
lenges. EPA's diversity effort is based on an integrated,
systematic approach aimed at making the Agency more
effective in achieving its mission and becoming an employer
of choice.
The Task Force became fully operational in July 1990 with
Clarence Hardy, Deputy Director of the Office of Human
Resources Management, as Chair. Task Force activities were
organized into four work groups:
Literature Search/Best Practices, Hector Suarez-Leader
Data Analysis, Suzanne Olive-Leader
Employee Survey, Bill FarlandLeader
Training, Mike Shapiro-Leader
This report has been prepared by the Diversity Task Force.
The findings, lessons learned and insights gained by the Task
Force form the basis for the conclusions, recommendations
and challenges outlined in this report.
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Executive
Work Force Diversity in
EPA
In the section on Analysis of Key Issues and Concerns,
EPA's work force profile is depicted as generally reflecting
the civilian labor force with some specific exceptions. Cer-
tain minority groups, Hispanics and American Indians are
prime examples, are underrepresented in EPA and women
and minorities are not well represented in supervisory,
managerial and executive positions in EPA. EPA needs to
take specific actions to correct these imbalances.
Major Diversity Issues and
Concerns
This report highlights six challenges we must conquer to
make sure that EPA builds and maintains the institutional
capacity to take advantage of the richness of our diversity.
The challenges demand priority attention, bold action, and
visionary, courageous leadership at all levels. To overcome
these challenges and to take full advantage of the opportuni-
ties diversity presents, EPA must:
diversify leadership ranks to reflect the demographic
profile of its general work force and "feeder" popula-
tion;
ensure access for all groups to participate in the EPA
mainstream;
focus on enhancing and maintaining effective working
relationships between all groups but give priority to
reducing tension between "professional" and "sup-
port" staffs;
continue to promote involvement and empowerment of
all employees in the work processes and participation
forums of EPA and ensure that total quality management
and diversity initiatives are fully integrated;
inform and educate all EPA employees on the compel-
ling need and advantages of diversity for EPA;
adopt a strategic approach to diversity and implement
a comprehensive plan of action to successfully meet the
challenges discussed in this report.
Survey Findings
The main survey findings provide specific information on
employees' opinions and perceptions of how EPA is dealing
with a broad range of employment and workplace issues.
Sixty-nine (69) percent of Headquarters employees com-
pleted the survey. The main issues they raised focused on:
Recruitment and Hiring
Most (86%) say that EPA has a good record in recruiting
women. But, only 48% say that competition is fair and
open when competing for jobs at EPA.
Training
Most (75%) say that then- opportunities for training are
adequate. Respondents would like for EPA training to be
sensitive to diverse cultural backgrounds.
Promotions
Seventy-seven (77) percent of staff have been promoted at
EPA. But, 70% say that promotions past GS/GM-13 are
not equitable.
Awards/recognition
Eighty-nine (89) percent of employees have received
awards. However, 57% are not satisfied with their recog-
nition at EPA.
Performance appraisal
Forty-six (46) percent say that performance appraisal is
fair. Most say they know where they stand. Most say they
would like more frequent feedback.
Work climate
Most respondents said that the people they work with show
respect for one another.
Supervisor/staff relations
Most (78%) say that their supervisors work well with
cultural identities different from their own.
Professional/support relations
There is some conflict between professional and support
staff.
Sexual Harassment and Discrimination
Thirty-nine percent (39%) of survey respondents perceive
sexual harassment as a problem in EPA. Thirty-three
percent (33%) of respondents said they have experienced
some form of discrimination at EPA.
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Summary (Cont'd)
Best Practices
Lessons learned from our best practices study provide
some additional insights on how EPA might respond more
fully to the challenge of managing diversity. The work group
identified a number of keys necessary to succeed in this
endeavor:
Q a high degree of involvement and commitment from all
levels of management;
Q a comprehensive training strategy to effectively imple-
ment and advance the concept of diversity in the work-
place;
Q new skills and an enhanced level of awareness of how to
use individual differences for the benefit of the organiza-
tion;
Q considerable investment of time, resources, and persis-
tence;
Q the integration of diversity factors into the overall review,
revamping and utilization of agency human resources
policies and practices;
Q an appropriate level of staff and resources for implement-
ing and following through with the action plans;
Q an effective management approach to diversity, based on
sound business reasons for addressing diversity; and
Q clearly articulated written policies and practices that out-
line specific programs, goals, expectations, and methods
of accountability.
Leadership Actions
hi response to the questions "What effect will these
changes have on me personally?'' and' 'What can I do to help
make a difference?", the Diversity Challenges Report out-
lines a comprehensive strategy and action plan that requires
bold action and visionary and courageous leadership at all
levels. Communications, education, training and infrastruc-
ture issues are discussed, as well as roles and responsibilities
of EPA employees and managers. Specific leadership actions
recommended for EPA top management are described below.
Diversity should continue to be a top management priority
linked to the Agency's strategic plan and total quality efforts.
The Administrator should:
Q issue a strong management message on diversity to pro-
mulgate EPA's diversity philosophy and outline key fea-
tures of EPA's diversity strategy;
Q designate a Strategic Management Leadership Council
(SMLC) charged with overseeing and directing an effort to
consolidate and integrate change initiatives like pollution
prevention, strategic planning, total quality management
and managing diversity; and
Q sponsor senior management forums focusing on cultural
diversity for EPA and include diversity leadership training
for SMLC and other EPA executives.
Finally, EPA should be as resourceful as possible in
providing the necessary incentives and reinforcements to
make diversity successful. There are specific recommenda-
tion included in the diversity strategy. Ultimately, our
success with diversity will depend in large part on how we
define success, evaluate results and hold ourselves account-
able.
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Diversity Challenges for EPA - November 1992 A Strategy for BoW Action
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Diversity Challenges for EPA - November 1992 A Strategy for Bold Action
Contents
Executive Summary 3
Diversity and EPA's Mission 9
Definitions: Valuing and Managing Diversity II
Diversity Challenges for EPA 13
Main Survey Findings 17
Analysis of Key Issues and Concerns 25
Strategy and Implementation 47
Bibliography 57
Acknowledgements 59
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Diversity Challenges for EPA - November 1992 A Stritegy for Bold Action
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Diversity and EPA's Mission
The mission of EPA is to preserve and improve the quality
of the environment, protect human health and safeguard the
productivity of natural resources on which all human activities
depend. The people who work at EPA are dedicated to this
mission. Highly skilled and'culturally diverse, we are commit-
ted to using quality management processes that encourage
teamwork and promote innovative and effective solutions to
environmental problems. In particular, we are committed to
ensuring that:
Q Federal environmental laws are implemented and enforced
effectively.
Q U.S. policy, both foreign and domestic, fosters the integra-
tion of economic development and environmental protec-
tion so that economic growth can be sustained over the long
term.
Q Public and private decisions affecting energy, transporta-
tion, agriculture, industry, international trade, and natural
resources fully integrate considerations of environmental
quality.
Q National efforts to reduce environmental risk are based on
the best available scientific information communicated
clearly to the public.
Q Everyone in our society recognizes the value of preventing
pollution.
Q People have the information and incentives they need to
make environmentally responsible choices in their daily
lives.
Q Schools and community institutions promote environmen-
tal stewardship as a "national ethic."
This very ambitious statement is an excerpt from the
Agency's strategic plan, Strategic Directions for the U.S.
Environmental Protection Agency: "Preserving Our Future
Today" (1991). It cannot be achieved without the full
involvement and efforts of all of EPA employees working well
together and satisfying our customers, the American tax
payers. Thus, diversity is intricately linked with the EPA
mission.
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Diversity Challenges for EPA - November 1992 A Strategy for Bold Action
10
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Definitions: Valuing and Managing Diversity
In this section we define and distin-
guish among some of the terms fre-
quently used in working with diversity.
Basic Principles
Two principles that are critical to
working with people effectively are: (1)
respect for the individual and (2) under-
standing and appreciating differences.
These are basic rules and are obvious to
many, but when they are not practiced,
there can be tension and problems in
work relationships. Productivity and
performance suffer as a result.
Respect for the
Individual
Recognizing human dignity and giv-
ing respect to each individual are funda-
mental and essential elements of posi-
tive humanrelations. The premise is that
people work better when they feel they
are valued. Value is felt when individual
differences are recognized and appreci-
ated. Differences provide opportunities
for learning, and learning from differ-
ences is an important key to competence
and empowerment. Valued and empow-
ered people build supportive and pro-
ductive relationships. As a result, the
work group and the organization are
successful.
Valuing Differences
Diversity focuses on understanding,
valuing and effectively using individual
differences to realize the full human
potential in an organization. In this
context, there are certain attitudes, be-
haviors and core values that can have a
powerful influence on performance and
effectiveness. Attitudes, behaviors and
core values make up what is frequently
and casually referred to as organiza-
tional culture. Organizational culture
determines the way things are done and
communication, education and experi-
ence are important variables in this pro-
cess. This point underscores the critical
importance of diversity training to the
process of building and maintaining the
capacity to fully utilize all human abili-
ties and potential. Valuing differences
begins with awareness. Changes in atti-
tude, behavior and values are critical next
steps. Real success comes with the ac-
quiring of "diversity" skills and apply-
ing them in daily activities.
Since diversity is often confused with
Affirmative Action, the following dis-
cussion seeks to clarify the connection.
Affirmative Action and
Diversity
Affirmative Action involves special
efforts or programs to recruit, hire, de-
velop and advance members of groups
protected by'anti-discrimination laws. In
one sense, a goal of Affirmative Action is
the creation of a diverse work force with
special emphasis on hiring and upward
mobility of groups previously excluded.
Valuing difference goes beyond mere
compliance with Equal Employment Op-
portunity and Affirmative Action legal
and regulatory requirements.
Diversity, as defined in this report,
goes beyond the appeal of legal and
social tenets of Affirmative Action. It
focuses on using all people resources to
get our job done.
The demographic projections in the
Work force 2000 story invoke a business
necessity to be genuinely concerned about
valuing diversity and managing diver-
sity. Dr. R. Roosevelt Thomas, an expert
on diversity, contends that there are dis-
crete levels of organizational compe-
tence in addressing diversity. The differ-
ences, Thomas asserts, may be viewed in
terms of the goal, primary motive, focus,
benefits and challenges at each level.
For an organization in the Affirmative
Action mode, the goal is to recruit and
hire members of the protected groups,
with the basic motive being legal and
regulatory compliance. With the main
focus on special recruitment and hiring
programs, the entry level representation
in this type of organization is increased.
These gains are usually of short-term
duration and quite frequently these Af-
firmative Action efforts create their own
backlash. A cycle of frustration repeats
itself and the benefits are often judged to
be marginal at best.
For an organization in the Valuing
Differences mode, the goal is to estab-
lish quality interpersonal relationships
in addition to creating a diverse work
force. Here, the motive is to gain from
the richness that can flow from diversity
and to have harmony in the organization.
The focus is on understanding, respect-
ing and valuing differences among vari-
ous groups. This is done in the overall
context of the business enterprise. The
results may exceed those of an organiza-
tion in the Affirmative Action mode and
one benefit may be a greater receptivity
to Affirmative Action efforts. One of the
main challenges of valuing differences
is ensuring the proper balance between
management and systems improvement
versus emphasizing harmonious inter-
personal relationships. This challenge
also seems to be cyclical in nature and
produces a certain amount of frustration.
ll
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When an organization is aiming for a
level of sophistication in managing
diversity, its main goal is the full utiliza-
tionofallitspeople. The primary motive
here is to attain competitive advantage.
Organizations that are successful in
managing diversity rely on a strategic
approach. Diversity is seen as an oppor-
tunity to build unique organizational ca-
pacity. These organizations give prior-
ity to ensuring that their corporate cul-
tures and systems are supportive of di-
versity goals and objectives.
The principle of inclusion of all em-
ployees characterizes this approach to
diversity. A primary benefit of this
approach is that a successful organiza-
tion can rightfully lay claim to being an
"employer of choice." This approach
provides escape from the frustratingcycle
that tends to characterize organizations
that are stuck in a legalistic Affirmative
Action approach to diversity.
The Managing Diversity approach,
which is the preferred approach for EPA,
is definitely not easy and requires a focus
on the future. The requirements for
flexibility and adaptability of manage-
ment and leadership style present many
different and difficult challenges. Lead-
ing-edge organizations are committed to
this approach because they believe the
advantages more than outweigh the in-
vestment and costs. They tell their sto-
ries in terms of bottom line increases in
productivity, quality and continuous im-
provement.
