Workforce Analysis

2012

Introduction

This report constitutes Portland Community College's assessment of its workforce as of November 2012. It is intended to assist the college in developing affirmative action activities in the areas where women, and racial and ethnic minorities are under represented.

The Office of Affirmative Action and Equity, and the Department of Institutional Effectiveness annually receive a workforce analysis from the Department of Human Resource Management, which is compared with labor market availability data as a means to determine utilization of “protected class” individuals. This process provides the basis for the establishment of placement goals and time tables to correct utilization.

Methodology

In summary, the college establishes goals and time tables for the selection of “protected class” individuals by obtaining a workforce analysis, comparing it with labor market availability data, and determining the utilization of women and people of color.

Workforce Analysis

This analysis is basically a "snapshot" taken of our workforce on November 1, 2012. It includes a separate listing of full-time and part-time employees organized by job group category, gender and ethnic identity. We continue to look at positions in four major categories: full-time hard money (General Fund), full-time soft money (Non-General Fund), part-time permanent hard money and part-time permanent soft money. Additionally, data is presented broken down into female and total minority: African American, Hispanic, American Indian/Alaskan Native and Asian/Pacific Islander.

Availability Analysis

This analysis is based on the race and gender representation in the relevant labor area from which the college hires its employees. Specifically, this process includes the following two availability factors:

  1. The availability of racial and ethnic minorities or women having the requisite skills in an area in which the contractor can reasonably recruit.
  2. Percentage of racial and ethnic minorities or women promotable, transferable and trainable within the contractor's organization in the specified labor area.

Subsequently, each factor is given a value weight (as a percent of 1.00). This discretionary criterion reflects the importance of the particular factor as it relates to each job group. Consequently, the value weights for each factor may differ between job groups. That is, in order to fairly determine availability for each of the job groups, these have to be properly matched with national, regional, or local area census data. This methodology enables us to use both different values and national census data for the Administrator/Manager and Faculty job groups, and regional census data (Washington, Idaho, Oregon and California) for the Professional Non-Faculty job group. Moreover, the applicant flow data for faculty is further sub-divided to match each of the faculty subgroups: Instructors, Counselors and Librarians.

The AA Planner software lets us customize availability data according to the representation of faculty by academic subject area taught at PCC. This enables us to identify the areas actually being taught and the number of faculty teaching in each area, allowing us to match those numbers by academic area to the availability data.

Utilization Analysis

The utilization of women, and racial and ethnic minorities is determined by comparing their representation in our workforce with their availability in the labor market. That is, based on the difference in percentages between our current workforce and availability in the labor market, we calculate the number of women, and racial and ethnic minority positions needed to reach parity. This constitutes the college's goals.

Because labor market availability data is updated annually and because the college workforce changes from year to year, utilization figures also change and goals are adjusted accordingly. (See Appendix C for an illustration of how this occurs.) As a result, you will find as you review the data on the following pages that some goals are lower and some are higher than those established in the last Workforce Analysis. (See Appendix A for comparisons.) As we move close to parity, however, these goals will gradually be replaced by zeros in all categories.

It is important to remember that new hires alone will not necessarily reduce a placement goal in a given job group. For example, if a woman is hired to replace a retiring instructor who is also a woman, the representation of women in that job group will not change (assuming the total number of positions remains the same). Over time, however, parity is achieved and goals are met by redistributing the representation of women and people of color in the college workforce, typically by:

  • Hiring qualified women to replace men and/or hiring racial and ethnic minorities to replace non-minorities when vacancies occur in existing position or
  • Hiring qualified women and racial and ethnic minorities to fill new positions. (See Appendix B)

The following sections outline current workforce, labor market availability, utilization information and goals for each job group category broken down by ethnic group and gender