Status Report - General Sciences Pilot Program in

**Strategic Recruiting**

# Introduction

Starting about four years ago, the Laboratory Director tasked Division
Directors to develop and implement plans to promote diversity at LBNL.
This note is part of the effort to define and carry forward a General
Sciences Pilot Program in Strategic Recruiting as part of the current
(2004) Divisional Diversity Plan.

Most readers of this document will not be surprised to see evidence, in
Section IV, that General Sciences hiring from within the ranks of women
and some minorities falls short of what would be expected if chance
alone governed. The Laboratory has mounted a Diversity effort in large
measure to address this issue laboratory wide.

Both Senior Laboratory Management and our General Sciences Directorate
recognize serious deficiencies in our recruitment and retention of women
and minorities. Our inability to overcome these deficiencies must be
analyzed and understood:

> Are we all at a common understanding of where we are, and where we
> want to go on diversity issues?
>
> Are there institutional customs or practices that thwart our
> intentions?

## An Issue concerning Non-Scientific Staff

In our matrix form of management, the General Sciences community
consists of two distinct populations: those hired within the Divisions
(typically but not exclusively scientists), and others like
administrators and engineers who are hired and employed by external
Divisions, and "matrixed out". As with most issues, there are pluses and
minuses for the choice of matrixing (or not). For the purposes of this
Report, however, it is important to note that a failure to include
matrixed employees in our discussions may well fail to create the
inclusionary environment we desire.

Having said this, we will for the most part ignore here our matrixed
colleagues. We believe that a parallel effort to provide equity for
these colleagues is essential. The tactics that we in General Sciences
should employ that would be most beneficial here should be investigated.

# A Strategic Approach to Recruiting

We in the General Sciences Divisions have come to realize the importance
of a strategic approach to recruiting. While there is general
recognition that success in the hiring process is vital to the
attainment of excellence in science, often there are choices or
conflicts or ambiguity in our hiring requirements. For example,

should a given open position be advertised at a senior or junior level,

should the position be career or term,

should the applicants be broadly trained with potential or more narrowly
focused with proven expertise,

are the types of questions that we hope will be illuminated by a
strategic analysis.

In addition, many have also come to the realization that the simple
criterion of opting for the best candidate often fails in the comparison
of real-life candidates. Each candidate presents his or her own set of
strengths and weaknesses, so that anointing a single candidate as "best"
amounts to the choice of one set of criteria over another[^1]. "Best"
may also fail as a criterion when the definition itself fails to include
qualifications beyond the strictest scientific credentials, such as work
habits, ability to function in a large collaboration, *etc*.

One way to frame this discussion is try to encapsulate the criteria for
\"best\" in written form, so that all relevant considerations are
explicitly documented. We have learned to be wary of standards that vary
with the applicant: disappointed women and minority candidates have
often chastised us for \"moving the bar\" in detriment to their
candidacy.

Still another set of considerations impels us toward a strategic
approach. Often, a scientific supervisor will wish to hire an individual
who presents the best match to the skills perceived to be needed. A
Division Director however, may take a longer-term view and prefer a
candidate more broadly talented (or more inclined to the science as
opposed to the technology, *etc*.). Still another view may be voiced by
Laboratory Management, who are cognizant that the Laboratory's image and
reputation may be damaged if our hiring is perceived as prejudiced
against certain groups. A strategic approach would provide a framework
to strike a balance among competing priorities.

## What are the elements of Strategic Recruiting?

-   Baseline Demographics

A census of our present working population

Assessment of future hiring needs

> A clear and comprehensive statistical pictureto guide our efforts

Evaluation of the sources of potential applicants - Availability

To ensure accurate and complete information for the above, a database is
the recognized tool that must be applied

-   Strategic Recruitment Goals

-   Good Faith Efforts

-   Assessment and Accountability

III\. Demographics in the General Sciences Divisions

## Who Are We?

A request to our HR Center for a current roster of the General Sciences
Divisions allowed us to produce Table 1. This Table represents a
snapshot of our population on a recent typical day[^2]. Here, guests,
visitors and other transient members have been excluded, as well as
colleagues who are matrixed to General Sciences from other Divisions
(Administrative Assistants, Engineers, *etc*.).