Diversity, Productivity
and Quality
In the context of the preceding discus-
sion on valuing and managing diversity,
it should be clear that the connection
between diversity, productivity and qual-
ity is much more than superficial. The
organizations we studied in our bench-
marking and best practices survey gave
many examples of the benefits of diver-
sity to achieving their' 'business'' objec-
tives. In her recent book, The New
Leaders - Guidelines on Leadership Di-
versity in America. Ann M. Morrison
presents impressive evidence based on
research into the experience of sixteen
organizations that have been especially
successful in their diversity efforts (Jos-
sey-Bass Publishers, 1992). Morrison
reports:
"The hard realities of competition
and the marketplace are convincing many
executives that diversity is a necessary
part of their business strategy. They
support diversity for four business rea-
sons:
to keep and gain market share,
to reduce costs,
to increase productivity, and
to improve the quality of management
in their organizations."
Chapter 1 of Morrison's book,
"Achieving Benefits From Leadership
Diversity," is devoted to making the
case for the diversity, productivity and
quality connection. The fact that diversity
is integrated into the business strategies
of these organizations in Morrison's study
indicates how critically important diver-
sity is to mission accomplishment. This
is one of the most important lessons
learned from other organizations that
have dealt with diversity as a manage-
ment priority. This and other major
findings based on the "research" track of
this study are summarized in this report.
12
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
D
iversity Challenges for EPA
In commissioning the EPA Cultural Diversity Study, Deputy
Administrator Habicht demonstrated clear vision and a firm
understanding of the critical linkage of diversity to our mis-
sion. Mr. Habicht said, in his directive creating the Task Force:
"The goal of the Task Force is to construct a profile of past
practices and prevailing attitudes with regards to staffing, staff
development and general sensitivity towards minority and
women concerns. This process should also assist in the
implementation of total quality management principles which
are based, in part, on creating an institutional culture that will
draw upon the unique contribution of each person in the work
force."
Diversity Philosophy Statement
The Importance of Diversity
Diversity is concerned with valuing and ftilly utilizing the talents
and skills of all our people. It emphasizes using individual differences
to build effective teams to increase organizational capacity and effec-
tiveness. Individual differences may be related to race, ethnicity,
gender, sexual orientation, age, physical capabilities, nationality, pro-
fessional discipline, cultural heritage and other attributes. The effective
utilization of these diverse attributes stimulates and reinforces creative
thinking, problem solving, innovation and a strong quality of work life
for our employees.
Our Commitment to Diversity
Diversity provides the Environmental Protection Agency with the
resources necessary to successfully achieve our important environmen-
tal goals and priorities. Our aim is to increase our understanding of how
to involve and empower all our people to the fullest to carry out the day-
to-day operations of EPA. EPA's commitment to diversity is based on
a belief that we can create an environment inside EPA in which all our
people can realize their full potential. Because we see diversity as an
asset, it is important to attract and retain the broad range of talent
reflected in the nation's rich cultures and the diverse labor pool.
Diversity, Quality and Our Mission
Our challenges and opportunities have local, national and interna-
tional dimensions. Our diversity will help us meet these challenges and
take full advantage of all opportunities. Making the most of our
diversity is an inherent part of becoming a quality organization and is
critical to meeting the needs of all our customers. By building on our
common values and goals, we are able to capitalize on the advantages
stored in our differences. Developing and ensuring a strong, diverse
organization is essential to achieving our mission of protecting human
health and the environment, for current and future generations to come.
In a very real sense, diversity is the uniqueness
that defines each person. The individual talents,
skills, energies, abilities, and contributions are the
richness of diversity. From an organizational per-
spective, the concern for diversity is to fully utilize
all people resources to achieve the purposes and
goals of the organization. Increasingly, it is recog-
nized that successful organizations are sustained
by high-performing work teams. High-performing
teams are made up of high-performing individuals
who work effectively together to achieve a com-
mon purpose or goal.
The meaning and importance of diversity to
EPA are captured in our "Diversity Philosophy
Statement." The statement stresses the importance
of diversity to achieving our mission and quality
goals. It is also an affirmation of EPA's commit-
ment to diversity, which, in effect, is a covenant
with our employees.
This report highlights six challenges we must
conquer to make sure that EPA builds and main-
tains the institutional capacity to take advantage of
the richness of our diversity. Capitalizing on
diversitymeans the full utilization of all our people
to achieve our environmental mission and goals.
13
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
This overview report has been pre-
pared by the EPA Cultural Diversity
Task Force. The report contains detailed
information on the activities and results
of the four work groups that were set up
at the beginning of the diversity initia-
tive. The findings, lessons learned and
insights gained from the work groups'
efforts form the basis for the conclusions
and recommendations contained in this
presentation of diversity challenges that
confront EPA. These challenges de-
mand priority attention, bold action and
visionary and courageous leadership at
all levels. To overcome these chal-
lenges and to take full advantage of the
opportunities diversity presents, EPA
must:
diversify its leadership ranks to
reflect the demographic profile of its
general work force and "feeder"
population;
ensure access for all groups to par-
ticipate in the EPA mainstream;
focus on enhancing and maintain-
ing effective working relationships
between all groups but give priority
to reducing tension between "pro-
fessional" and "support" staffs;
continue to promote involvement
and empowerment of all employ-
ees in the work processes and partici-
pation forums of EPA and ensure that
total quality management and diver-
sity initiatives are fully integrated;
inform and educate all EPA em-
ployees on the compelling need and
advantages of diversity for EPA;
adopt a strategic approach to di-
versity and implement a compre-
hensive plan of action to success-
fully meet the challenges discussed
in this report.
Diversifying EPA Leadership
Ranks
The demographic profile of EPA's
managerial work force is in stark con-
trast to the composition of EPA's general
work force. While EPA's total work
force generally mirrors the civilian labor
force (CLF), there is very little racial and
general diversity in EPA's leadership
ranks. To correct this situation, EPA
needs a fresh approach and anew defini-
tion of success related to filling manage-
rial positions. We need to continue to
build diverse "feeder" groups, enhance
developmental programs, accelerate suc-
cession planning, and apply a variety of
definitive accountability practices to help
ensure steady progress in changing our
leadership profile.
The new approach is based on parity
with the EPA'' feeder'' population and it
also applies to developmental programs,
management succession planning and
other special programs related to staff-
ing supervisory, managerial and execu-
tive positions. Examples of some effec-
tive accountability practices used by other
successful and "leading edge" organi-
zations are discussed in the strategy sec-
tion of this report.
Ensuring Access and
Opportunities
EPA must continue its efforts to make
sure that all groups are part of the main-
stream of EPA. Access is viewed in
terms of opportunities for recruitment
and hiring; training and development;
promotion and career advancement; and
performance, awards and recognition.
For most minority groups, hiring and
advancement are the cornerstone of the
access issue. Many of the equity issues
and concerns expressed by women and
minorities revolve around these basic
areas. These subjects are discussed in
more depth in the "Issue Analysis" sec-
tion of this report.
Since FY1989, EPA has made steady
progress in increasing racial and gender
diversity in our general work force. De-
spite the overall recent hiring successes,
EPA has several areas where definite
improvement is still needed. Certain
groups like American Indians, Hispan-
ics, and persons with disabilities are not
well represented in the EPA work force.
They don't have access to certain cat-
egories of jobs and are not well repre-
sented at all grade levels. EPA needs to
give priority to correcting these imbal-
ances.
Improving Working Relationships
The survey responses indicate that, on
the whole, EPA employees feel very
positive about then* relationships with
their supervisors and peers. A large
majority ranging from 54% ("Other"
group respondents) to 81% (white re-
spondents) agree with the statement:
"People I work with show respect for
one another.'' An even larger majority
(63% of all respondents) credit their
supervisors as "dealing fairly with em-
ployees of different cultural back-
grounds."
For three other important areas que-
ried in the survey, results are not quite as
positive. One area is foe perception that
certain minority groups are favored.
The other area is mentoring, which got a
very mixed return. Perhaps the most
important relationship issue is the "ten-
sion between professional and support
staffs." Two possible reasons cited most
frequently in survey responses were: (1)
lack of clarity in the definition of roles
and responsibilities of support staff and
(2) lack of cultural sensitivity.
Some of the training and develop-
mental programs already in place at EPA
can be directed toward resolving these
issues. Additional customized training
efforts might be needed.
14
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Employee Involvement and
Empowerment
For EPA to get maximum benefit from
work force diversity, we must meet the
challenge of involving and empowering
employees. We need to ensure involve-
ment and empowerment of all employ-
ees in the work, every work process and
all of the Agency's participation forums.
Involvement and empowerment are keys
to increasing organizational strength and
capacity to better achieve mission, qual-
ity and continuous improvement.
The Task Force has cited a number of
innovative practices within EPA that give
us a base of strength on which to build.
Responses to survey questions related to
employee job satisfaction offer both en-
couragement and a challenge. Seventy
(70) percent of survey respondents are
satisfied with their job and 27% are not.
While 56% agree with the statement: "I
am satisfied with my involvement in
decisions that affect my work," a signifi-
cant 42% disagree with the statement.
Our line managers and supervisors are
definitely a critical ingredient in the pro-
cess of empowerment. We need to be as
resourceful and an supportive as we can
to make them more effective. Our man-
agement training courses should con-
tinue to emphasize and reinforce this
message.
Informing and Educating EPA
Employees
EPAmust make diversity training and
education a top priority. Diversity train-
ing must be made available to employees
at all levels based on the role and respon-
sibilities they assume within the organi-
zation. Also, the training must be clear
in its purpose, objectives and focus, and
should fully address both awareness and
skills needs, as well as individual and
organizational needs.
All employees need to know how
EPA is addressing diversity. They need
to be aware of the significance of
diversity to accomplishing EPA's mis-
sion and they must have a clear under-
standing of their roles and responsibili-
ties for making it happen. It is particu-
larly important for all employees to
know how to work effectively on di-
verse teams and be able to apply these
skills to a variety of work situations
typical in EPA.
EPA must make sure that supervisors
have the skills and competence to effec-
tively manage and lead diverse work
teams. Our management courses, like
Framework for Supervision and Keys to
Managerial Excellence, our assessment
workshops and the core curriculum avail-
able through the EPA Institute are all
good avenues to provide specific learn-
ing to meet this important need.
To be successful, diversity training
must increase understanding and com-
petence of managers and executives at
all levels. They need to be able to
analyze and deal successfully with a
variety of diversity issues and concerns
and to correct institutional practices that
might tend to exclude employees from
the work, work processes and participa-
tion forums within their organization.
All managers and executives must be
explicitly encouraged to support EPA's
diversity goals and priorities. They also
need to see that, because diversity ben-
efits EPA, it is also in their best interest.
Adopt a Strategic Approach
To successfully address the issues pre-
sented in this report, EPA needs to adopt
a strategic approach to diversity. The
strategic approach involves:
accepting diversity as a management
and strategic issue;
assessing needs and concerns and
developing action plans to resolve
them;
providing awareness, training and
education to support desired goals
and objectives;
revamping policy, systems and prac-
tices as needed;
providing for and ensuring necessary
reinforcement and accountability;
reviewing, evaluating and monitor-
ing progress and results.
The comprehensive organizational as-
sessment conducted by the Cultural Di-
versity Task Force and this report repre-
sent critical first steps by EPA. They put
the change process hi motion. The chal-
lenges presented here are surrounded by
real opportunities for change in EPA.
The next section highlights
major survey findings that may
guide specific choices and ac-
tions EPA may take to aggres-
sively move forward in creating a
quality culture which truly val-
ues and capitalizes on diversity.
We must give priority to diver-
sity and we must provide adequate
direction, support, incentives and
encouragement to supervisors,
managers and employees to fa-
cilitate the changes diversity and
quality require.
IS
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Diversity Challenges for EPA -- November 1992 A strategy for Bold Action
16
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Main Survey Findings
This summary contains two sets of survey findings. The first set of
findings includes a summary of lessons learned from a "best practices
survey" on how other successful organizations deal with work force
diversity. It includes a list of exemplary practices other organizations use
to support their diversity efforts. Some of EPA's own exemplary practices
are identified and discussed.
The second set of survey findings includes a summary of the results from
the EPA Headquarters employees survey. This survey was aimed specifi-
cally at assessing the perceptions, opinions and attitudes of EPA employees
on cultural diversity issues and concerns related to their employment with
EPA. The survey probed ten categories of personnel and workplace issues
and the results are included in this summary.
-
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Best Practices Survey Findings
IMajor Findings and Lessons Learned
From Other Organizations
In order to develop and implement an effective
cultural diversity initiative, many key ingredients
are necessary, including:
Q A high degree of involvement and commitment
will be required from all levels of management.
