U.S. Environmental Protection Agency Report on Upward Mobility of Hispanic Employees into the Senior Executive Service Trigger Identification Office of Civil Rights September 30, 2022 i ------- Table of Contents BACKGROUND 3 EPA BARRIER ANALYSIS INITIATIVE -TRIGGER IDENTIFICATION 5 Phase I Data Review: Permanent Workforce, Complaints Data, Federal Employee Viewpoint Survey Results 5 1. Permanent Workforce Data Table Analysis 5 A. Permanent Hispanic Employees (Source: MD-715 Tables) 6 Trigger Analysis for Permanent Hispanic Males in the GS13 to the SES 6 Trigger Analysis for Permanent Hispanic Females in the GS13 to the SES 6 2. Complaints Data (EEOC 462 Complaints Report) 8 3. Federal Employee Viewpoint Survey Data 8 PHASE II-DATA REVIEW-AGENCYWIDE UPWARD MOBILITY SURVEY 10 1. Background 10 2. The Upward Mobility Survey 11 Section I - Demographic Questions 11 Section II -Training 12 Section III - Individual Development Plan 12 Section IV - Mentoring and Coaching: 12 Section V - Upward Mobility: 13 Next Steps 15 Appendix 1. Upward Mobility Survey 16 SECTION I - Demographic Questions 11 SECTION II -Training Questions 17 SECTION III - Individual Development Plan Questions 20 2 ------- BACKGROUND On January 18, 2017, the Office of Personnel Management (OPM) and the Equal Employment Opportunity Commission (EEOC) issued a joint memorandum: "Hispanics in the Federal Workforce." OPM and EEOC issued the memorandum as a concerted effort to address the "persistent low representation of Hispanics/Latinos in the Federal Workforce." Id. The memorandum urged agencies to conduct focused barrier analysis on Hispanic Employment. "A barrier is an agency policy, principle, or practice that limits or tends to limit employment opportunities for members of a particular EEO group based on their sex, race, ethnic background, or disability status." EEOC instructions to Federal Agencies for preparing E . The OPM/EEOC memorandum encouraged agencies to focus on the feeder pool grades into the Senior Executive Service (SES) and the SES to identify and eradicate any barriers to equal employment opportunity (EEO) consistent with the merit system principles and applicable laws. The memorandum highlighted the following as drivers of this initiative: Executive Order 13583, Establishing a Coordinated Government-wide Initiative to Promote Diversity and Inclusion in the Federal Workforce-, recommendations from the Hispanic Council on Federal Employment (HCFE); and EEOC Management Directive 715 to remove barriers to EEO in the Federal workplace. The memorandum suggested various barrier analysis activities, which agencies could conduct based on their regular EEO planning and reporting requirements under EEOC MD-715. The goal of barrier analysis under EEOC Management Directive 715 is to identify the root causes of disparities in equal employment opportunities so that federal agencies can take action to remedy the policies, procedures, and practices that lead to such disparities.1 As depicted in Figure 1, there are four steps in the Barrier Analysis Process. 1 https://www.eeoc.gov/federal-sector/management-directive/barrier-analysis-questions-guide-process 3 ------- Barrier Analysis Process STEP (1) - IDENTIFY TRIGGERS * IDENTIFY POSSIBLE TRIGGERS USING A VARIETY OF SOURCES: * TAKE, REVIEW AND REFINE COMPULSORY SNAPSHOTS * TAKE ADDITIONAL SNAPSHOTS WHERE NEEDED * REVIEW OTHER INFORMATION SOURCES * ANALYZE ALL EMPLOYMENT PROCESSES STEP (2) - INVESTIGATE BARRIERS * ATTEMPT TO PINPOINT ROOT CAUSES OF OBSERVED TRIGGERS BY: • DEVELOPING REQUESTS FOR INFORMATION THAT FLOWS FROM TRIGGERS; * REVIEWING PERTINENT DOCUMENTS; & • CONSULTING WITH KNOWLEDGEABLE INDIVIDUALS. STEP (4}-ASSESS RESULTS « ASSESS SUCCESS OF PLAN • TRACK PROGRESS; SHOULD BE MEASURABLE • HOLD AGENCY OFFICIALS ACCOUNTABLE • PERIODIC RE-ASSESSMENTS SHOULD BE DONE TO DISCOVER IF PLAN NEEDS ADJUSTING STEP (3) - DEVISE ACTION PLANS • DEVISE A PLAN TO ADDRESS BARRIER CAUSES » DETERMINE WHETHER BARRIERS ARE JOB-RELATED AND CONSISTENT WITH BUSINESS NECESSITY. IF NOT, PLAN TO ELIMINATE THOSE BARRIERS. • CONSIDER MODIFICATIONS EVEN WHERE BARRIERS ARE JOB-RELATED AND CONSISTENT WITH BUSINESS NECESSITY. • REPORT PLAN AND PROGRESS TO THE EEOC ANNUALLY Figure 1. Barrier Analysis Process This report depicts the actions taken and information gathered in Step (1) Identify Triggers. A trigger is a trend, disparity, or anomaly that suggests the need for further inquiry into a particular policy, practice, procedure, or condition. It is simply a red flag. Triggers can be gleaned from various sources of information, beginning with workforce statistics.2 This report assisted in beginning to identify where in the employment lifecycle triggers may exist for EPA's Hispanic workforce. There are five critical phases of the employment lifecycle: 1) Recruitment; 2) Hiring; 3) Training and Development; 4) Promotions; and 5) Separations. Based on the OPM/EEOC memorandum that encouraged agencies to focus on the SES and its feeder pools, this report focused on that. Separately, and more recently, EPA also began a similar national analysis on upward mobility based on race and sex. The next step in EPA's upward mobility analysis will be to merge the two efforts, including utilizing a statistically significant trigger analysis tool developed as part of the race and sex upward mobility analysis. The tool's purpose is to assist in the analysis of workforce data in a manner that identifies triggers and provides input regarding the priority of barrier analysis. In the next step of the upward mobility analysis, we expect to complete our investigation of barriers and devise action plans, as necessary, by FY23 Quarter 4. We have reserved FY24 to assess the results of any action plans we devise. 