Several comments on these data are worth noting at this point. We call
attention to the null entries in this Table in each of the three
Divisions for Afro-Americans. We also note that the number of females is
appreciably smaller than the number of males. Only when we define and
analyze Availability (see Section VI) will we be able to put these
smaller populations in perspective.

A major uncertainty may be inferred from the large number of "Unknowns"
that are tabulated. This situation arises since all the gender/ethnicity
data in our HR database is voluntary, and self-describing. Consequently,
some individuals chose not to self-identify. This is certainly their
right.

  ------------ -------------------- ---------------- ----------- ----------- ------------- --------- ------------- ------------- ------------ --- ----------- -------------- -----
  **Table 1.** **Gender/Ethnicity                                                                                                                                            
               by Division**                                                                                                                                                 

                                                     **Males**               **Females**             **Unknown**                 **Whites**                   **Hispanic**   

  **Physics                         132                          18                        2                       107                            4                          
  Division**                                                                                                                                                                 

  **Nuclear                         87                           22                        1                       74                             4                          
  Science**                                                                                                                                                                  

  **AFRD**                          99                           6                         0                       68                             5                          

  **GS Total**                      318                          46                        3                       249                            13                         

                                                                                                                                                                             

                                    **Afro-Amer.**               **Asian**                 **Nat.                  **Unknown**                    **TOTAL**                  
                                                                                           Amer.**                                                                           

  **Physics                         0                            10                        0                       31                             152                        
  Division**                                                                                                                                                                 

  **Nuclear                         0                            12                        0                       20                             110                        
  Science**                                                                                                                                                                  

  **AFRD**                          0                            15                        0                       17                             105                        

  **GS Total**                      0                            37                        0                       68                             367                        
  ------------ -------------------- ---------------- ----------- ----------- ------------- --------- ------------- ------------- ------------ --- ----------- -------------- -----

However, some others of the "Unknowns" may simply have failed to
complete their descriptions to HR. Still others may have decided that
the gender/ethnicity categories offered them by our Equal Employment
Opportunity (EEO) administrators are insufficiently inclusive to apply
to them. In any event, we will work with our HR Center to reduce the
"Unknowns", if we can, to a more reasonable (small) fraction.

Continuing the analysis of our population, we present in Table 2 the
distribution of Employee Job Titles by Division. The preponderance of
physicists (and chemists) amongst us is evident, especially when
students (GSRAs) and postdocs are included in the physicist grouping.
Even so, we also see a significant non-PhD group of engineers,
technicians and computer scientists. It should be clear that even within
a single Division, job requirements might be expected to show
considerable variation.

In Table 3 we show the Employee Classifications for the Divisions. Only
36% of our staff are full-time career employees; another 40% are term,
student, or postdoc appointments. The bulk of the remainder are Faculty
(9%) and rehired retirees (13%). AFRD favors career employees relative
to students and postdocs (compared with Physics and Nuclear Science).

## Citizenship

In Table 4 these same Employee Classifications are displayed by the
status of citizenship. Here we see a preponderance of U.S. citizens in
career, faculty and student classifications (and especially rehired
retirees), but a majority (70%) of Visa and Green Card holders among our
postdoc and term employees.

The General Sciences are leaders in international scientific projects,
and our search for outstanding scientists extends internationally.
However, we must also recognize that as a pre-eminent U.S. National
Laboratory, we share in the national burden of advancing U.S. scientific
and technical interests. In particular, the development of a highly
trained scientific workforce has been one of the historical roles where
LBNL has lead. Part of the focus of the debate as we consider our
scientific recruiting, then, has to be the relevant advantages and
merits of pursuing U.S. citizens rather than their foreign confreres.

In this document we will tend to focus on scientists who are U.S.
citizens or permanent residents. This emphasis is a natural consequence
of our responsibility for the development of our nation\'s scientific
workforce. This emphasis itself is not without controversy. Many would
(and have) argued that hiring a Black, of whatever national origin,
would substantially aid in diversifying our staff. Others would harken
to an Affirmative Action motivated by redressing past injustices upon
our Black slaves and their descendants, and define American roots as
essential for our activities. (Still others, of course, may not
subscribe to either point of view.)