Q A comprehensive training strategy is necessary
to effectively implement and advance the con-
cept of diversity in the workplace.
Q We will need new skills and an enhanced level of
awareness in understanding how to use indi-
vidual differences for the benefit of the organiza-
tion.
Q The diversity change process will require a con-
siderable investment of time, resources, and per-
sistence in order to be successful.
Q Successful implementation will necessitate the
integration of diversity factors into the overall
review, revamping and utilization of agency hu-
man resources policies and practices.
G An appropriate level of staff and resources needs
to be devoted to implementing and following
through with the action plans.
Q An effective management approach to diversity
is based on sound business reasons for addressing
diversity.
rj The Diversity Initiative needs to be clearly ar-
ticulated in written policies and practices that
outline specific programs, goals, expectations,
and methods of accountability.
Identification of Exemplary Practices that Enhance
Diversity (from Other Organizations)
Recruitment ~ A number of the organizations interviewed are
using recruiting as a major means to manage cultural diversity.
The emphasis on recruitment ties organizational staffing needs
and a goal of attracting the best to a particular focus on hiring
minorities and women. Intense recruitment of minorities and
women will help an organization achieve better representation in
the workplace. But, in and of itself, it will not create or nurture
a culture that values diversity.
Mentoring - This practice is grounded on the principle that a
network of experienced managers can advise/counsel employees
to better prepare them for greater responsibilities. Mentoring
provides assistance in the emotional as well as the cognitive
transition that takes place when acquiring additional levels of
responsibility. This technique can be an effective tool to assist
diverse employees to develop skills; it provides them experiences
with which to develop professionally.
Core Groups In an effort to help employees relate to one
another and gain interpersonal skills, the practice of setting up
"Core Groups" has been implemented by one of the organiza-
tions surveyed. Several core groups meet routinely to discuss
information, feelings, attitudes, and behaviors that are of concern
to the individual members. This vehicle allows employees to
experience feelings, express attitudes, and demonstrate behaviors
without repercussions from the other members of the group. In
essence, the group is a laboratory for individual growth.
Performance Management Some of the private sector
organizations that we visited hold their managers accountable for
managing or addressing diversity. Management bonuses are
contingent on positive performance in this area. The major
inducement, however, is the expectation of the management peer
group to make progress in this area.
18
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
TrainingTraining is a major tool for addressing
diversity at a large number of the organizations
surveyed. In our discussions, however, we were
cautioned not to rely on training as the sole vehicle
driving the change effort. While management and
human resources professionals acknowledge that
training is necessary for the change process, they
agree that training, in and of itself, is not sufficient to
make the transition.
Cultural Diversity and Affirmative Action -
Most of the organizations make a distinction be-
tween Managing Diversity and Affirmative Action.
It is important, they believe, for the difference to be
apparent to those involved in the diversity effort,
although there is no doubt in their minds that Affir-
mative Action and Managing Diversity are related
issues. While Affirmative Action is seen as a way to
redress discriminatory practices, cultural diversity is
understood to be a resource utilization issue. Diver-
sity is seen as a strategy to ensure maximum utiliza-
tion of all employees. Affirmative Action and
Diversity, working together, form a major portion of
the organization's employment strategy for work
force planning and utilization. The outcome will
affect the organization's overall performance.
Cultural Diversity and Total Quality Manage-
ment These two initiatives have been combined
by several major corporations and a Federal agency.
Their rationale is that continuous review and im-
provement of work processes can be significantly
enhanced by inclusion of employees with diverse
backgrounds and capabilities. Diverse employees
are apt to provide a range of different perspectives
that would have a positive impact on the work
processes. If diverse people are not relating well, the
whole TQM effort and the group process will be
hampered.
EPA's Exemplary Practices
Involvement/Inclusion
The Best Practices Work Group identified the
principle of involvement/inclusion as salient in
managing cultural diversity. This principle is fur-
ther defined by four underlying attributes. These
attributes include: Knowledge and Skills, Informa-
tion, Influence, and Incentives.
Knowledge and Skills
U The EPA Institute and the Superfund Academy
are illustrative of current operations whose pur-
pose is to enhance our employees' work-related
knowledge base and to increase work perfor-
mance skills. Improving the knowledge and skill
level has positive effects on work performance
and effectiveness.
Q GLO (Greater Leadership Opportunities) is an-
other program that demonstrates the enhance-
ment of EPA employees' knowledge and skill
levels. It provides visibility for women and
minorities and opportunities to enhance their
leadership and management skills.
Q The Minority Academic Institutions Task Force
has provided a framework and action plan for the
Agency to have a more productive relationship
with a number of colleges and universities.
Information
The EPA Library currently houses a myriad of
management and scientific materials and books to
support the activities of our employees.
Influence
U Total Quality Management (TQM) affords EPA
staff the opportunity to be actively involved and
influence how work is done and how delivery of
services can be improved. Continuous improve-
ment is dependent on the initiative of individuals
to bring about change, and this will be the force
that transforms cultural diversity into a way of
doing business at EPA.
Q The Human Resources Council (HRC) is an
advisory body to Office of Human Resources
Management and the Administrator regarding
Agencywide human resources issues, and pro-
vides a national forum for Agency employees to
express their ideas and carry out activities to
improve the work life at EPA.
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
The Mini-Council concept provides
employees with the opportunity to have
input into the management problem-
solving and decision-making process.
Employees are increasingly involved
in the operation of their respective
work group. The Mini-Councils serve
as conduits for raising issues to the
national HRC.
The Scientific-Technical (Sci-Tech)
Advisory Committee and Women in
Science and Engineering (WISE) en-
deavor to make EPA attractive to tal-
ented, creative scientific and technical
people and to support them once they
are on board.
The Women's Advisory Council,
Blacks in Government, the Hispanic
Advisory Council, Handicapped Advi-
sory Council, and the Asian Pacific
American Community are further ex-
amples of vehicles available for em-
ployees to influence the decision-mak-
ing process within EPA.
L.
o
V)
Q The Secretarial Advisory Committee (SAC) advises Office
of Human Resources Management and the HRC regarding
ways to improve morale and productivity of secretarial/
clerical and other support employees and to improve career
growth and mobility for employees in these positions.
Incentives
EPA has developed an expansive incentives portfolio for its
employees. These incentives range from flexible work sched-
ules, wellness programs, day-care centers, a leave-transfer
program, a multitude of training opportunities and a variety of
awards and recognitions.
These EPA exemplary practices compare very favorably
with what other successful organizations are doing to create an
organizational culture and climate supportive of diversity.
The real test, however, is what our employees think about what
EPA is doing. Thus, the employee survey results provide EPA
with very useful information for addressing work force diversity
issues.
Employee Survey
Findings
The survey analysis focused on the
following 10 key categories of issues: re-
cruitment and hiring; training and employee
development, promotion, awards and rec-
ognition, performance appraisal, work cli-
mate, supervisor/staff relationships, profes-
sional/support staff relationships, sexual
harassment, and discrimination. Major
analyses included: gender, race, age, job
class (professional or clerical/support), die
physically/mentally challenged, supervisory
vs. non-supervisory positions, and educa-
tion level.
Differences among these groups in their
experiences, attitudes and perceptions re-
garding the key issues were identified and
the major findings are summarized below.
I. Recruitment and Hiring
20
There is a general belief among most (86%)
staff that EPA has a good record in recruiting women.
A majority (63%) of the respondents say that EPA has done
a good job in recruiting minorities. Many members of
minority groups, however, particularly African American
males (68%), state that EPA does not have a good record in
this area.
There is strong overall agreement (75%) that EPA is commit-
ted to Affirmative Action. Again, there is less agreement
from members of minority groups, particularly from African-
American males (43%).
While three-quarters of the respondents believe that EPAhas
a commitment to Affirmative Action, 39%, mostly white
respondents, say that it leads to hiring less qualified employ-
ees.
Only 48% of the EPA respondents think that competition is
fair and open when competing for jobs at EPA.
Two-thirds of the respondents say that informal procedures
exist which prevent equitable recruitment. This negative
perception is found more frequently among women and
members of minority groups.
Employees come to work for a variety of reasons. The most
prevalent include: "to help protect the environment," "to
accept a good position," "good benefits," "there was a
vacancy," and "the security of a government job."
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
2. Employee Development and
Training
Most employees (75%) believe that they have an
adequate opportunity to participate in training at
EPA.
Most employees (86%) think that knowledge about
available training is readily accessible.
Most employees (80%) who responded to the survey
indicate that they believe that EPA is committed
(26%) or somewhat committed (54%) to staff train-
ing and development.
There is high agreement that neither age nor gender
is a barrier to participating in training at EPA.
Many members of racial and cultural minorities,
particularly those with no college degree, in support
or clerical positions and in lower pay grades, feel left
out of training opportunities which prepare them for
higher level positions.
There is an expressed desire to make EPA training
more sensitive to the diverse cultural backgrounds of
its employees.
With specific reference to mentoring as a training
technique, it is neither a well publicized nor fre-
quently used tool for career development at EPA.
Only about a third (35%) of the respondents reported
ever having a mentor at EPA, with more women
(40%) than men (29%) having had mentors. There
are feelings expressed that it is more difficult for
members of minority groups to enter into a mentoring
relationship, but there is little difference among the
white, African-American, and Hispanic respondents
in terms of the percent of those who have had mentors
at some time during their tenure at EPA.
3. Promotion
Over three-quarters (77%) of the EPA staff
that responded indicate that they have re-
ceived a promotion at EPA.
The promotion rates are fairly comparable
across the various groups, with members of
the Asian Pacific group having a lower rate of
promotion than the other groups.
About two-thirds (68%) of the respondents
believe that there is fair and equitable promo-
tion up to the GS/GM-13 level.
It appears that most professionals (78%) see
no barriers to advancement to the GS/GM-13
level. There are many minority employees hi
the lower grade levels, however, who believe
that there are significant barriers to advance-
ment.
There are widespread feelings among a large
majority (70%) of employees that promotion
past GS/GM-13 is not equitable. This belief is
particularly prevalent among females and
members of minority groups. Among this
latter group there is a perception of a "glass
ceiling" at EPA.
I Percentage of Employees
Promotion Past GS/GM-13 Not Equitable
70%
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21
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Only about half (51 %) of the respondents are satisfied with
their chances for promotion; satisfaction is even lower
among the members of minority groups.
Most of the dissatisfaction with promotion opportunities
comes from those in the lower pay grades, in support or
clerical positions, and with no college degree. They
perceive that limited development opportunities are indeed
a major barrier to advancement within EPA.
There is a perception among many women (64%), African-
Americans (72%), Hispanics (70%), and workers over the
age of 50 (68%), that they do not have an equal opportunity
for advancement within EPA.
There is a widespread belief (79%) among most segments
of the EPA work force that there are no clear criteria for
promotion. The strongest negative feelings come from
minority males, minority females, and white females.
A large majority of white males (72%) think that women
and minorities have equal opportunities for promotion into
supervisory and management positions. Many women
(67%) andminority group members (47%-75%) say they do
not.
4. Awards and Recognition
Despite the fact that 89% of EPA employees have received
awards, 57% of the respondents are not satisfied with the
recognition they receive at EPA.
There is a strong general perception among many employ-
ees that awards are often determined by favoritism. Only
a third of the respondents think that awards are given to the
most deserving employees.
5. Performance Appraisal
Somewhat less than half (46%) of the survey respondents
believe that the performance appraisal process is a fair
system.
Most of the respondents (80%) indicate that they are fully
aware of the appraisal process at EPA; 51% indicated that
they do not get useful feedback on their performance on a
regular basis.
6. Work Climate
Most respondents (76%) think that the people they work
with show respect for one another.
Most employees (87%) believe they are treated with re-
spect by their peers.
While a majority of people do not see the lack of cultural
sensitivity as an issue, a significant number of individuals
(the majority of some groups) thinks that it is a problem.
Overall, respondents believe it leads to tension between
upper and lower management (30%), management and
non-management (40%), and even among members of
work groups (26%).
Many people, including a large number of minority group
members, are not satisfied with the grievance procedures.
Most people express general satisfaction with their jobs,
but are much less satisfied with their pay. This is particu-
larly true of those without college degrees, in the lowest pay
grades, and hi the support or clerical positions.
7. Supervisor/Staff Relations
The majority (73%) of the employees responding believe
they can discuss sensitive issues such as racism, sexism,
and bias with their supervisor.
Most respondents (66%) think that their supervisor deals
fairly with everyone and plays no favorites.
Most respondents (78%) say that their supervisors are
doing a good job of working with cultural entities different
from their own.