2 https://www.eeoc.gov/federal-sector/management-directive/instructions-federal-agencies-eeo-md-715- l#:~:text=Definition%20of%20Barrier,ethnic%20background%2C%20or%20disability%20status. 4 ------- EPA BARRIER ANALYSIS INITIATIVE - TRIGGER IDENTIFICATION In fiscal year 2019 (FY19), the Office of Civil Rights (OCR) established an agencywide national priority: The Upward Mobility of Hispanics from GS-13 to the Senior Executive Service (SES). The analysis began at the GS-13 level, because the EEOC MD-715 workforce tables identify GS-13 to SES as the senior-level grades. OCR reviewed the workforce demographics data for FY17 through FY21. The trigger identification analysis concentrated on whether there were triggers to suggest the need to further investigate upward mobility for EPA's Hispanic employees. The initial phase of data analysis included reviewing EPA's workforce data tables, EEO complaints data gathered from its Annual Federal Equal Employment Opportunity Statistical Report on Discrimination Complaints (EEOC 462 Complaints Report), and Federal Employee Viewpoint Survey (FEVS) data. The second phase of data review included the development and execution of an agencywide employee survey. The survey was open to all EPA employees (Hispanic and non-Hispanic). The survey consisted of forty-nine questions that were divided into five categories. Survey participation was anonymous. The data collected in phase one and phase two serve as the foundation for this trigger identification report. Pkise I Data Review: Permanent Workforce, Complaints Data, Federal Employee Viewpoint Mil vey Results Phase 1 of the data review was focused on identifying triggers in data sets. Triggers in the data sets were to help provide a platform to determine if there were potential upward mobility barriers to investigate regarding EPA's Hispanic employees. Three data sets were reviewed: FY17-21 Permanent Workforce GS-13-SES - Hispanic Participation Rates; EEOC 462 Complaints Reports; and Federal Employee Viewpoint Survey Results. The following is a summary of the findings for the data sets used for the phase 1 data review: 1. Permanent Workforce Data Table Analysis The EEOC identifies the Glass Ceiling Barrier as one of three major barriers most likely to impact an employee's career path to the executive level. A glass ceiling exists when a particular EEO group cannot reach the executive level of leadership in an organization despite their presence in positions that comprise the feeder pool for executive positions. An upward mobility benchmark for determining a trigger to investigate the glass ceiling barrier is the comparison between the target population (e.g., the SES participation rate) and the population of the feeder pool, which are the grade levels immediately below the one under review. 5 ------- A. Permanent Hispanic Employees (Source: MD-715 Tables) Trigger Analysis for Permanent Hispanic Males in the GS13 to the SES: Figure 2 demonstrates that from FY17 to FY21, each year the Hispanic male SES participation rates has increased: in FY17 it was 3.38%, in FY21 it was 5.26%. Furthermore, although every year the Hispanic male participation rates decreased from the feeder pools into the SES, which are the GS13 to GS15, every year the SES participation rate exceeded the GS-15 feeder pool upward mobility benchmark. Workforce Data Table Analysis - Permanent Hispanic Males (Source: MD-715 Tables) FY17 FY18 FY19 FY20 FY21 ¦ 13 ¦ 14 ¦ 15 ¦ SES Figure 2. Permanent Hispanic Male Workforce Data Analysis Additionally, in FY20 and FY21, the Hispanic male SES participation rate exceeded the GS13, G14, and GS15 Hispanic male participation rate. Importantly, the FY21 GS15 Hispanic male participation rate was 2.96%, yet EPA's male Hispanic SES participation rate was 5.26%. Workforce data demonstrates that the percentage of Hispanic males in the SES has improved over the last five years. As a result, the Hispanic male participation rate in the SES now exceeds the upward mobility benchmark - feeder pool used in this trigger identification analysis. A question that needs answering moving forward is whether the Hispanic male participation rate in the feeder pools is at an anticipated participation rate so that Hispanic male upward mobility allows for an anticipated participation rate of Hispanic males in the SES. Trigger Analysis for Permanent Hispanic Females in the GS13 to the SES: Figure 3 shows that each year, from FY17 to FY21, the Hispanic female participation rates decreased from the G13 to the GS14. The participation rate similarly decreased each year from the GS14 to the GS15. 6 ------- However, as with the male Hispanic data, each year between FY17 to FY21, the Hispanic female SES participation rates increased: in FY17 it was 2.26%; in FY21, it was 3.38%. In FY21 the Hispanic female SES participation rate surpassed the upward mobility benchmark, the GS15 feeder pool, by almost 1% (.76%). Workforce Data Table Analysis - Permanent Hispanic Females (Source: MD-715 Tables) FY17 FY18 FY19 FY20 FY21 ¦ 13 B14 115 SES Figure 3. Permanent Hispanic Female Workforce Data Analysis The FY21 accomplishment is positive, but the Agency will need to continue to monitor Hispanic female upward mobility to determine whether the FY21 data is an outlier. Of particular concern, FY21 also saw the greatest Hispanic female participation rate decreases from the GS- 14 to the GS-15, albeit by .69%. Although not at the same rate as EPA's Hispanic male SES, permanent workforce data demonstrates