## Gender and Ethnicity

Due to Federally mandated EEO requirements, our Laboratory Work Force
Diversity Office (WFDO) maintains a breakout of our census data along
gender and ethnicity lines. As mentioned above, individuals are
self-identified, and must choose among the various EEO categories
allowed. The gender/ethnicity data for General Sciences, broken out by
employee classification, are shown in Table 5 (and for the individual
Divisions in Tables 6-8).

Let us first focus on the gender statistics (of Table 5). The 11% female
fraction of our career and faculty employees is only slightly lower than
the 13% overall fraction of females in our Divisions. \[However, it is
worth noting that only three of the six female career employees in
Physics are actually holders of the PhD in Physics. The other three
include an Educational Program Administrator, an Engineering Assistant,
and a Safety Engineer.\] Our postdocs and term employees are also at the
11% level, while our students are a much larger 24% female fraction.
These trends, and indeed the size of our female fraction, are in line
with national demographics; we will return to this discussion in Section
VI.

The breakout by ethnicity in Table 5 reveals a null population in our
Divisions for both Afro-Americans and for Native Americans. The
Laboratory Director commented, in our recent Diversity review, on our
collective inability to hire a Black scientist: "no black has been hired
in the 73 years of your existence"! Dr. Shank's suggestion of what we
must do to remedy this inadequacy is discussed in Section VI.

# Recent Hiring History

Department of Energy funding for our Divisions in the past decade has
tended to follow the national trend: inflation-adjusted funding has been
in decline over the entire period. Our Divisions have been in and out of
RIF over this period, so that many would wonder whether new hires are a
part of our options as we slowly fade away. We therefore investigated
our recent hiring history (for 1999-2003, the past 5 years). Table 9
shows that a total of 202 hires (excluding GSRAs) occurred over this
time period, with more than 10 hires/year for AFRD, the smallest
contributor.

The bulk of these hires are in term or postdoctoral positions.
Nevertheless, 26 career and faculty hires (16% of our current
population) were made over these 5 years. Such relatively large numbers
offer possibilities of addressing perceived hiring inequities and
imbalances over a short time span.

Further insights into our recently hired cohort may be obtained from
Table 10, a breakout of our hiring by gender and ethnicity for the
various citizenship categories. The ephemeral nature of the data is
captured here: the sole Afro-American U.S citizen counted here was
hired, and subsequently released, before he (or she) could be counted in
our April 28, 2004 census. Most glaring in this Table is the large
fraction (53%) of non-U.S. citizens overall in this largely transient
group.

Table 11 demonstrates the large variety of positions into which we hire.
Beyond the dominant postdoc and research associate hirees, 111 hires
were made into 30 different job titles.

# Availability

As we confront issues related to perceived inequities in hiring, we must
try carefully to construct measures of the relevant populations that are
straightforward to define, and to obtain. For our purposes, let us
define for a given job posting:

> Requirements: the standards that must be met to be eligible for the
> job
>
> Candidate Pool: the potential applicants, local or national as
> appropriate, who
>
> satisfy the job Requirements
>
> Applicant Pool: the Candidates who actually apply for the position
>
> Short List: selected Applicants who appear most qualified for the
> position
>
> Availability: for a specific gender and/or ethnicity, the fraction of
> members of the
>
> Candidate pool constituted by those of the chosen gender or ethnicity
>
> Underutilization: extent to which our present population falls below
> equity for a given
>
> gender and/or ethnicity

As we have defined Availability, it is to be narrowly construed for a
specific job. By suitable weighted averages, it would be possible to
then construct, based on the types of jobs open in a given year, an
average Availability for a Division. Such an average Availability is
subject to the vagaries of the ebb and flow of personnel on specific
projects, growth or attrition of projects, attractiveness of new
research directions*, etc*. Clearly, we would prefer a more stable
definition, one that hinges on characteristics of the resident
population of the Divisions.

