Recognition
The perception that one is compensated fairly and that benefits are adequate plays an important role in employees feeling valued and respected. This recognition category is based on survey items capturing satisfaction with the benefits offered and compensation, for example, item #11: I am paid fairly for my work.
This recognition category is based on the expressed confidence faculty and staff report in the capabilities and credibility of senior leadership. In the Great Colleges to Work For program, “senior leadership” is defined as the most senior members of the institution (e.g., chancellor or president and those who report directly to him/her). Item #32, Senior leadership has the knowledge, skills and experience necessary for institutional success, is considered for recognition in this category.
This recognition category is reserved for program participants who are demonstrating an institutionalized commitment to diversity, as reported through the experiences of faculty and staff. It is based on measures of individual experiences of inclusion and belonging, as well as measures of the impact of institutional diversity policies and procedures at the individual level. This recognition category is based on the responses of all employees at an institution, and does not necessarily reflect the specific employment experience of any one demographic group of any protected class of employees. Item #40: At this institution, diversity in all of its forms is valued, is considered for this category.
Faculty have a unique role in the life of a university and there are some elements of their specific employment experience – the support for advancement and promotion opportunities and the perceived balance of teaching, service and research, for example – that are uniquely viewed through the faculty lens. This recognition category is based on the faculty responses to the survey items addressing these topics, for example item #58: There is appropriate recognition of innovative and high quality teaching.
With roots in work/life balance and wellness models, this recognition category is based on the impact of one’s employment experience on their well-being (e.g., the opportunity to do meaningful work, the support for work/life balance and the experience of a safe working environment). Item #39, This institution takes appropriate steps to protect the health and safety of faculty, staff and students, exemplifies the statements considered for this category, which underline the well-being of the whole employee.
This recognition category is based on satisfaction with job fit, autonomy and resources. High degrees of job satisfaction are essential to an engaged workforce. The statements considered for this category are foundational to the faculty/staff experience, for example item #2: I am given the responsibility and freedom to do my job.
Understanding an institution’s mission and how one’s job impacts that mission are considered primary drivers to faculty/staff engagement. In addition to mission understanding, this category is based on survey items that provide insight into the level of pride in being associated with the institution and the willingness to recommend the institution as an employer. Some of the statements considered for recognition in this category are considered key indicators as to whether a college is a great place to work, for example item #54: This institution’s culture is special – something you don’t find just anywhere.
Support for faculty/staff professional development is critical both in terms of building organizational capacity and supporting individual development needs. This recognition category is based on survey items related to onboarding processes, professional development opportunities, and support for career development, for example, item #30: Our onboarding processes prepare new faculty and staff to be effective.
The concept of shared governance is one of the most widely valued and deeply respected traditions within higher education. For many faculty, it is a core part of their experience. Consequently, this recognition category is based on faculty responses to the survey items on collaborative governance processes and decision-making. We also include the responses of adjunct faculty respondents from two-year institutions. For example, item #56: The role of faculty in shared governance is clearly stated and publicized, is considered.
It is widely regarded that the experience of one’s immediate supervisor is among the most important factors influencing whether an employee is truly engaged. This recognition category is based on the survey items providing insight into critical managerial competencies such as providing clear direction and constructive feedback, and ensuring effective communication and equitable treatment. The statements considered for this category speak to the particular impact a supervisor has on his/her employees, for example item #12: I believe what I am told by my supervisor/department chair.