A majority (58%) of the respondents believe that the
physically challenged employees at EPA have adequate
facilities to do their jobs completely and safely. Many,
however, do not agree. The strongest disagreement comes
from those who are physically challenged, with only half of
them agreeing that they have adequate facilities.
8. Professional/Technical Staff and Support/
Clerical Staff Relations
There are some very strong feelings generated by the issue
of the relationship between the professional/technical staff
and the support/clerical staff. Virtually half (49%) of the
respondents perceive that a conflict does exist between the
two staffs, while the other half (51%) does not.
22
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Diversity Challenges for EPA - November 1992
A Strategy for Bok) Action
More professional/technical staff members (50%) think that
there is a problem than support or clerical staff members
(43%). Females are more likely to see a problem.
There seems to be some general agreement (64%) that the
roles and responsibilities of the professional/technical staff
are clearly defined. There is less agreement (47%) that the
roles and responsibilities of the support/clerical staff are well
defined.
Most (69%-72%) respondents believe that the groups respect
each other. This leaves a fairly high percentage of people
who don't agree.
There are data to indicate that many members of the support/
clerical staff (72%) believe that there is a lack of cultural
sensitivity on the part of members of the professional/
technical staff.
There is a conflict between the two groups. The survey data,
however, do not pinpoint the particular cause or causes of the
conflict. Further study is needed on this issue.
9. Sexual Harassment
Sexual harassment is aproblem at EPA. Twenty-two percent
of the females and six percent of the males reported incidents
of sexual harassment at EPA.
Thirty-nine percent of the respondents think that sexual
harassment is a "somewhat serious," "serious" or "very
serious" problem at EPA.
10. Discrimination
Discrimination is a problem at EPA for 33% of the staff
responding to the survey, indicating that they have experi-
enced some form of discrimination.
More females than males reported incidents of discrimina-
tion.
The most common forms of discrimination reported are
racial, gender, and age.
Thirty (30) percent of the respondents rate racial
discrimination as a serious problem at EPA.
Twenty-three (23) percent rate gender discrimination as a
serious problem at EPA.
Nineteen (19) percent rate age discrimination as a serious
problem at EPA.
23
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Diversity Challenges for EPA -- November 1992 A Strategy for Bold Action
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Diversity Challenges for EPA - November 1992 A Strategy for Bold Action
An
alysis of Key Issues and Concerns
This section briefly reviews EPA's work force composition
and employment trends. It also discusses the major issues and
concerns identified in the employees' responses to the EPA
Headquarters Cultural Diversity Survey. The conclusions
presented rely heavily on findings and lessons learned from
benchmarking and studying practices of other organizations in
both the public and private sectors. The results from a' 'market
analysis" of diversity training vendors and consultants were
useful in helping to clarify some of the training issues involved
in managing work force diversity and organizational change.
Topics covered include:
* Diversity in EPA's Leadership
* Recruitment and Affirmative Action
* Promotions and Career Advancement
* Work Climate and Job Satisfaction
* Awards and Recognition
* Performance Appraisal
* Employee Development and Training
* Supervisor and Staff Relations
* Relationships between Professional and Support Staffs
* Sexual Harassment and Discrimination
25
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
EPA Work Force Profile
What Do We Do?
The pie charts below show how many people we have in a
few common EPA occupations:
Headquarters
Attorney
(S.5%)
Scientist
(193%)
Engineer
(5-5%)
All Other
(41.6%)
Agencywide
Engineer
(155%)
Scientist
(235%)
AHOther
(30.5%)
Attorney
(5.3%)
How Educated are We?
The next chart shows that EPA has a highly-educated work
force:
Masters
(22.6%)
NotaHSGrad(ll.i
H S G r a d
(11.6%)
Some College
(17.0%)
JD/LLB
(6.0%)
Bachelors
(34. IX)
Where Do We Work?
The chart below shows that many jobs are found in regional
offices:
Regional
Employees (48.7%)
AA Employees
In DC Metro
Area (32.6%)
AA Employees
Outside DC Metro
Area (18.7%)
(RTP/LV/Cinn/Labj)
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
What Programs Do We Work In?
The chart below shows how many employees are in each National Program Office in Headquarters:
m
ID
O
W
"c
4>
C
CO
V
jQ
3
2
1.500
i. ooo
500
1906
1356
-404-
283
?f\f>
266
351
160
i
51
1154
796
614
I I I I I I I I I I
OA OPPE OE OGC DIG OIA OARM OW OSWER OAR OPTS ORD
National Program Office
How Many People Are We Hiring?
The chart below shows our hires for the past 5 years:
1,500
1,400
1,300
1.200
1,100
1,000
900
800
PROG OFC
HQTRS
PROG OFC
F1EUVLABS
HQ
Labs
500
300
200
FY88
FY89
FY90
Fiscal Y«
FY91
FY92
27
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Demographic Composition
These charts show the diversity of the EPA work force from different perspectives:
White Men &
Minority
Men (7.9%)
Minority Women
(18.9%)
White Women
(30.7%)
Disabled (4.0%)
Percent of Minorities and Women
(Headquarters)
100
90
80
70
I .
i
so
40
iO
20
10
0 L-
FY87
FY
Minority Men
Minority Women
White Women
White Men
28
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
s
I *
IS
Average Age of EPA Employees
by Major Occupation
PROG OFC-HQTRS
SCI HI ENGR
ERA-WIDE
CLERK 1 OTHER
50%
40%
30%
20%
10%
Over 70% of EPA's Employees are Grade 11 or Above
EndofFY 1987
mmmmmitmmtm
EndofFY 1992
',. i Q
11-12
13-15
grade range
PHS
WAGE
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Key Issues
Issue I
How diverse is EPA's leadership?
Analysis
General
EPA's work force profile is generally at parity with the civilian labor force (CLF), with about 25%
representation for all minority groups and almost 50% representation of women. Certain specific
minority groups like Hispanic and American Indians, however, are underrepresented in EPA and
women and minorities are not well represented in supervisory, managerial and executive positions
in EPA.
In fact, the limited gender, racial and ethnic diversity in EPA's leadership ranks is in stark contrast
to the diversity reflected in EPA's general work force profile, as shown in the graphs below.
u
K
V
100
80
60 -
40
20
EPA's Workforce
Compared to the CLF
Entry
Non-Minority Men
Mid-Managers
Non-Minority Womai
Executives
CLF
Minorities
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Diversity Challenges for EPA -- November 1992
A Strategy for BoW Action
100
Population Comparison FY '89 to Present
Feeder Group GS 5-15
o
TO
30
20
10
Minority Men
FY89
FY90
FY9I
Minority Women
Non-Minority Women
CURRENT
Non-Minority Men
II
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Actkxi
Between 1989 and the present, our professional, non-
managerial work force has grown from 8,214 to 10,522, an
increase of 2,308 persons.
In the same period, our managerial corps has grown from
2,962 to 3,493, including 82 minorities and 276 non-minority
women. Nevertheless, the proportional representation of
women and minorities has remained stable the last four years.
Recent employment trends are not changing this pattern to any
significant degree, as illustrated below.
100
90
BO
70
60
Population Comparison FY '89 to Present
Management
c
41
40
JO
10
FY89
FY90
FY9I
CURRENT
Minority Men
Minority Women
Non-Minority Women
| Non-Minority Men
n
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Experts and Consultants
The picture for experts and consultants also shows a
significant lack of gender and ethnic/racial diversity. Even
though they represent less than 1 % of EPA's total work force,
most of them are assigned to Headquarters, where they can
have significant impact on EPA's image and effectiveness,
particularly in our general outreach efforts. The role of
consultants and experts in EPA and their proximity to Agency
top leadership argue for including them in the strategy to
diversify EPA's leadership.
The composition of EPA's consultants and expert popula-
tion includes:
- 87% male
- 92% white
- 4.5% African-American
- 1.5% Asian/Pacific
0.7% American Indian and Hispanics
0.4% Persons with Disabilities
Conclusion
EPA should continue to place emphasis on creating and
maintaining a diverse work force. The general goal should be
to achieve parity with the CLF in all hiring categories. What
this analysis suggests, however, is that our highest priority
should be to increase diversity in EPA leadership positions.
The challenge of diversifying EPA's leadership has much
broader implications than just simply correcting representa-
tional imbalances. It could ultimately help shape employees'
views of EPA as a place to work and thus influence whether
we truly become an "employer of choice" for all individuals
and groups.
Implementation Brief
To increase diversity in EPA's leadership and, hopefully,
to begin changing some of the negative perceptions, EPA
should take the following actions:
For minorities, the use of the current 52% goal (established
by the Administrator several years ago) has not improved
representation in leadership ranks. Either a different goal,
such as parity, or an approach with stronger incentives is
needed. Also, attention should be paid to the feeder pools
from which managerial positions are filled internally or
externally.
Succession planning and developmental programs like the
Greater Leadership Opportunity (GLO) and SES Candi-
dates programs should also be staffed based on what we
need to do to reach parity hi our leadership ranks.
A variety of accountability practices should be initiated to
review, evaluate and monitor executive and organizational
performance in meeting EPA's diversity goals. Some
examples of actions taken by organizations that are suc-
cessfully addressing diversity issues are listed below.
inclusion of diversity in performance evaluation
goals and ratings
- inclusion of diversity hi promotion criteria and
executive selection decisions
inclusion of diversity in management succes-
sion planning
- frequent useof internal audits or attitude surveys
inclusion of diversity in determining managers'
and executives' compensation
use of customer satisfaction or complaints data
exit interviews
- special awards and creative forms of recognition
33
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Issue 2
How much attention is EPA paying to special
recruitment and Affirmative Action programs?
Analysis
Recruitment and Retention
Employees come to work at EPA for a variety of reasons.
The most prevalent is "to help protect the environment."
Other reasons include good positions, good benefits, and job
security. Presumably, to the extent that these expectations are
met, they influence employees' decisions to stay with EPA.
While there is considerable overlap in reasons for joining
EPA, the important reasons do vary across the groups. All
groups had a substantial majority (72% overall) in agreement
with the statement: "Considering everything, I am satisfied
with my job."
Perceptions
Many minority employees have negative opinions and
perceptions about EPA's special recruitment efforts. To
make recruitment and special programs more effective, these
negative feelings must be changed. The answer lies in
improving program results and providing better communica-
tion regarding program initiatives and accomplishments.
Employees who participated in the focus groups generally
recognized that EPA has made special efforts to increase
diversity through special initiatives like the Puerto Rico
Recruitment Program and recruitment at Historically Black
Colleges and Universities. Despite the general overall posi-
tive perception that Affirmative Action and EEO efforts had
some success in EPA, many minority group respondents
doubt that EPA is committed to these programs and therefore
don't think that they have been very effective.
The overall perception is that EPA is doing a good job
recruiting women and not as well recruiting minorities.
Informal Procedures and Inequity
Two-thirds (67%) of the respondents believe that informal
procedures exist at EPA which preventequitable recruitment.
While a majority of virtually all of the groups think there are
inequities, the groups that have the largest number of respon-
dents with this view are:
African-American females (83%)
African-American males (82%)
- Other Minority females (78%)
- Other Minority males (75%)
- Those without college degrees (77%),
~ Those in non-supervisory positions (71%)
Those hi Support or Clerical positions (69%)
- Those who are disabled (72%).
Conclusion
EPA should continue its emphasis on Affirmative Action
and special recruiting efforts but must give priority attention
to changing the negative perceptions many employees have
about mese programs.
Implementation Brief
To support the goal of increasing diversity hi all segments
of EPA's work force and at all levels of responsibility, EPA
needs to continue to use a variety of innovative approaches to
Affirmative Action recruitment and hiring. It is important
that all EPA employees understand the purpose and goals of
these special efforts.
Our recruitment strategy must continue to focus on attract-
ing talented minorities and women for jobs at EPA. Retention
of a high-caliber staff can be greatly enhanced by ensuring
that we pay attention to their development. We need to
provide challenging work assignments and opportunities that
further the development of both technical and managerial
competence. This will help facilitate successful upward
movement within the organization.
34
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Issue 3
Are promotion and career advancement
opportunities equitable?
Analysis
Perceptions
More than three quarters (77%) of the survey respon-
dents indicated that they have received at least one promo-
tion at EPA but only about half (51%) are satisfied with
their chances for promotions.
77% Promoted
in EPA
51% Satisfied with
Chances for Promotion
Promotion Criteria and Equity
Seventy-nine (79) percent of the respondents say that
promotion decisions are not based on' 'established and clear
criteria.'' The more education a respondent has, the greater
the likelihood that they feel promotion decisions are not
based on established and clear criteria. Also, more supervi-
sors than non-supervisors think that promotion decisions are
not based on established and clear criteria.