Most of the scientists in the Physics Division are holders of the PhD in
Elementary Particle Physics (or High Energy Physics); similarly, our
Nuclear Science colleagues are mainly PhDs in Nuclear Physics. In AFRD
there are relatively few degree granting institutions, so many
scientists in this Division have Elementary Particle or Nuclear Physic
degrees, or equivalent experience. For open scientific positions, then,
an Availability defined in terms of these degree requirements may be
most useful, and robust. In this Section, let us adopt the
degree-requirements definition of Availability to guide us to some
understanding of the relevant national scientific demographics.

For some of our hiring, the requirements include postdoctoral experience
beyond the PhD. Unfortunately, we do not know of an equivalent to the
NSF and AIP surveys to be able to incorporate postdocs into our study.

A recent AIP report[^3] provides key insights into the trends in U.S
Graduate education in Physics. We refer the reader to this report for
corroboration of the data discussed below.

LBNL is a member of The Commission on Professionals in Science and
Technology[^4]. This organization is a clearinghouse for information on
the education, training and utilization of the scientific workforce in
the United States. With assistance from WFDO, we have access to their
EXCEL tables illuminating current demographic trends. We will
selectively present some of these data here. \[The partitioning of this
data, by gender and by ethnicity, is an inherently arbitrary procedure.
Individuals classify themselves - no DNA or similar scientific guidance
is utilized. Even the classes themselves are to be questioned:

> Are all Asians to be considered on an equal footing? Might this
> aggregation mask, for example, a systematic favoring of
> Chinese/Japanese over Southeast Asians?
>
> How finely should one sub-divide: is a Men *vs*. Women comparison to
> be analyzed, as opposed to, say, a Black Men *vs*. Black Women?
>
> How finely should one sub-divide: is the Hispanic class most useful,
> or should one probe more deeply and analyze Mexican Americans, Puerto
> Ricans, etc.?

Judgement is required in dealing with this data, particularly when
numbers get small enough that personal characteristics can mask
statistical trends.\]

In Fig. 1 we show the annual production of doctorates in the U.S. in
Elementary Particle Physics (Fig. 2 has the analogous data for Nuclear
Physics) for the past decade. Since about the middle of the last decade,
this production has been slowly dropping (with an upturn in the most
recent year in Elem. Part.). The U.S citizen component of this
production mirrors this behavior; white males within this component
dominate, and reflect the basic trends (though we note that the upturn
referred to above is not apparent in the data for white men). Production
of White Women PhDs is perhaps better characterized as constant over the
decade, at a level of about 8/year for Elem. Part., and about 5/year for
Nuc. Phys.

The Availability of white women in Elem. Part. Physics is about 8% in
these data (77 women out of the total of 985 PhDs awarded to U.S.
citizens). By this metric, the LBNL Physics Division does not display
significant underutilization of white women. However, the recognition
that women constitute 50% of our society brings home that *something* is
awry here, even if LBNL is in lockstep with (or more progressive than)
the rest of society on this issue.

The AIP Report[^5] shows (in Table 3) that 19% of Physics graduate
students in 2000-01 were women. More illuminating is the 2002
Enrollments and Degrees Report[^6]. Here we find that in the class of
2000, 21% of the recipients of Physics bachelor\'s degrees were women,
while only 13% of PhDs were. With women, early intervention opens access
to a larger cohort (that will diminish along the leaky pipeline).

I n Fig. 3 we present data on the annual awards of PhDs in Physics to
Blacks. We see that 7 PhDs have been awarded to Blacks in Elem.
Part.(total in 10 years). This is roughly 0.7% of the number awarded to
U.S. citizens over this time. If we extend this 1% availability to
Nuclear Science and AFRD, then with 100 U.S. career staff we would
expect 1 Black scientific staff member in General Sciences. We have seen
above that there are zero Blacks in General Sciences.

Our Laboratory Director has suggested that we contact and interview the
entire handful of possible Black candidates. We propose below to
reinvest in our networking efforts, and to foster the fullest inclusion
of women and minority scientists in our searches.

We would also be well served by paying considerably more attention to
our own staff, using recruiting as an opportunity to promote capable
individuals already employed here. We should also seriously consider the
downside of our retention efforts, when we have failed and the employee
leaves our staff. Then, exit interviews are an invaluable tool to allow
analysis and corrective action when necessary.