that the Hispanic female SES participation rate at EPA has improved over the last five years. As a result, the Hispanic female SES participation rate now exceeds the Hispanic female SES upward mobility benchmark. As with the male Hispanic analysis, a question that needs answering moving forward is whether the Hispanic female participation rate in the feeder pools is at an anticipated participation rate so that Hispanic female upward mobility allows for an anticipated participation rate of Hispanic females in the SES. Further Analysis: The agency needs to analyze whether certain occupations provide different opportunities to advance to the executive level. It may be helpful to disaggregate the data by occupations because not all occupations in the agency have the same career growth to either the GS-14 or GS-15. Additionally, do certain occupations base qualifications on unnecessary criteria. For example, if there is a practice to favor education could the level of education be adjusted, eliminated, or substituted? Could a more concerted effort be made to identify Hispanic employees who have the level of education needed through improved outreach and/or recruitment? 7 ------- The analysis also needs to account for the fact that the agency does not fill all SES positions from internal candidates. The agency will consider these and other issues as it unveils a more refined upward mobility benchmark in conducting its analysis in FY23. 2. Complaints Data (EEOC462 Complaints Report) The EEOC recommends that agencies in their trigger identification analysis should review additional data including their EEOC 462 Complaints Report. Specifically, an agency should determine whether there is a trend of complaint filings that allege a failure to promote or non- selection based on national origin (Hispanic). EEOC instructions to Federal Agencies for preparing EE The following table provides information regarding failure to promote/non-selection complaints based on national origin (Hispanic) for FY17- FY21: Table 1. EEOC462 Complaints Data (FY17-FY21) Fiscal Year Failure to Promote/Non- Selection Complaints Based on National Origin (Hispanic) Total Number of Failure to Promote/ Non-Selection Complaints Total Number of Complaints (Regardless of Bases) Percentage of Total Complaints (Regardless of Bases) 2017 2 21 78 2.6% 2018 0 10 57 0% 2019 1 7 63 1.6% 2020 1 14 63 1.6% 2021 2 7 44 4.5% Table 1 shows that complaints alleging failure to promote or non-selection based on national origin (Hispanic) did not exceed two in any year between FY17 and FY21. They ranged from zero to two. The data did not demonstrate a trend of complaint filings that alleged a failure to promote or non-selection based on national origin (Hispanic). 3. Federal Employee Viewpoint Survey Data In January 2017, the EEOC released the following document: Barrier Analysis: Questions to Guide the Process. The document serves as a tool to help guide a barrier analysis exercise and contains a set of questions and suggested activities for the five most common areas to conduct barrier analysis exercises: recruitment, hiring, training and development, promotions, and separations. This trigger identification analysis focused on identifying upward mobility triggers for further investigation. The EEOC document suggests a review of two FEVS questions (22 and 67) to determine if there are variations from the government-wide and agencywide responses. Substantially more negative responses should be investigated as a data source to identify 8 ------- potential barriers. The following table summarizes the findings from the FY17-FY19 FEVS reports for questions 22 and 67:3 FEVS Question 22: Promotions in my work unit are based on merit A review of FEVS question 22, shows that Hispanic employees selected 'negative' at a higher rate than the EPA-wide and EPA non-Hispanic rate, but at a lower rate than the Government- wide rate with the exception of 2017. The negative response rate of EPA Hispanic employees was 1.7% greater than EPA-wide employees and 2.6% greater than EPA non-Hispanic employees; it was 2.2% less than the government-wide negative response rate. The Hispanic negative response rate decreased by a greater percentage, 1.5%, during this period than did the EPA-wide and EPA non-Hispanic percentages of .9% and 1.2%, respectively. The government-wide negative response rate increased by .7%. FY17 RESPONSES Number of Responses Positive Neutral Negative Do Not Know Government-wide 468,542 42.3% 25.4% 32.35% 16,412 EPA-wide 8,519 42.1% 27.7% 30.1% 840 EPA Hispanics 588 42.0% 25.6% 32.4% 56 EPA Non-Hispanics 7,473 42.7% 27.8% 29.5% 725 FY18 RESPONSES Number of Responses Positive Neutral Negative Do Not Know Government-wide 556,796 37.5% 28.3 34.3 37,646 EPA-wide 7,271 41.7% 28.3% 30.0% 661 EPA Hispanics 499 41.1% 27.9% 30.9% 34 EPA Non-Hispanics 6,298 42.6% 28.2% 29.3% 565 FY19 RESPONSES Number of Responses Positive Neutral Negative Do Not Know Government-wide 568,300 39.2% 27.7% 33.1% 38,099 EPA-wide 7,539 43.1% 27.7% 29.2% 714 EPA Hispanics 566 42.5% 26.6% 30.9% 44 EPA Non-Hispanics 6,461 44.2% 27.5% 28.3% 614 FEV Question 67: How satisfied are you with your opportunity to get a better job in your organization? Regarding FEVS question 67, the negative responses of EPA Hispanics was greater than the negative responses of Government-wide, EPA-wide, and EPA non-Hispanics employees. The percentage difference between the Hispanic response rate and the other response rates has generally decreased. The greatest percentage difference each year was between EPA Hispanic and EPA non-Hispanic employees. In FY17, the difference was 4.1%, but, in FY19, it had dropped to 2.4%. The percentage differences are smaller between EPA Hispanic employees and government-wide and EPA-wide employees. 