Advancement Opportunities for Women. Fifty-two (52)
percent of the respondents agree that women have equal
opportunity for advancement within EPA. Gender differ-
ences are evident, with 69% of the men stating that they think
women have equal opportunity for advancement within
EPA; only 36% of the women who responded agree.
Advancement Opportunities for Minorities. Of the total
number of respondents, 54% indicate that they believe that
minorities have equal opportunities for advancement at
EPA. Only 19% of African-American males, 22% of all
African-Americans, 27% of Asian/Pacific Islanders, and
32% of the Hispanic respondents agree.
Advancement Opportunities for Older Workers. Over half
(56%) of the respondents say that workers50 years ofage and
older do not have equal opportunities for advancement.
Supervisory and Managerial Positions. Only 52% of the
respondents believe that women are treated fairly when it
comes to promotions into supervisory positions. Almost
three-quarters of the male respondents (72%) think that
women are treated fairly, but only athird (33%) ofthe women
agree.
There appear to be mixed results between the negative
perceptions women and minorities have about promotions
and chances for career advancement and their actual
representation hi grades GM-13 and above in management
positions. Women have had the largest percentage of pro-
motions hi management positions during the past three
years, increasing steadily, as shown below:
Women
% Promotions
Average time in grade
for GM 13-15 promotions
Minority Men
% Promotions
FY90 FY9I FY92
44% 46% 53%
2.8 yrs 2.9 yrs 3.0 yrs
5%
7%
2%
Average time in grade 4 yrs 4.5 yrs 4 yrs
for GM 13-15 promotions
Conclusion
The promotion and career advancement issue is a complex
one. While opinions and perceptions are quite varied, it
seems clear that we need to increase the representation of
women, minorities and persons with disabilities in positions
above grade 13 and in management positions.
Implementation Brief
For certain severely underrepresented groups like Hispan-
ics and American Indians, hiring them into EPA's work force
is the first order of business. Internal formal developmental
programs, such as Greater Leader Opportunities (GLO) and
the SES Candidate program, and perhaps succession plan-
ning, can be focused more on expanding opportunities for
underrepresented groups.
35
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Issue 4
^Illilis^
Influence on Work Climate
There are several factors that influence the work climate.
The list includes the work itself, position and pay, relation-
ships with peers and supervisors, and how grievances are
resolved.
Perceptions
A large number of minority group respondents in the
survey expressed the opinion that the work climate at EPA
Headquarters was not very positive for them. The negative
feelings expressed by minority group respondents tend to
revolve around promotion, pay, the awards process and the
issue of respect.
Job Satisfaction and Pay. A majority of the respondents
(72%) across the groups are satisfied with their jobs. When
it comes to pay, there is much less satisfaction. Overall, 57%
of the respondents indicate they are satisfied. On the dissent-
ing side are 67% of Native-Americans, 60% of African-
Americans and 50% of Asian/Pacific Islanders.
0
s
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Issue 5
Do rmnorities receive as much irfawards as non-minorities?
Analysis: Awards Data
Minority employees have consistently received smaller awards than have non-minority
employees during the past three years. The graph below shows the difference:
c
&
Average Award Dollar Amount
Minority/Non-Minority Comparison
EPA Headquarters Non-Supervisory Workforce
FY90
FY92
Minority Men
Minority Women
WhiteWomen
White Men
Minority women managers have consistently received lower awards than other managers, as
shown by the graph below. Note that in FY-92, their awards were nearly 50% lower.
Average Award Dollar Amount
Minority/Non-Minority Comparison
EPA Headquarters Manaagerial Workforce
FY90
FY92
Minority Men
Minority Women
WhiteWomen
White Men
37
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Perceptions
Not surprisingly, respondents to the cultural diversity
survey (and survey information from two other studies)
reported problems with fairness of awards. Despite the fact
that 89% of EPA employees received awards, 57% of survey
respondents are not satisfied with the recognition they receive
at EPA for doing a good job. Only about a third of the
respondents think that awards are given to the most deserving
employees. While more minority group members believe
there is discrimination in the award process, there is a strong
general impression among many employees that awards are
often determined by favoritism.
Focus groups and survey responses indicate strong opin-
ions and perceptions that the awards process is fraught with
favoritism and inequities. Distribution patterns showing
relative sizes of awards per capita by race and gender suggest
some of the reasons for negative perceptions.
TQM Work
Lack of clarity in the reasons for giving cash awards
appears to be part of the problem. Under the auspices of the
Quality Improvement Board, a Quality Action Team (QAT)
conducted a review of the Agency's Awards Program. There
are several significant findings that point to concern that the
reasons cash awards are given are not clearly understood by
employees.
Q Less than 50% believe the Awards Program recognizes
outstandingperformance and only41%believe supervisors
use awards to motivate better performance.
O 73% think that high quality, routine work ("meat and
potatoes") does not receive appropriate recognition.
Q The QAT concluded that there is limited information
distributed about awards and everyone needs greater under-
standing about the Awards Program.
Q At the heart of the equity issue is the widespread belief
among non-supervisory employees that managers and su-
pervisors receive too many awards of too much money,
while technician and support staff do not receive their fair
share of awards.
Implementation Brief
Making the awards process fairer will not be easy in the short
term given that the Awards Program is a highly discretionary
process. The recommendationsof the Awards QAThave merit
and should be seriously considered for long-term solution.
The Task Force particularly endorses the following QAT
recommendations:
Q Senior Agency management should consistently convey the
message that, while the Agency's priority areas are critical,
outstanding performance of day-to-day, less fashionable
functions are essential to the Agency's success and will be
rewarded.
rj Managers and supervisors should be encouraged to give
employees the opportunity to choose between various types
of awards.
QA11 EPA supervisory, managerial and executive training
should include a module on the EPA Awards Program
describing the types, purposes, uses, and processes of the
various awards, as well as creative uses of non-monetary
awards.
QThe awards policy and other materials ("call" letters, ar-
ticles, etc.) should emphasize the need to recognize to a
greater extent the high-quality work of administrative/
technical/support staff, including their individual achieve-
ments and also then* contributions to group efforts.
QThe awards policies, written information and all training
should emphasize the importance of publicizing and openly
recognizing awardees.
QThe EPA Awards Board should review yearly the use of
awards by first-tier organizations to ensure reasonable
consistency and equity across the Agency. Glaring discrep-
ancies should be brought to the attention of the Deputy
Administrator.
Conclusion
Minority employeesreceive smaller awards. Thedisparity
in awards shown in the graphs probably causes the negative
perceptions reflected by the survey results, These inequities
need to be corrected.
38
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Issue 6
Is the performance appraisal system an effective
one for communicating feedback to employees?
Analysis
Perceptions
The general reply of most survey respondents is that they
understand how the appraisal process works, but a majority
expressed the view that they do not get useful feedback on
their performance on a regular basis.
The survey data shows that less than half of the survey
respondents believe that the performance appraisal process is
a fair system. There are differences across the groups, with a
majority of favorable responses coming from some groups.
In general, the perceptions of the fairness of the appraisal
process seem split evenly between those who think it's fair
and those who do not think it's fair.
Responses related to usefulness of performance evalua-
tions are fairly evenly split, with a small majority (53%) of the
respondents believing they do not receive useful feedback on
their performance on a regular basis. Fifty-two (52) percent
to 67% of the respondents from the minority groups think that
they do not receive useful feedback on their performance,
while white respondents are split 50%/50% on the issue. In
the gender by race analysis, the percentage who believe that
they do not get useful information ranges from 49% for white
females to 58% for African-American males and Other
Minority females.
TQM Work
The problem appears to be not so much in the mechanics
or the procedural aspects. It relates more to human factors
that deal with issues of quality, clarity and usefulness of
performance feedback. Equity in how die system is applied
is also a big concern. The Performance Management QAT,
under the Human Resources Alignment Project, is address-
ing these issues in the context of TQM.
Conclusion
Negative perceptions about the fairness and usefulness of
the performance appraisal system reflect its limitations as a
system of communication and a tool for improving perfor-
mance.
Implementation Brief
We need to continue to make improvements in the
performance management system, focusing on how to make
it compatible with the concepts of quality management and
managing diversity. This is an area that warrants further
study and analysis.
39
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Issue 7
Is EPA's training for career development and
cultural awareness adequate?
Analysis
Perceptions of Opportunities for Training
Eight-six (86) percent of the survey respondents agree that
they have knowledge about training programs offered at EPA.
Most agree that EPA has a "commitment*' to training. While
most of the differences are small, minority respondents tend
to be slightly less positive than white respondents. Those in
supervisory and management (GM, SES) positions are more
positive about this issue (92% agreement) than other respon-
dents.
Three-quarters (75%) of the respondents agree there are
adequate opportunities to participate in training at EPA.
There are no gender differences and little difference in race,
with the exception of Native-Americans, of whom only 53%
of the 15 respondents agree. There is strong agreement that
age is no barrier to training, with 87% of the respondents in
agreement with this statement.
For the most part, there are similar strong views that gender
is not a factor hi receiving training at EPA, and that being
female is not a barrier. Eighty-eight (88) percent of the
respondents believe that there are no barriers at EPA for
women to receive training.
Eighty-four (84) percent of the respondents think there are
no barriers for minorities to receive training at EPA. While
most of the respondents, both male and female, say there are
no barriers, more women (21%) than men (10%) indicate
there are barriers. Response differences by race are also
apparent. White males overwhelmingly (95%) see no barri-
ers, with white females (90%) not far behind. At the other end
of the spectrum are African-American males and females, of
whom 3 8% of the males and 35% of the females say there are
barriers to minorities receiving training.
Supervisors' Role in Career Development
For several years EPA has been giving a high level of
attention to helping employees plan and develop their careers
with EPA. In addition to improving the frequency and quality
of career information, EPA has also sought to strengthen the
role of the supervisors in this process. The EPA management
development program offers several basic courses for first
and second-line supervisors that focus on giving performance
evaluation, coaching, counseling and developing employees.
While employees overall tend to rate EPA supervisors very
favorably in then- general dealings with employees, their
opinions of supervisors' interest hi their employees' career
development are not high.
Only 55% of the respondents overall say that then- super-
visor is interested hi their career development and advance-
ment. As a group, the Native-Americans are the most
negative, with only 27% of the respondents believing that
then* supervisors are interested hi their careers.
The emphasis EPA places on career development is very
much a part of developing effective work teams, with each
member fully competent and confident hi then* ability to
contribute to getting EPA's work done. The supervisor has
a critically important part to play hi this effort. More and
more organizations are beginning to realize that other support
systems like mentoring also play an important part.
Mentoring
The results from the focus groups suggest that mentoring
is an important form of career development that happens too
infrequently, particularly for minority individuals.
In several organizations studied, mentoring is a crucial
element hi the overall career development scheme. It is
aimed both at improving staff retention and grooming and
developing staff for higher levels of responsibility. These
organizations believe that mentoring also helps organiza-
tions deal with diversity. The two scenarios described below
are typical of lessons we learned from some of the leading-
edge organizations:
Q Through mentoring, experienced professionals and man-
agers can help employees prepare for greater responsibili-
ties. Mentors can also help with the emotional adjustments
and learning that accompany additional levels of respon-
sibility.
Q Interviews with managers and human resources profes-
sionals disclosed the existence of informal mentoring
networks for some employees hi the organization. Formal-
izing mentoring can make it available to more employees.
Diversity Awareness Training
In our survey of organizations we learned that diversity
awareness training is a major tool for addressing diversity.
We were cautioned repeatedly, however, not to rely on
training as the sole vehicle driving the cultural diversity
change effort.
40
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Most survey respondents (56%) said
that EPA training is not designed with
concern for diverse cultural backgrounds.
A majority of those in the lowest pay
grades and in the support or clerical
positions, however, think that EPA train-
ing does have concern for cultural diver-
sity.
There are opportunities to incorporate
a diversity component or perspective
into most training programs and activi-
ties. Each element of the training net-
work has a responsibility to ensure that
cultural diversity training is institution-
alized within training programs and phi-
losophy. Some training programs which
should have diversity modules are nego-
tiations, teambuilding, TQM, and orien-
tation programs. In responding to these
perceptions, EPA is presented with sev-
eral challenges: to improve training for
career development; to design training
programs to provide awareness and skills
for relating to the diverse cultural back-
grounds of EPA employees; and to de-
velop a strategy that promotes mentor-
ing networks for interested employees.