# New Roles in a New Approach

Traditional scientific recruiting roles and activities in the General
Sciences follow a model used rather generally in the U.S. Human
Resources (HR) provides recruiting support, helping to frame the job
description and advertising, and gathering the submitted applications.
The collected materials are then submitted to a scientific search team
for further actions. The chart from HR, Fig. 4, shows this process in
all of its complexity.

The scientific role first involves establishing the need for the
position, and documenting the training, talents, experience, etc.
required to perform the required tasks. The search committee may canvass
other scientific groups and institutions to uncover suitable candidates,
and encourage

these individuals to apply. The search committee will then typically
narrow down the selection to a short list of candidates, conduct
interviews, carefully review their submitted applications, especially
the letters of recommendation, and propose a selected candidate. This
selection will then be reviewed and acted on by the Division Director
and his Staff Committee.

[Strategic Recruitment Goals]{.underline}

This document will not enunciate these goals. Policy and procedure
changes related to our work will be developed and managed by the
Division Directors and their aides.

There are a number of activities we suggest that may promote a more
inclusive and equitable scientific staff. Included with each suggestion
will be both a possible implementation strategy, and methods of
assessment and measurement.

[Job Fairs, Professional and/or Student Conferences]{.underline}

In the past, we have sent delegates to annual conferences like the
National Conference of Black Physics Students (e.g., in 2001, we sent to
Stanford Bill Barletta, Gerry Abrams, Katrina Printup (HR), and Laurel
Egengerger (CSEE)). Beyond spreading good will, our delegates offered
summer job applications to the SULI program.

I am not at all sure that positive results were achieved with our past
attendance. We failed to keep track of what we attempted, or what we
accomplished. These activities, if they are to continue, should have a
much more professional (and strategic) approach. We must know in advance
of such a conference:

who the conference attendees are likely to be

what their purposes in attendance might be

what the attendees have to offer us

what we have to offer them

who should represent us at the conference

what will constitute success for our delegates

number of brochures handed out

number of hands shaken

number of jobs offered

number of LBNL jobs accepted by attendees

etc.

how will we measure the success

I think here HR, and especially Recruiting, can work directly with our
scientists to develop a sound strategy concerning conferences. We simply
have to measure things to know what works for us, and what doesn\'t.

### Re-inventing the Old Boys\' Network 

Scientific recruiting at our Laboratory (and our competition\'s) relies
strongly on the recommendations and reference letters of respected peers
in the (international) community. To the extent that some of our
community are unknown to us, particularly among our women and minority

colleagues, our advisors may seem to be restricted to an exclusive set
of individuals.

One way to move to a manifestly more inclusive recruiting process is to
search out, and include, more women and minority scientists to
incorporate among our advisors. This tactic broadens the network, rather
than abandoning it. The scientists' role here is to identify and
\"calibrate\" the scientists to be added; HR\'s role is to provide the
institutional memory (a database?) to keep track of our expanded
network.

Similarly, in the course of our searches we will get acquainted with the
younger women and minority scientists who may be eligible for future
open positions. Here again, the scientists' role would be that of
identification, and HR\'s role keeping track (the so-called \"living
list\").

We are proposing a sustained, systematic, and personalized recruitment
effort conducted by our scientists. Specific scientists should be
designated to shoulder the recruiting responsibility for a suitable
period (approx. 2 years), and be held accountable for the success of
recruiting during their tenure.

Success here is measured by the completeness and accuracy of the lists.

[Affirmative Action in the Recruiting Process]{.underline}

The recruiting process can be reviewed to ensure that we have used our
good offices to arrive at an inclusive workplace. One over-riding
mechanism (and thoroughly legal, even within the limitations of Calif.
Proposition 209) is to provide scrutiny of the process by agents outside
of the responsible search and staff committees, so that the rights of
individuals in the selection process are not infringed.

We suggest that the various steps in the recruiting process be carefully
assessed for their faithfulness to Affirmative Action goals. In
particular, we may ask if the potential applicant pool is adequately
reflected (if relevant) in the

Set of candidates who actually apply

> Set of candidates who are selected for further interview (the short
> list)
>
> The candidate selected for the position.

We would have these assessments performed in real-time, so that any
perceived prejudice in the process can be remedied before proceeding to
the next recruiting step. Both scientific and HR staff could contribute
to this monitoring function. HR would maintain statistics, so that
overall trends and possible problems are identified.