3 The FY20 and 21 FEVS did not include these two questions. 9 ------- FY17 RESPONSES Number of Responses Positive Neutral Negative Government-wide 466,843 37.1% 27.7% 35.3% EPA-wide 9,147 33.5% 31.7% 34.8% EPA Hispanics 647 33.6% 28.2% 38.2% EPA Non-Hispanics 8,183 34.0% 31.9% 34.1% FY18 RESPONSES Number of Responses Positive Neutral Negative Government-wide 576,188 38.4% 27.6% 34.1% EPA-wide 7,755 33.6% 32.3% 34.1% EPA Hispanics 532 34.7% 29.7% 35.6% EPA Non-Hispanics 6,855 34.0% 32.3% 33.6% FY19 RESPONSES Number of Responses Positive Neutral Negative Government-wide 584,169 40.7% 27.0% 32.3% EPA-wide 8,029 37.1% 30.9% 31.9% EPA Hispanics 607 41.0% 25.5% 33.6% EPA Non-Hispanics 7,075 37.5% 31.3% 31.2% Further Analysis: Determine whether evidence exists to corroborate employee perceptions. For example, in EPA's barrier analysis report regarding the use of the Schedule A Hiring Authority, the survey results contained evidence that supervisors and managers had witnessed biased statements made about candidates actual or perceived disabilities PHASE II - DATA REVIEW-AGENCYWIDE UPWARD MOBILITY SURVEY 1. Background Originally, the second phase of data collection called for conducting open-door focus groups of employees (Hispanic and non-Hispanic) in the four EPA offices with the largest number of Hispanic employees: EPA Headquarters (HQ), Region 2, Region 6, and Region 9. The plan was to hold two concurrent sessions: one for managers and one for non-managers with a team of EPA facilitators to facilitate each session. OCR scheduled the initial session for March 10, 2019; however, due to the COVID-19 pandemic it had to cancel the focus group sessions. Instead, OCR decided to conduct an online survey. The purpose of the survey was to collect qualitative information on employee perceptions toward upward mobility opportunities at EPA. This was the first time EPA issued a survey of this nature agencywide. Specifically, the online survey sought to collect data on employees' perspectives on upward mobility issues, such as Individual Development Plans (IDPs), training, and mentoring/coaching. The survey provided OCR the opportunity to expand EPA participation to all employees. The survey was created by OCR's Affirmative Employment Analysis and Accountability office, in conjunction with the Hispanic Employment Program (HEP), an EPA Special Emphasis Program (SEP). The survey consisted of forty-nine questions. Participants had the option to include demographic information voluntarily and anonymously. 10 ------- The responses were evaluated by OCR staff and SEP managers from the HEP. They grouped the responses into common themes. Below is a brief snapshot of survey results. The survey served as an informal tool to collect information on employee perceptions. 2. The Upward Mobility Survey On March 10, 2021, OCR issued an agencywide mass mailer announcing that it had opened the Upward Mobility Survey and encouraged all employees to complete it. The purpose of the survey was to collect information on employee perceptions, in particular, Hispanic employees, regarding upward mobility/career advancement at EPA. The Survey consisted of five sections: I. Demographic Information II. Training III. Individual Development Plan IV. Mentoring/Coaching V. Upward Mobility The survey remained open for three weeks; it closed on March 31, 2021. SURVEY RESULTS: The following is a summary of the survey tabulations. Appendix I includes the table of results. For many questions, e.g., identify your EPA organization, a survey respondent could select from multiple options provided. Other survey questions were open-ended. For conciseness, EPA aggregated the responses of the multiple-choice and open-ended questions. All questions were optional and not all respondents provided responses to every question. Section I - Demographic Questions • At the time of the survey, EPA's workforce consisted of 14,848 total employees. 2,486 or 16.7% of employees responded to the survey. • At the time of the survey, EPA had 1,077 total Hispanic employees, which represented 7.25% of the EPA's total workforce. • 395 survey respondents identified as Hispanic. These respondents represented 15.9% of the 2,486 survey respondents and 36.7% of the 1,077 Hispanic employees at EPA. The high percentage of employees that identified as Hispanic - the survey's main target audience — suggests that surveys can be valuable tools for gathering barrier analysis information. 11 ------- Section II - Training • 68% of the survey respondents believe training is an important component in their career path. The majority of respondents stated that they determine their training and developmental skill needs through self-assessments and PARS discussions with their manager/supervisor. • Most survey respondents believe that their supervisors/managers are supportive of their professional growth and developmental opportunities. • The most common and second most common response non-Hispanic and Hispanic female employees who stated supervisors/managers provided "no support" for professional growth or career development were employee/supervisor issues and funding. It was the reverse for Hispanic male employees. Time constraint was the third most common reason provided by all three groups, although that response was tied with discrimination amongst Hispanic male and Hispanic female employees who responded to that question. • Most survey respondents stated that they have a career goal of advancing to