To provide adequate training for ca-
reer development and to respond fully to
work force needs for cultural awareness
skills and competencies, EPA needs a
comprehensive diversity training and
education strategy. To be effective, the
diversity training strategy must have:
Q consistent and committed leadership;
Q institutionalized mechanisms for pro-
moting an understanding of the value
of diversity, and tools for effectively
implementing that understanding in
the workplace;
Q examination of Agency policies, pro-
cedures, programs, and activities to
remove artificial barriers;
Qlong-term commitment to support pro-
grams and policies that promote sus-
tained organizational awareness of di-
versity issues.
A comprehensive diversity training
strategy is inherent in a strategic ap-
proach to managing diversity and a good
supervisor/staff relationship is one of the
keys to success.
Conclusion
In general, most respondents believe
that EPA has a commitment to staff
training and development. Most agree
that there are adequate opportunities to
participate in EPA training programs
without regard to age, gender or race;
however, over half of the respondents
don't agree that they are being adequately
prepared for higher-level positions in
EPA, Also, over half express a desire
that EPA training programs be made
more sensitive to the diverse cultural
backgrounds of EPA employees.
Li addition to training, four focus
groups suggested that mentoring should
become an important part of career de-
velopment,
Implementation Brief
Specific recommendations include:
Q Offer Cultural Diversity Awareness
Seminars via the EPA Institute for
general audiences.
Q Include a module on cultural diversity
in EPA supervisory and managerial
development courses.
Q Create an overview course on Manag-
ing Diversity for Environmental Ex-
cellence to be offered by the EPA
Institute.
Q Provide diversity training for EPA
Institute facilitators and Quality Ac-
tion Teams.
Q Incorporate diversity training into all
new employee orientation programs.
Q Make diversity training a key module
in any core curriculum training pro-
gram.
This process has started. The Institute
and the Management Development Pro-
gram have begun considering how to
incorporate diversity training into their
programs.
The objective of cultural diversity
training is to develop an appreciation
and an ability to effectively utilize the
richness found in the diversity which
exists within the entire work force. To do
that, the training strategy proposes that
training should be as inclusive as pos-
sible. Diversity training should:
Q Explain the significance of the issue
within the context of accomplishing
the Agency's mission;
Q Highlight the importance of valuing
differences;
Q Provide examples of differences;
Q Helpparticipantsunderstandtheirown
values, biases, stereotypes, and preju-
dices; and,
Q Provide practical guidance on how to
apply the new insights to the work
place.
This approach recognizes that there is
not a one-time training activity which
might accomplish all of the elements
above. Rather .training should be seen as
a catalyst to create a process which af-
firms diversity.
41
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Issue 8
Are supervisor/staff relation-
ships positive and employees em-
powered?
Analysis
Perceptions
In the EPA survey, 66% of respon-
dents said their supervisors generally
deal fairly with everyone. An even
larger majority (73%) of the respondents
said they can discuss sensitive issues
such as racism, sexism and bias with
their supervisors. Finally, 78% said that
their supervisor is doing a good job in
workingwithmulticultural staffs. (Sixty
[60] percent of EPA's Native-Ameri-
cans disagreed.)
In the Hudsonlnstitute - Towers Perrin
survey for Workforce 2000, 55% of the
635 companies cited supervisors' abili-
ties to motivate and lead diverse groups
of employees as their principal concern.
In the Hay Employee Attitude Study,
in response to the specific question,
"Does your supervisor treat you with
respect?", 62% of professional, techni-
cal and clerical employees responded
favorably.
TQM
Employee empowerment is essential
to successful implementation of total
quality management. Companies which
have improved operations by embracing
the principles of TQM have transferred
considerable authority from hierarchical
management structures to individual
workers and teams of workers. Such
organizations have enabled employees
with high motivation and good skills to
make the organizations more produc-
tive, and have been recognized for doing
so. Minorities and women have had
opportunities for making a great contri-
bution because of TQM.
TQM is difficult, perhaps impossible
without good supervisor/staff relation-
ships. EPA employees seem to indicate
a higher level of trust and confidence in
their supervisors than do employees of
other agencies and those in the private
sector. This is a resource for EPA in
dealing with issues of diversity, team-
work and total quality management.
Good supervisor/staff relations are an
advantage for EPA in treating diversity
as a management priority. EPA employ-
ees rate their supervisors highly on abil-
ity to be fair and work with diverse
employees, compared to other Federal
and private sector employees.
In addition to the relationship be-
tween supervisor and staff, how the dif-
ferent staffs relate to each other also
influences the work climate. The focus
groups gave some clues on what to probe
in the employee survey. Responses indi-
cated considerable tension in the rela-
tionships between professional and sup-
port staffs.
Conclusion
Generally, EPAHeadquaiets employ-
ees are happy with their supervisors and
rate them as doing a good job in dealing
with employees. Employee responses to
this question and other survey questions
provide a reasonable basis for assuming
that supervisor-subordinate relatioiiships
are generally good in EPA Headquar-
ters.
Implementation Brief
Our goal should be even greater con-
sensus that supervisors are sensitive to
individual and cultural differences, par-
ticularly in relationships with adminis-
trative support staffs. Also, EPA should
work hard to capitalize on this strength in
order to further empower employees and
betterintegrateTQManddiversity. This
should be emphasized in briefings, semi-
nars, workshops, and various training
programs for supervisors and managers.
EPA
Private Sector
42
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Issue 9
What are relationships between professional and
support staffs like?
Analysis
Respect
Seventy-two (72) percent of respondents say the profes-
sional staff treats support staff with respect, but only 58% of
support staff agree. There is generally high agreement that
professional and support staff treat each other with respect.
Conclusion
Although there is a need to clarify roles and expectations
for some support staffs, cultural sensitivity is a more signifi-
cant issue for most.
Implementation Brief
Training and developmental experiences related to con-
flict resolution, cross-cultural communications, and team
effectiveness could help. Resolving these issues can have a
positive effect on general work climate, morale and produc-
tivity.
Roles
A slight majority of respondents
believe that the roles and responsi-
bilities of support staff are not well
defined, but 75% of those in grades
GS-1 to GS-5 say their roles are well
defined. More respondents (64%) say
the roles and responsibilities of pro-
fessional staff are clearly defined.
Lack of Cultural Sensitivity
A majority of respondents who
perceive conflict between the profes-
sional and support staffs say that con-
flict arises from "a lack of cultural
sensitivity." Sixty-two percent of
administrative support respondents
believe "lack of cultural sensitivity"
causes tension between professional
and support staffs.
Believe that professional staff treats support staff with respect
Professional
Staff
Support
Staff
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Issue 10
Is there sexual harassment and discrimination at
EPA?
Analysis
Sexual Harassment
Fifteen percent (15%) of survey respondents answered
that they have experienced sexual harassment at EPA and
39% of all respondents perceive that it is aproblem. Thirty-
three percent (33%) of survey respondents answered that they
have experienced some form of discrimination at EPA.
The issue of sexual harassment did not come up often in the
focus groups and the assumption preceding the survey was
that perhaps sexual harassment was not a serious problem at
EPA Headquarters. A large number of survey respondents
(61%) expressed general agreement with that assumption;
however, 22% of the females and 6% of the males reported
incidents they considered to be sexual harassment. Only 9%
agree that sexual harassment is a "serious" or "very serious"
problem. The finding of 30% for the "somewhat serious"
category was not anticipated and the complaint system gave
no real clue on what to expect hi terms of the number of
instances when sexual harassment occurs.
Thirty-nine (39) percent of all respondents think that
sexual harassment is a "somewhat serious," "serious" or "very
serious" problem at EPA. The highest percentages of sexual
harassment are reported by white females (28%) and Other
Minority females (23%). The rates for the remaining groups
range from a low of 5% for African-American males to 18%
for disabled respondents. In its 1988 study of sexual harass-
ment in the Federal government, the Merit Systems Protec-
tion Board reported that 33% of female employees and 15%
of male employees in EPA indicated they had been sexually
harassed on the job. In terms of actual complaints filed, EPA
has had two formal EEO complaints based on sexual harass-
ment in the past three years. Despite the small number of
formal complaints, many EPA employees believe sexual
harassment is a problem at EPA.
The responses by gender are somewhat different from
those by race and ethnic groups. Thirty (30) percent of the
men and 37% of the women reported experiencing some form
of discrimination at EPA. The most frequent types of
discrimination reported by men were race, gender, and age,
in that order; these same types were most frequently experi-
enced by women, but in different order gender, race, and
age.
There were 77 formal EEO complaints filed in FY 1990,
107inFY 1991 and 116inFY 1992, more thana50% increase
over FY 1990. In response to the survey, 73% of Native-
Americans and 54% of African-American males said they
had been discriminated against.
Conclusion
The Task Force can see no acceptable middle ground on
issues of sexual harassment and discrimination; they must be
eliminated entirely from the EPA workplace. Not only do
they create an unwarranted hostile environment for EPA
employees, but the problem behavior associated with them is
costly and poses a hindrance to EPA's ability to achieve its
quality and continuous improvement goals, and ultimately,
our environmental mission.
Implementation Brief
Awareness about sexual harassment throughout EPA has
been heightened in the past year. The Administrator has
issued a policy statement, posters have been printed and
widely distributed in FY-92, and a number of headquarters
offices have conducted training on prevention of sexual
harassment in the workplace. In addition, the Offices of Civil
Rights and Human Resources Management are developing a
specific EPA sexual harassment training program, which
should be on-line by February 1993.
Discrimination
Discrimination based on race, national origin, gender, and
age were the most frequenttypes reported. Sixty (60) percent
of the Black respondents, 50 percent of the Hispanic respon-
dents, and 42 percent of the Asian/Pacific American respon-
dents indicated that racial discrimination in EPA is a serious
to very serious problem.
44
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
fqlViewfyig the.Jssye^jp^fjaj^^fe^j Djyersifji
Most of the organizations surveyed in
the best practices study made a distinc-
tion between managing diversity and
affirmative action. None spoke directly
of discrimination as being the motiva-
tion for starting their cultural diversity
initiatives. They view affirmative action
as a legal mandate to redress discrimina-
tory practices. Managing diversity tran-
scends these legal issues and focuses on
organizational health and viability.
Cultural diversity is viewed as a re-
source utilization issue, which values
and develops individual capabilities and
ensures that the organization provides
the resources, procedures and leadership
to support this effort. Finally, affirma-
tive action and diversity are integral
parts of the work force planning and
utilization strategies of successful orga-
nizations. Then' approaches include ex-
tensive outreach and recruitment, cul-
tural awareness training, accelerated and
redesigned career development pro-
grams, and initiatives to create a work
environment in which employees from a
wide range ofbackgrounds will feel com-
fortable and welcome.
EPA has adopted this comprehensive
approach as well. The results of affirma-
tive action, better recruitment, and better
promotion practices are a work force that
is more diverse in all respects. Eliminat-
ing discrimination in all of its forms is
mandatory and stands on its own. Man-
aging diversity concentrates on how to
make the best use of work force diver-
sity.
The primary reason for addressing
diversity as a management priority is to
strengthen EPA's capacity to accom-
plish our mission and program goals.
Addressing employees' issues and con-
cerns and getting their help in finding
solutions is bedrock to EPA's approach
to diversity. This report completes the
first step, gathering information and con-
ducting a baseline assessment. The criti-
cal next steps are to:
Q develop strategies;
Q act on what we have learned, in order
to make EPA an employer of choice.
Note
Additional detailed information re-
garding data from the EPA Headquar-
ters employee survey is available in the
WESTAT Cultural Diversity Report.
45
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Diversity Challenges for EPA - November 1992 A Strategy for Bold Action
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Strategy and Implementation
This chapter addresses how to implement the needed changes
to begin building the institutional capacity that will enable
EPA to improve and capitalize on work force diversity. The
implementation strategy covers three specific categories of
actions:
key leadership actions which set the tone and sustain
momentum to achieve our desired goals;
a communication and training strategy to get the message
out to everyone and to gain involvement and ownership and
skills needed to successfully address diversity training,
issues and concerns; and
recommendations on how to modify the infrastructure to
support and advance changes needed to achieve the Agency's
diversity goals on a continuing basis.
I Key Leadership Actions
J
To ensure that diversity is not viewed as "just another
program," it is important to set the right tone and provide a
proper framework for the changes required to create a culture
that values diversity. This is a role for EPA's top leadership.
The first step was already taken when Deputy Administrator
Habicht established the Cultural Diversity Task Force and
commissioned the Cultural Diversity Study.
In creating the diversity initiative, the Deputy Administra-
tor established diversity as a management priority and linked
it to the Agency's strategic planning and total quality efforts.