a supervisor/manager position and most respondents that have such a career goal expressed interest in the SES. • Most survey respondents stated Non-Technical (Leadership/Management) as the area where they needed improvement. Hispanic female respondents mentioned ECQ Skill training as an area where they needed training. • Most survey respondents stated that they had participated in a career developmental opportunity (CDO) program: FedTalent training was the most popular (31%) and Full- Time Detail Assignments (21%) was the second most popular. Section III - Individual Development Plan • Most survey respondents stated that they are aware of IDPs and recognize them as a tool that provides benefits, such as setting career goals, improving communication with supervisors/managers, and identifying training needs. Respondents stated that employees take the lead to develop the IDP. For those respondents with an IDP, they stated that they discussed the IDP with their managers. • Most survey respondents stated that they did not have an IDP. 67% of non-Hispanic employees stated that, with Hispanic males above that percentage at 70% and Hispanic females below that percentage at 64%. Most respondents that did not have an IDP stated that it was because it is not a priority for the manager or because the respondent finds it to be a waste of time. Section IV- Mentoring and Coaching • Most survey respondents stated that they have a mentor or coach, who provide career advice, feedback, and networking. 12 ------- • Most survey respondents stated that they did not obtain their mentor/coach through an EPA program. • Hispanic male (28%) and female (28%) respondents more often stated that they were unaware that EPA offered mentors and coaches as compared to non-Hispanic respondents (23%). Non-Hispanic respondents (28%) more often stated that they utilized EPA's various mentoring and coaching programs as compared to Hispanic male (22%) and female (27%) respondents. Section V- Upward Mobility • Approximately 60% of survey respondents expressed interest and believed themselves eligible for upward mobility opportunities into management positions; however, approximately 70% stated that they had not applied for these opportunities or for an upward mobility promotional detail in the last two years. • Nearly two thirds of non-Hispanic (61%) and Hispanic female (60%) respondents who applied for an upward mobility management opportunity in the last two years responded that they were asked to interview. In contrast, only about a third of Hispanic male (36%) respondents who applied for an upward mobility management opportunity in the last two years stated they were offered an interview. • Nine percent of Hispanic female respondents, 10% of non-Hispanic respondents, and 11% of Hispanic male respondents stated that they were selected for an upward mobility opportunity in the last two years. • For survey respondents who were not selected, the majority stated that they reached out to the hiring official to discuss their nonselection. The majority of Hispanic male and female employees stated that they agreed with the feedback provided, while the majority of non-Hispanic employees stated they did not. Survey respondents provided limited information as to why they agreed or disagreed with the feedback received. For those that agreed with the feedback, some of the responses they provided included an identified need to obtain additional career experience or develop skills. For those that disagreed, some stated they believed it was due to discrimination or pre-selection. • Most respondents selected "traditional" methods (i.e., training, improving skills sets, and acquiring career experience) as the best way to advance their EPA career. • 51% of Hispanic male and female respondents stated that there were no workplace barriers to their career advancement at EPA because they are Hispanic. 49% of Hispanic male and female respondents stated there were workplace barriers to their career advancement at EPA because they are Hispanic. The most common workplace barriers Hispanic survey respondents stated included the following: o Discrimination, stereotypes, biases o Flawed hiring process (including upward mobility) o Lack of management support o Lack of career development opportunities 13 ------- • Most non-Hispanic, Hispanic male, and Hispanic female respondents stated that they did not believe there were current workplace barriers to career advancement due to EEO protected bases. However, for those that stated that they believe workplace barriers existed due to EEO protected bases, race was the leading basis identified by non-Hispanic, Hispanic male, and Hispanic female respondents. Hispanic male respondents stated that national origin was second leading basis, while Hispanic female respondents stated national origin was third leading basis behind race and color. 