This report, which contains a baseline assessment of diversity
issues and concerns in EPA, is another important step in setting
the stage for the long-term changes that are needed. EPA's top
leadership must continue to take an active and visible role in
promoting diversity and the benefits it offers to EPA.
Setting the Stage
To further set the stage for the changes diversity requires,
the following actions should be taken as soon as possible. This
stage-setting will complete the first phase of leadership actions
that are necessary for success. The Administrator or Deputy
Administrator should:
(1) Issue a strong management message on diversity to
promulgate EPA's diversity philosophy and outline the key
features of EPA's diversity strategy.
(2) Designate a Strategic Management Leadership Council
(SMLC) charged with overseeing and directing a drive to
consolidate and integrate change initiatives like pollution
prevention, strategic planning, total quality management and
managing diversity. This step initiates the full-scale imple-
mentation of EPA's diversity strategy. The current Deputy
Leadership group can appropriately assume this role.
(3) Sponsor a senior management forum focusing on Cul-
tural Diversity Challenges for EPA and include diversity
leadership training for SMLC and other EPA executives.
These are important steps to signify a systematic process of
developing awareness which will include focused communi-
cation and a comprehensive approach to diversity education
and training.
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Long Term Leadership Actions
Top management must continue to show commitment to
change. Providing training that promotes diversity and devel-
ops skills needed to make desired changes must be a top
priority. The leadership needs to make sure that there are
incentives, accountability, and reinforcement for behaviors
and performance that match organizational values and produce
desired results.
A recent General Accounting Office (GAO) study on
organizational culture summarized techniques used by nine
well-known companies to perpetuate or change beliefs and
values. The excerpt below summarizes these techniques
and the degree of importance attached to each. The Task
Force believes these leadership actions are quite applicable
to what is needed to make our diversity efforts successful.
Importance of Techniques for Perpetuating
or Changing Organizational Culture
Degree of
Importance Technique
Very great Display top management commitment and support for values and beliefs.
Train employees to convey and develop skills related to values and beliefs.
Great Develop a statement of values and beliefs.
Communicate values and beliefs to employees.
Use a management style compatible with values and beliefs.
Offer rewards, incentives, and promotions to encourage behavior com
patible with values and beliefs.
Convey and support values and beliefs at organizational gatherings.
Make the organization's structure compatible with values and beliefs.
Set up systems, procedures, and processes compatible with values and
beliefs.
Moderate Replace or change responsibilities of employees who do not support
desired values and beliefs.
Use stories, legends, or myths to convey values and beliefs.
Make heroes or heroines of exemplars of values and beliefs.
Some Recruit employees who possess or will readily accept values and beliefs.
Use slogans to symbolize values and beliefs.
Assign a manager or group primary responsibility for efforts to change or
perpetuate culture.
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Communication and Training
What we learned from studying and benchmarking the
best practices of other organizations can be very helpful to
EPA.
Organizations that are recognized as leaders in diversity
have incorporated a comprehensive communications strategy
as part of then" diversity effort. They are careful to use every
opportunity to advance the concepts of diversity in the work-
place and many meticulously follow the script presented on the
panel below and employ a comprehensive approach to diversity
education and training.
The next order of business for EPA is to get the results of
this study out to EPA employees and managers. The plan on
the next page describes the approach the Cultural Diversity
Task Force will be using during the next three to six months.
The critical role that top leadership plays in the communica-
tion process cannot be overemphasized. In the later discussion
of roles and responsibilities, it is also clear that there are other
key players who are critical links in the communication
process.
I
(A
4)
U
rt
2
Q.
CL
Report on Cultural Diversity Challenges
for EPA --Communications Plan
- Top Executives (AAs, RAs, etc.)
- Managers and Supervisors (Division Directors, Program Managers, etc.)
- Employees
- Top Executives
Goal: Generate support, endorsement, acknowledgement and ownership of Cultural Diversity
Initiative. Prepare senior managers to help lay groundwork for acceptance by middle managers.
Vehicles: Senior Staff Meeting, AAship briefings by Task Force leaders, progress reports and
memorandums as appropriate.
- Managers and Supervisors
Goal: Develop basic understanding of cultural diversity study findings, Introduce fundamental
concepts regarding cultural diversity: what it is; how it differs from affirmative action; its
relationship to TQM; how the Agency will benefit from it; its impact on the roles o/managers and
supervisors, etc.
Vehicle: Task Force Memorandums, brochure, incorporation into TQM and supervisory/
"management training.
- Employees
Goal: Brief staff on work of the Task Force reports and recommendations. Demonstrate that
process contains no "hidden agenda" and is intentionally being conducted in the open with
maximum employee involvement.
Vehicles: Memoranda, flyer, fact sheet, newsletter, brochure, special emphasis group and Mini
HR Councils, remarks at special gatherings; (e:!g. .Awards Ceremony), articles inother publications
(e.g., EPA Journal).
49
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Diversity Training
Below is a matrix which outlines a preferred approach for providing
cultural diversity training for all employees.
Training Need
Target Audience
2) Cultural differences have been cited
by staff as an area of conflict.
ii|fc
4) Managers/supervisors have either
self-identified a need or senior man-
agement has identified a deficiency in
the manner in which the managers/
supervisorsdevelop an effective work-
ing environment for employees of all
cultural groups.
2) Site specific to an organizational
unit. Should include all staff and
managers at the targeted unit.
4) All EPAmanagers and supervisors.
planning aild d^
affects the ^vironmeM of the
force, such as organizational develop-
ment, job design, personnel poUcies;
communication practices, ;etei
Training Resources
y;;li;')Ba|lC:
^j^^^^^jj^^^^^^^^^^:
2) Use' 'Diversity Training Checklist"*
to identify needs; consult Vendor Cata-
logue and/or Training Officer.
itg&lhllli^
^i^;^iP|fll^iii^llPf^B
4) Using "Checklist," interview poten-
tial vendors, and/or consult with EPA
Institute, Executive Resources, Training
Officer to identify established courses.
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Diversity Challenges for EPA -- November 1992
A Strategy for Bold Action
Checklist
The next four pages are a checklist for those who will be making decisions on diversity training for their organizations.
Diversity Training Checklist
Page I
I. Determine why you want to have diversity training.
Training should not simply create or heighten awareness. Instead, it should signal
the beginning of positive cultural change within your organization. Training will
create the expectation that organizational policies and practices will be more
supportive of those who do not feel totally enfranchised within the existing
organizational structure and culture. Problems will ensue if you raise expectations
without providing the means to realize mem. A commitment to training should,
therefore, be a commitment to positive organizational change.
2. Gain support from top management.
Any process that may result in organizational change must have the support of top
management. As a practical matter also, few managers will take the initiative on
diversity without an indication that top management cares about and is willing to
reward such activities, particularly in light of the competing priorities which we all
face.
3. Carefully select a trainer.
The Training Workgroup previewed 23 diversity vendors over a three-day period.
We learned that there are many excellent trainers available who use a variety of
techniques and materials. Your organizational culture, the intended audience for the
training, and the nature of the issues related to diversity which your organization
wants to address will determine the training approaches which are most effective for
you. Also, differentpeople feel more comfortable with different training techniques.
This point was driven home during our three-day market analysis. Some work group
members favored trainers who used an analytical or historical teaching approach,
while others preferred trainers who used a highly interactive or experiential
approach.
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Diversity Training Checklist
Page 2
The following are questions which we asked each of the 23 vendors to address,
in order for us to gain a better understanding of their philosophy, methodology, and
capability. You may find them useful in your own selection process.
Describe your company's experience in diversity training, including the kinds of
groups and organizations for whom training was provided.
Define diversity and explain why this is an issue deserving of special attention.
Describe how you deal with affirmative action and its relationship to diversity in
your training.
How do you deal with racism and sexism in your training?
Describe your training techniques and materials.
What do you seek to achieve through your training?
What are benchmarks for determining that an organization has improved relative
to diversity issues?
What kind of follow-up is required to sustain results?
The Task Force's Work Group found that many trainers work with one another
on a variety of projects and conferences. One tack you may want to consider is using
several vendors to get the blend of expertise which will best meet your organizational
needs.
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Diversity Challenges for EPA - November 1992 A Strategy for Bold Action
Diversity Training Checklist Page 3
4. Develop a training strategy.
The following are important components or concerns which should be addressed in your training
strategy.
Establish goals.
Development of a training strategy is perhaps the most important thing which you need to do prior to
initiating training. Your strategy should clearly state your goals, e.g., what you hope to accomplish by
initiating training. The goals should be responsive to actual organizational issues and concerns and the
training should be designed to address these concerns. They should also be realistic. Set goals that your
organization is likely to be able to achieve with this initial effort. To ensure this, a needs assessment is
a critical part of your strategy.
Decide who will be trained.
You need to decide who will be trained. It is important that managers be a key component of those
trained. Managers must understand the issues and concerns if you want their support for appropriate
follow-up activities. In most instances, it will not be feasible to train everyone. You may, therefore, want
to consider initiating apilot effort in one part of your organization, or pull together a cross section of people
from various components of your organization to address common problems and concerns. Any work
groups that are created as the result of the training should include a mix of employees and managers. This
will ensure that various viewpoints are considered early on so there will be a greater likelihood that real
solutions can result if both management and employees have been part of the problem resolution process.
Determine the training methodology.
Once you determine who will be trained, discuss training approaches with the trainer you have selected.
The training approach may vary, depending on the audience. As noted earlier, some groups prefer a more
analytical, historical approach, while others find a highly interactive approach more satisfying. A good
trainer will share these sensitivities and will be flexible in designing the best training experience for your
group.
Plan work group activity as a part of the training process.
Agoodtrainingexperience will provide your organization with toolsto begin to address diversity issues
on your own. Those tools should be utilized by work groups, following the training, to look at your
organization's policies and practices as they relate to specific diversity issues.
S3
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Diversity Challenges for EPA - November 1992 A Strategy for Bold Action
Diversity Training Checklist Page 4
Effectively communicate the training opportunity.
The training opportunity should be communicated to managers and employees in such a way that they
understand the potential personal and organizational benefits. Though the emphasis of your training will
probably be on issues related to race, ethnicity, gender, and perhaps disability, there are other diversity
issues which may also be important to your organization. If there are other important concerns, address
them in the actual training and make it clear in communicating the training opportunity that it is indeed
for everyone.
Integrate this training with other Agency initiatives, e.g. TQM.
Diversity training should not be considered an add-on to normal organizational activity. Nor should
it be considered an end in itself. Failure to appropriately understand and effectively utilize diversity offers
enormous potential for creating critical barriers to successful communication, negotiation, and teamwork.
The Agency's efforts to realize its mission require creative and effective partnerships from the global to
the local levels, with an increased emphasis on integrated solutions to environmental problems. The issues
associated with diversity impact directly on our ability to effectively develop partnerships and should,
therefore, be integrated into every facet of our program activity. The skill required to successfully utilize
work force diversity is also consistent with the Agency's emphasis on the new management skills
of.motivating, empowering, facilitating, and teambuilding.
There are many opportunities to effectively integrate diversity training with other initiatives. As noted
earlier, the tools of the TQM process can be used to implement activities that develop as an offshoot of
diversity training. For instance, an organization may choose to examine its recruitment process to
determine if it is effectively reaching all segments of the population, and develop strategies to eliminate
any barriers which might be identified.
Also, consider using existing vehicles, e.g., local human resource councils, special emphasis groups,
other employee committees, management councils, etc., to include in the training and to sponsor work
groups that result from the training.
Do a follow-up assessment
The follow-up assessment is the last critical part of your training strategy. Your needs assessment will
highlight issues of concern. Your follow-up assessment will indicate whether there has been any change
as the result of the training and work group activity and, therefore, whether work remains to be done to
create a more positive work environment. It will, therefore, help you identify successes and provide a
framework for further needed activity.
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
3 I Infrastructure
There are five categories of infrastructure issues that must
be addressed to ensure the success of the diversity initiative
in EPA:
roles and responsibilities;
policies, practices and systems changes;
resources;
incentives and reinforcements; and
accountability.
Roles and Responsibilities
Several of the organizations surveyed have provided for
a senior executive and staff to carry out the diversity initia-
tive. These organizations have also ensured that the diversity
manager has the necessary support and endorsement of the
Chief Executive Office or Chief Operating Officer. Though
the roles of the diversity managers vary, their focus is on
developing and directing a strategy to launch and nurture the
organization's diversity initiative.
The TaskForce recognizes that EPAhas amuch different
culture from many of the organizations included in the survey
and it may be necessary for the appropriate structure for EPA
to evolve over time. Our recommendation is that EPA should
move toward a more focused alignment for diversity than we
have had on other change initiatives undertaken in the past.