14 ------- Next Steps The agency has commenced an Upward Mobility analysis based on race and sex. The data and information collected as part of this trigger identification analysis on upward mobility of Hispanic employees will help inform that analysis. As the agency develops better and improved tools to implement for national barrier analysis, it will apply them to the Hispanic upward mobility analysis. The agency will also develop guidance to assist region and program offices in conducting a review of their respective office data for EEO triggers and barriers. In FY23, the agency will include improved analysis techniques. The trigger identification analysis on the upward mobility of Hispanic employees at the agency from the GS13 to SES levels identified the need for a more refined and inclusive upward mobility benchmark to determine triggers. The new benchmark will seek to address that only certain occupations have a career path to the senior grade levels. The new benchmark will also attempt to account for the fact that the agency fills positions internally and externally. Analysis in FY23 may also identify other areas to improve the benchmark. Furthermore, the trigger analysis should determine the appropriate significance to prioritize a trigger for further investigation. For example, determining what is a significant number of complaints alleging failure to promote/non selection based on national origin (Hispanic) over the last five years. The employee survey identified that some employees perceive that there may be workplace barriers for career advancement at EPA for Hispanic employees. The agency will determine whether there is evidence to support such perceptions, including by reviewing outreach, recruiting, and upward mobility applicant flow data. The agency also will hold listening sessions for all employees on upward mobility issues/concerns and review the use/deployment of IDPs. Finally, OCR recommends that each EPA region and program office conduct an organization specific trigger identification analysis, and program offices. OCR invites all region and program offices to join it in FY23 as it proceeds with the nationwide Hispanic upward mobility analysis. Such participation should help each region and program office conduct its respective region or program office analysis. 15 ------- Appendix 1. Upward Mobility Survey SECTION I - Demographic Questions Are you Hispanic/Latino-A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race? Options Count Percentages Yes 395 16.07% No 2063 83.93% Total = 2458 Please select the racial category or categories with which you most closely identify. Select as many as apply. Options Count Percentages American Indian or Alaska Native 128 4.98% Asian American 229 8.91% Black or African American 470 18.30% Native Hawaiian or other Pacific Islander 14 0.54% White 1728 67.26% Total = 2569 How long have you been an em Dloyee of the Environmental Protection Agency? Options Count Percentages 0-5 Years 690 27.89% 6-10 Years 243 9.82% 11-15 Years 370 14.96% 16-20 Years 306 12.37% 21+ Years 865 34.96% Total = 2474 3lease select your organization. Options Count Percentages Office of the Administrator (OA) 45 1.83% Office of Air and Radiation (OAR) 205 8.32% Office of Chief Financial Office (OCFO) 63 2.89% Office of Chemical Safety and Pollution Prevention (OCSPP) 171 6.94% Office of Enforcement and Compliance Assurance (OECA) 139 5.64% Office of General Counsel (OGC) 41 1.66% Office of Inspector General (OIG) 15 0.61% Office of International and Tribal Affairs (OITA) 9 0.37% Office of Land and Emergency (OLEM) 100 4.06% Office of Mission Support (OMS) 170 6.90% Office of Research and Development (ORD) 210 8.52% Office of Water (OW) 80 3.25% Region 1 63 2.56% Region 2 83 3.37% Region 3 150 6.09% Region 4 108 4.38% Region 5 155 6.29% Region 6 170 6.90% Region 7 118 4.79% Region 8 79 0.28% Region 9 212 8.60% Region 10 78 3.17% Total = 2464 16 ------- What is your current grade leve ? Options Count Percentages GS 1-4 13 0.53% GS 5-7 52 2.12% GS 8-10 129 18.99% GS 11 113 4.61% GS 12 352 14.37% GS 13 984 40.16% GS 14 445 18.16% GS 15 309 12.61% SES 53 2.16% Total = 2450 Are you currently a permanent EPA employee? Options Count Percentages Yes 2429 98.34% No, 1 am a temporary EPA employee 41 1.66% Total = 2470 SECTION II -Training Questions How important do you believe training is to your career path? Options Count Percentages 0- Not at All Likely 19 0.8% 1 16 0.7% 2 29 1.2% 3 48 2.0% 4 39 1.7% 5 113 4.8% 6 162 6.9% 7 334 14.2% 8 482 20.5% 9 338 14.4% 10 - Extremely Likely 773 32.9% Total 2353 How do you determine your training and developmental skills needs? (Select all that apply) Options Count Percentages PARS4 discussion with my manager/supervisor 1693 25.40% Feedback from my Mentor or Coach 823 12.34% FedTalent training Programs 789 11.83% Self-assessment 2005 30.07% Discussions with work colleagues who are not in management 1357 20.35% Total = 6667 Do you discuss your training and or developmental skills needs wit n your supervisor/manager? Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 1731 85% 124 82% 181 84% NO 316 15% 28 18% 35 16% TOTAL 2047 152 216 4 Performance Appraisal and Recognition System (PARS). 17 ------- Is your supervisor/manager supportive when you have indicated that you want to apply for arofessional growth and developmental training opportunities? Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 1778 88% 131 86% 177 85% NO 235 12% 21 14% 32 15% TOTAL 2013 152 209 If No, list why not? Non-Hispanic Top Responses Non-Hispanic Responses & % of all Responses Hispanic Male Top Responses Hispanic Male Responses & % of all Responses Hispanic Female Top Responses Hispanic Female Responses & % of all Responses Issues with supervisor/not a priority 126 = 51% Funding 8 = 32% Issues with supervisor/not a priority 18 = 49% Funding 66 = 27% Issues with supervisor/not a priority 6 = 24% Funding 9 = 24% Time Constraints/ FTEs 53 = 22% Time Constraints - FTE 3 = 12% Time Constraints - FTEs 3 = 8% Discrimination/Favoritism 3 = 12% Discrimination/Favoritism 3 = 8% TOTAL 245 of 349 responses 20 of 25 responses 33 of 37 responses Do have a career goal to advance to a management or supervisor position including Senior Executive Service (SES) positions? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES - 1 am interested in a management or supervisor position - but not in the SES 434 22% 40 27% 59 29% YES - 1 am interested in a management or supervisor position - including the SES 656 33% 71 48% 76 37% No 902 45% 37 25% 72 35% Totals 1992 148 Which of the following are areas you believe you need to improve the most for a management opportunity? (Select all that apply) Top Three Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses %Response Non-Technical skills 546 53% 59 57% 70 57% (Leadership/Management) Technical skills 215 21% 20 19% 14 11% (Subject Matter Expertise) Both Non-Technical Skills 276 27% 25 24% 40 32% and Technical Skills TOTAL 1037 124 18 ------- What are your most critical Non-Technical skills Leadership/Management) training needs? Top Three Responses Non-Hispanic Responses Hispanic Males Responses Hispanic Females Responses 1 General Training General Training General Training 2 Leadership/Management Training Leadership / Management Training Leadership / Management Training 3 Detail or Temporary Promotion Detail or Temporary Promotion ECQ-Skill Set What are your most critical Technical skills (Sub ect Matter Expertise) training needs? Top Three Responses Non-Hispanic Responses Hispanic Males Responses Hispanic Females Responses 1 Subject Matter Expertise Subject Matter Expertise Subject Matter Expertise 2 Additional Career Experience / Knowledge General Training Additional Career Experience / Knowledge 3 General Training Additional Career Experience / Knowledge General Training If you had to prioritize between technical and non-technical skills training, which would be more important to you? Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Non-Technical skills 658 62% 66 60% 87 66% (Leadership/Management) Technical skills (Subject 404 38% 44 40% 45 34% Matter Expertise) TOTAL 1062 110 132 Based on your priority selection between technical and non-technical skills training. Why is one more important to you than the other? Priority Non-Hispanic Responses Hispanic Males Responses Hispanic Females Responses 1 Technical Training Non-Technical and Technical Training (tied) Non-Technical Training 2 Non-Technical Training Technical Training Select the career developmental opportunities you have participated in: (Select all that apply) Options Count Percentages EPA Career Coaching Program 467 9.82% Executive Potential Program (e.g., USDA Graduate School) 157 3.30% External Fellowship (e.g., Excellence in Government Fellows 105 2.21% Program FedTalent-Training Library Course 1480 31.12% FEI Career Development Program 142 2.99% Full-Time Details & Temporary 1004 21.11% Lateral Reassignments 518 10.89% Leaders and Learners Program, External Fellowship (e.g., 383 8.05% Excellence in Government Fellows Program) SES Career Developmental Program 43 0.90% Skills Marketplace (Part-time Projects) 344 7.23% Treasury Executive Institute Career Coaching Program 113 2.38% Total = 4756 Which career developmental opportunities would you like to learn more about (Select all that apply) Options Count Percentages EPA Career Coaching Program 810 11.57% Executive Potential Program (e.g., USDA Graduate School) 740 10.57% External Fellowship (e.g., Excellence in Government Fellows Program 770 11.00% FedTalent-Training Library Course 309 4.41% FEI Career Development Program 651 9.30% 19 ------- Full-Time Details & Temporary 811 11.58% Lateral Reassignments 527 7.53% Leaders and Learners Program, External Fellowship (e.g., Excellence in Government Fellows Program) 662 9.45% SES Career Developmental Program 725 10.35% Skills Marketplace (Part-time Projects) 493 7.04% Treasury Executive Institute Career Coaching Program 504 7.20% Total = 7002 SECTION III - Individual Development Plan Questions Are you familiar with the term Individual Development Plan (IDP)? Top Responses Non- Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 1805 93% 120 79% 192 89% NO 242 7% 31 21% 23 11% TOTAL 2047 151 215 f yes, how did you learn about IDPs? Top Three Responses Non-Hispanic Responses Hispanic Males Responses Hispanic Females Responses 1 EPA Training /SEPMs5 PARS Supervisor / Manager EPATraining 2 PARS Supervisor / Manager EPATraining PARS Supervisor / Manager 3 Another Agency Colleague Career Internship Do you currently have an Individual Development Plan (ID P)? Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 591 33% 36 30% 68 36% NO 1194 67% 83 70% 120 64% TOTAL 1785 119 188 f yes, describe the benefits and/or limitations of having an IDP. Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Career Goals/Structure 28 80% 1 100% 0 0% Expectations/Communication with Manager/Supervisor 4 11% 0 0 2 40% Identify Training Needs 3 9% 0 0% 2 40% In Progress - Developing IDP 0 0% 0 0% 1 20% TOTAL 35 1 5 f you asked for an IDP, did your supervisor/manager work with you to execute and agreement? Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 431 35% 30 35% 64 47% NO 807 65% 56 65% 72 53% TOTAL 1238 86 136 If no, why not? 5 Special Emphasis Program Managers (SEPMs). 20 ------- Top Three Responses for Non- His panics Top Three Responses for Hispanic Males Top Responses for Hispanic Females IDP not a priority for manager IDP not a priority for manager IDP not a priority for manager Did Not Ask for One-Waste of Time Did Not Ask for One-Waste of Time Various Other Responses: Lack of funding; Developed IDP on own, In Progress of developing Not Sure Not Sure Various Other Responses: Lack of funding; Developed IDP on own, In Progress of developing Do you discuss your IDP with your manager throughout the fiscal year? Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 307 54% 21 60% 34 52% NO 263 46% 14 40% 31 49% TOTAL 570 35 65 SECTION IV- Mentoring and Coaching Questions Are you aware that EPA offers mentors or coaches that are available to provide you career advice/feedback? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Yes 1567 77% 108 72% 154 72% No 469 23% 44 28% 61 28% Total 2036 152 215 Do you currently have a mentor or a coach that provides you with career advice/feec back? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Mentor 543 71% 28 60% 67 72% Coach 128 17% 9 20% 15 16% Both a Mentor and Coach 95 12% 9 20% 11 12% Total 766 46 93 Did you obtain your mentor or coach through one of EPA's programs (e.g., Leaders and .earners, EPA Career Coaching Program, etc)? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Yes 356 28% 22 22% 39 27% No 919 72% 80 78% 106 73% Total 1275 102 145 fyes, please identify which EPA Program? Top Three Responses Response 1 EPA Career Coaching 2 EPA Leaders & Learners Mentoring Program 3 Mentoring Program If you have a mentor or coach, what do you consider to be the benefits of having one and has a mentor or coach helped your career advancement? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response No Assistance 8 11% 0 0% 1 7% 21 ------- Provides Career Advice - Feedback - Networking 64 89% 1 100% 14 93% Total 72 1 15 SECTION V- Upward Mobility Are you interested in upward mobility opportunities into management positions? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Yes 930 46% 96 65% 125 57% No 564 28% 24 16% 37 17% Maybe 539 27% 29 19% 56 26% Total 2033 149 218 Are you eligible for upward mobility opportunities into management positions? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female % Response Yes 1281 67% 113 79% 121 60% No 624 33% 30 21% 81 40% Total 1905 143 202 If eligible, have you applied for upward mobility management opportunities in the last two years? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Yes 422 25% 46 34% 54 30% No 1276 75% 88 66% 125 70% Total 1905 134 179 f yes, were you asked to interview for the position? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Yes 369 39% 42 54% 47 40% No 585 61% 36 46% 70 60% Total 1698 78 117 n the last two years, were you selected for an upward mobility management position? Options Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response No 1479 90% 118 91% 164 91% Yes, Manager-Non- Supervisor 52 3% 1 1% 8 4% Yes, Manager- Supervisor 94 6% 8 6% 9 5% Yes, SES 12 1% 2 2% 0 0% Total 1637 129 181 f you recently interviewed for a position in the last two years, was an interview panel used? Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 677 64% 58 62% 46 94% NO 385 36% 36 38% 3 6% TOTAL 94 22 ------- Have you applied for an upwarc mobility promotional) detail in the ast two years? Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 391 22% 38 28% 59 29% NO 1411 78% 96 72% 145 71% TOTAL 1802 134 204 If yes, were you selected? Top Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 173 46% 15 41% 30 54% NO 206 54% 22 59% 26 46% TOTAL 379 37 56 If you applied for an upward mobility (promotional) detail in the past two years and you were not selected, did you contact the hiring manager/selecting official to discuss why not selectee Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 146 52% 18 60% 24 59% NO 136 48% 12 40% 17 41% TOTAL 279 30 41 f yes, do you agree with reasons/feedback management provided? Yes or No. Explain why. Responses Non-Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response YES 36 34% 17 55% 11 55% NO 71 66% 14 45% 9 45% TOTAL 107 31 20 What is your opinion on how to aest advance your career at EPA? Top Responses Non- Hispanic Responses % Response Hispanic Male Responses % Response Hispanic Female Responses % Response Traditional (training, develop skills, and career experience) 404 86% 37 82% 51 91% Don't Know the Answer 33 7% 3 7% 3 5% No interest 19 4% 2 4% 1 2% Leave the Agency 15 3% 3 7% 1 2% TOTAL 471 45 56 If you are Hispanic, do you believe there are any current EPA policies, practices or procedures that are barriers to your career advancement because you are Hispanic? Options Hispanic Males Responses % Hispanic Females Responses % Yes 59 49% 86 49% No 61 51% 90 51% Total 120 176 f yes, what are the current workplace barriers that you believe exist? TOP RESPONSES Hispanic Males Responses % Hispanic Females Responses % Discrimination, Stereotypes, Biases 36 46% 47 48% Hiring Process, Preselection, Selection, Upward Mobility Process 21 27% 24 25% Lack of Management Support 11 14% 20 20% Lack of Opportunities or Development Program 11 14% 7 7% TOTAL 79 98 23 ------- Do you believe there are any current EPA policies, practices or procedures that are barriers to your career advancement due to your race, color, religion, sex (including pregnancy), national origin, sexual orientation, gender identity, age (40 or older), disability, or genetic information? Options Non-Hispanic Responses % Hispanic Males Responses % Hispanic Females Responses % Yes 617 41% 51 43% 75 45% No 898 60% 66 56% 92 55% Total 1515 117 167 f Yes, please identi :y the basis/bases? (Select all that apply) BASE Non-Hispanic Responses % Response Top 5 Hispanic Male Responses % Response Top 5 Hispanic Female Responses % Response Top 5 Age (40 or older) 332 21% 2 20 14% 3 20 11% 5 Color 242 15% 4 18 13% 4 34 18% 2 Disability 107 1% 5 10 1% 11 6% Gender Identity 77 5% 3 2% 7 4% Genetic Information 17 1% 0 0% 3 .01% National Origin 91 6% 24 17% 2 32 17% 3 Race 347 22% 1 39 28% 1 48 25% 1 Religion 50 3% 6 4% 3 2% Sex (including pregnancy) 271 17% 3 11 8% 5 29 15% 4 Sexual Orientation 58 4% 9 6% 6 3% TOTAL Responses 1592 140 193 24 ------- |