We recommend that the Strategic Management Leadership
Council be made the focal point and function as an executive
body responsible for consolidating and integrating the EPA
management change agenda.
The Deputy Administrator should appoint a Diversity
Management Coordinator to work with the SMLC and the
Cultural Diversity Task force to begin effecting leadership
transition. The Diversity Management Coordinator's role
should be a continuing one to ensure that top Agency leaders
are kept informed and connected to how EPA is achieving its
diversity goals. Each SMLC member should take personal
responsibility for leading the diversity intuitive in his/her
organization.
Ultimately, the role and responsibilities of each supervi-
sor, manager, and executive will be changed to reflect
personal accountability for the success of diversity in the
work units they lead. The staff offices for Civil Rights and
Human Resources Management have inherent responsibili-
ties for advising, assisting, and supporting program offices hi
managing "people" issues, and managing diversity is an
integral part of this responsibility. OCR and OHRM have
already executed a partnership agreement that should be very
helpful to advancing the diversity agenda.
Policies, Practices and System Changes
There are three basic policy concerns that must be
addressed. The first is the need to clarify the connection
between diversity and other issues like Affirmative Action,
TQM, strategic planning and human resources management
in general. There is also the need to provide the "vision*' for
EPA's work force. The issuance of the EPA Diversity
Philosophy Statement responds to these needs. The other
significant change in policy direction is the one calling for a
' 'parity'' approach to filling managerial positions to increase
diversity in EPA's leadership ranks. Finally, there is the need
to begin dealing with changing many of the negative opinions
and perceived inequities related to recruitment, promotions,
awards and recognition, and performance appraisals. Again,
the leadership of the SMLC can provide the framework and
forum for deliberating and deciding these issues.
Resources
Necessary funding for diversity varies from organization
to organization. In most cases, the initiative has the necessary
funds to provide for contractor support, required travel
reference materials (books, videos, etc.) and training pro-
grams.
The resources issue for EPA should be viewed in the
context of the cost of doing business and as required to give
EPA the organizational strength and capacity to effectively
achieve its mission. A level of support at least similar to that
given to implementing TQM will be required for diversity.
There are three basic areas of need that the Task Force has
identified so far. One area is staff support, advice and
consultation to the SMLC. Another area relates to special
studies and issue analyses stimulated by the survey results.
Finally, building awareness and skills for managing diversity
will require a serious commitment of resources.
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Diversity Challenges for EPA-- November 1992
A Strategy for Bold Action
Incentives and Reinforcements
EPA should be as resourceful as possible in providing the
necessary incentives and reinforcements to make diversity
successful. The following ideas and suggestions should be
considered as ways we can further strengthen the Agency's
incentive portfolio in support of diversity:
Improve use of existing prestigious awards, like SES bo-
nuses, A.J. Barnes Human Resources Award, medal awards,
and Lee M. Thomas Managerial Excellence Award. These
awards can be used to recognize outstanding performance in
creating a culture for diversity and special contributions to
achieving diversity goals and objectives.
Create new awards for effective and successful team efforts
and an EPA "ZAPP" Award for supervisors who are espe-
cially effective in inspiring, motivating and empowering
their employees.
Develop and issue a handbook for supervisors and managers
to describe various human resources management innova-
tions and how they can be used to enhance morale, quality,
productiviity and mission. Supplement the handbook with
tailored briefings as necessary.
Institutionalize regular senior management conferences on
major management priorities, managing change, and lead-
ership development.
Include diversity in performance evaluation goals and rat-
ing, promotion criteria, mangement succession planning,
and exit interiviews.
Accountability
Ultimately, EPA's success with diversity will depend on
how we define success, evaluate results and hold ourselves
accountable. In a real sense, that is what this organizational
assessment of diversity in EPA is all about. The study
establishes the baseline of information on what our employees
perceive as some of the real issues and problems that should be
corrected. We can now make choices and set priorities.
Examples of individual and organizational accountability are
discussed in terms of challenges facing EPA, particularly with
respect to what we need to do to increase diversity in our
leadership ranks. The issue analyses contain implementation
briefs discussing what EPA needs to do to correct some of the
other situations identified throughout this assessment. The
accountability process can be enhanced by all of the leadership
actions suggested in this strategy discussion. There is a special
role that education and training can play. The Task Force
recommends that EPA's top leadership set the example by
sponsoring a senior management forum on Diversity Chal-
lenges Facing EPA and include diversity leadership training
for SMLC and other EPA executives. This is an important step
to signify a systematic process to develop awareness, which
will include a focused communication plan and a diversity
education and training strategy.
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Bibliography
The research for this report started with a literature search
by the Work group on Literature and Best Practices Re-
search. That work group collaborated with EPA Headquar-
ters Library to produce a bibliography, Selected Manage-
ment Articles on Managing a Diverse Work Force, issued in
September 1990. An updated edition. Managing Diversity,
was issued in June, 1992.
During the course of the Cultural Diversity Study, the
Task Force encountered a plethora of data and information
on cultural diversity and related topics. The never ending
challenge was to sort out the most relevant and useful sources
to prepare this report. The sources we relied on most
consistently fall into four basic categories described below.
Category I - The reports covering the findings of the Task
Force's four work groups constitute our basic reference
sources. They include:
(1) Literature Search and Best Practices Report
(2) EPA Work force Profile and Employment Trends
Report
(3) Cultural Diversity Training Strategy Report
(4) EPA Headquarters Cultural Diversity Survey Report
Category n - This category includes special studies and
reports issued by the Office of Personnel Management, the
Department of Labor and the General Accounting Office.
Several reports issued by prestigious private sector organi-
zations are also included.
Category III - In 1991 and 1992, several excellent
resource books on managing diversity were published. Also,
several excellent sources on managing organizational change
have been available since the early and mid 1980's. Tensuch
references are cited because of then- coverage of concepts,
definitions and strategies. The quality of "applied re-
search" reported in these sources and the analyses on
effective managerial and leadership styles are also reasons
for citing these as special resources.
Category IV - Since the Work force 2000 Report in 1987,
there has been a proliferation of articles and editorials on
cultural diversity," The limited articles selected for this
bibliography werepieked, admittedly, somewhat arbitrarily.
A more basic reason for the choices is their contribution to
clarifying the relationship between Affirmative Action and
diversity-
The work group reports will be available to EPA employ-
ees, either through a special distribution within the organiza-
tions where they work, or through the EPA Headquarters
Library.
"AmericanDiversity: Whatthe 1990 Census Reveals...."
American Demographics, Desk Reference Series, No. 1 July
1991.
'' American Household.'' American Demographics. Desk
Reference Series, No. 3, July 1992.
Beckhard, Richard and Reuben T. Harris. Organizational
Transitions Managing Complex Change. Reading, Massa-
chusetts: Addison-Wesley Publishing Co., 1987.
' 'From Affirmative Action to Affirming Diversity.'' Har-
vard Business Review. March/April 1990, pp. 107-117.
Joseph Coates, Jennifer Jarratt and John B. Mahaffie.
Future Work: Seven Critical Forces Reshaping Work and the
Work Force in North America. San Francisco: Jossey-Bass
Publishers. 1990.
Jamison, David and Julie O'Mara. Managing Workforce
2000: Gaining the Diversity Advantage. San Francisco:
Jossey-Bass Publishers, 1991.
Lipset, Seymour Martin. "Affirmative Action and the
American Creed." The Wilson Quarterly. Spring (1992): 52-
62.
Loden, Marilyn and Judy B. Rosener. Workforce America:
Managing Employee Diversity as a Vital Resource. Home-
wood, Illinois: Business One Irwin Publishers, 1991.
Morrison, Ann. The New Leaders: Guidelines for Lead-
ership Diversity in America. San Francisco: Jossey-Bass
Publishers, 1992.
Murray, Margo. Beyond the Myths and Magic of Mentor-
ing: How to Facilitate an Effective Mentoring Program. San
Francisco: Jossey-Bass Publishers. 1991.
Perpetuate or Change Beliefs and Values. Washington, D.C.:
U.S. General Accounting Office, 1992.
Pipelines of Progress. A Status Report on the Glass Ceil-
ing. Washington, D.C.: U.S. Department of Labor, 1992.
"Rethinking Diversity." Training Magazine. January
1992, pp. 23-31.
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Senge, Peter M. The Fifth Discipline: The Act and
Practice of the Learning Organization. New York: Double-
day, 1990.
Survey of Federal Employees. Washington, D.C.: U.S.
Office of Personnel Management, 1992.
"Tapping the Power of a Diverse Work Force." Training
find Development Journal. March 1991. pp. 38-41.
The Changing Work Force: Demographic Issues Facing
the Federal Government. Washington, D.C.: U.S. General
Accounting Office, 1992.
"The Disabled: Ready, Willing and Able." Training
Magazine. September 1990. pp.29-36
"The Minority Majority." American Demographics.
October 1991, pp. 26-34.
The 1992-92 Hav Employee Attitude Study. Rhetoric vs.
Reality: How Employees Feel About Empowerment, Produc-
tivity and Quality. Hay Group, 1992.
Thomas R. Roosevelt Jr. Beyond Race and Gender-
Unleashing the Power ofYour Total Work force by Managing
Diversity. American Management Association, 1991.
Tichy, Noel M. Managing Strategic Change: Technical.
Political and Cultural Dynamics. New York: John Wiley and
Sons, Inc., 1983.
"Whose Culture?" Educational Leadership. Journal of
the Association for Supervision and Curriculum Develop-
ment. January (1992).
Winfield, Farilee E. The Work and Family Sourcebook.
Greenvale, New York: Panel Publishers, 1988.
Workforce 2000. Competing in a Sellers' Market: Is Cor-
porate America Prepared? A Survey Report on Corporate
Responses to Demographic and Labor Force Trends. Hudson
Institute/Towers Perrin, 1990.
Workforce 2000: Work and Workers for the 2 1 st Century.
Washington, D.C.: U.S. Department of Labor, 1987.
Yankelovich, Daniel, et al. The World at Work: An
ues. New York: Public Agency Foundation, 1985.
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Diversity Challenges for EPA - November 1992
A Strategy for Bold Action
Acknowledgements
This report would not have been possible
without the vision and direction and support
from the Deputy Administrator, Hank
Habicht, and many contributions of each
member of the Cultural Diversity Task Force.
Special thanks to KEN DAWSEY, Director of the
Office of Human Resources Management, for his
support consistently throughout the study.
ALLAN ABRAMSON
TYRONE AIKEN
JESSE BASKERVILLE
JAN BAKER
RICHBASHAR
AMBIKA BATHIJA
DANIEL BEARDSLEY
FERIAL BISHOP
RONALD BLAKELY
MARILYN BRAITHWAITE-HALL
AMY BROOKS-JONES
DONACANALES
ROBERT CHAPMAN
NORMAN CHLOSTA
DARLENE COCKFIELD
PATRICIA CROSS
MAUREEN DELANEY
DONNA DELEON
DEBORAH DORSEY
JANE EPHERMIDES
BILL FARLAND
TIMOTHY FIELDS
CHUCK FREED
INDIRA GAIROLA
KORIGANGADHAR
BARBARA GARY
ANNEGOODE
RENEE COINS
RICHARD HARDESTY
CLARENCE HARDY, CHAIR
JACKIE HAWKINS
YVETTE HELLYER
PAM HERMAN
KATHLEEN HERRIN
ERIC JACKSON
PAUL JEAN
JOHN JONES
JEROME KING
MEL KOLLANDER
BOB KNOX
HENRY LAU
DAVID LIEM
BARBARA MANDULA
JOANN BRENNAN MCKEE
ROBERT MONTGONERY
ROSA MORALES
RUFUS MORRISON
LOREE MURRAY
MARIA MERCEDES-OLIVER!
SUZANNE OLIVE
KATHLEEN O'MALLEY
BARBARA OSTROW
ROBERT PAVLIK
NANCY RAUM
BETTIE REILLY
EDUARDO RODELA
WILLIAM SANDERS
CAROLYN SCOTT
CECELIA SCOTT
MIKE SHAPIRO
SHERRI SHEPPARD
KELLY SINCLAIR
ROBERT SMITH
HECTOR SUAREZ
JIM WALKER
KEN WRIGHT
TOMWYVILL
GERALD YAMADA
LAURA YOSHII
Also special thanks to the following staff for their contri-
butions towards the editing and publishing of this report.
RICHARD BROWN
JENNIFER MC CARTHY
HOWARD BARNETT
PAULETTE ELLISON
DAVE EISNER
AMYKEARNS
ROB SENTY
JAMES ANDERSON
SHARON FURROW
59
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