On campus (UC Berkeley), the Associate Vice Provost for Faculty Equity
oversees their Affirmative Action Plans and activities, and monitors
progress. Our Laboratory has in place the Workforce Diversity Office,
charged with similar responsibilities.

Here is an example supplied by Larry Gladney of how our Affirmative
Action efforts could be formalized:

\"Affirmative Action in the Recruiting Process is aided at Penn by
having faculty searches submit a report on the **specific** AA applied
by the search committee. This includes where the job was advertised,
what contacts were made and at which institutions, who applied, the
criteria used for selecting who interviewed, and what follow-up was
applied, especially for female candidates who were viewed as eligible
for the position, but who did \*not\* apply. The report is a simple
reminder to search committees that simply finding the best candidate
from the pool is insufficient if the pool of applicants was not as broad
as it might have been due to lack of effort in announcing and
\"selling\" the position to potential applicants.\"

[Workforce Development and Career Progression]{.underline}

We have learned that our attempts to foster an inclusive workplace
founder if we intercede too late in the career development path. The
phenomenon commonly called the \"leaky pipeline\" leads to the loss of
the women and minority candidates we seek for our highly skilled and
highly trained positions. We will return to this issue in the next
Section, when we discuss our Research Partnership Pilot Program.

Here, we note that we might more effectively recruit women and minority
scientists if we intercede in the recruiting process earlier in the
pipeline. One example is to hire junior scientists, who would then enter
another training phase of their career. A similar example is to hire
some that possess broad scientific and technical training, but lack the
specialized skills necessary in some of our frontier efforts. They too
could train here.

To make progress here, Program Heads, scientific leaders and HR must
cooperate to identify opportunities, and to structure the hire so that a
successful career progression is achievable. The careful stewardship of
the Division Directors is essential here, as the risk involved is
unavoidably greater than if our normal (narrowly construed) recruiting
process is followed.

We would measure progress by the advancement of our selected individuals
along their career ladders.

# A GS Role in Strengthening the Scientific Pipeline

The declining state of physics, as evidenced above in the steady decline
of PhDs awarded annually, indicates a serious problem for our
nation.[^7] This decline is mirrored by an even steeper one for those
PhDs awarded to U.S. citizens and permanent residents. In a sense, our
foreign students help to mask part of our problem, even though current
trends show their number decreasing, as well.

Even though LBNL is not an academic institution, we do have a role in
helping to develop our nation\'s scientific and technical workforce. We
have a long and rich history of training undergraduates, graduate
students and postdocs. Here we offer a few suggestions about how to
incorporate these activities into a strategic recruitment plan.

## Research Partnerships

The basic strategy of our General Sciences Pilot Program on Research
Partnerships is to bring women and minority physics undergrads
(especially from Minority Serving Institutions) to LBNL to do research.
The goal is to encourage and to support these students to pursue careers
in research relevant to the General Sciences. These students are
selected by their home faculty as especially likely to benefit from such
a research experience. The faculty member is selected among candidates
as an active, or prospective, collaborator in either new or on-going
research.

Another strong component of the Program is the extension of the research
into the academic year, with both undergrads and their home faculty
participating. We envision supporting the faculty in building a research
capability at home, and in getting the support of funding agencies.

A short-range goal of this program is to steer identified high quality
students to leading physics graduate schools. The Physics Department at
UCB is a natural target for the talented students we hope to attract.
The striking under-representation of women in the Physics Division GSRA
ranks (see Table 8) suggests that a collaboration with our faculty
colleagues to redress this imbalance is desirable.

## Outreach Efforts

Each summer, many undergraduates come to LBNL as part of intern programs
of the DOE, such as SULI. We also have many guests and visitors, both in
the summer and year-round. We propose that we use these appointments
more strategically, so that we further our goal of keeping women and
minority physics students in the pipeline, in to graduate school and on
to postdocs. \[These efforts will attract white male physics students, a
result we would also applaud.\]

Some desirable steps readily come to mind.

> We should build our reputation as a desirable institution to be at by
> actively courting guests and visitors.
>
> We should maintain contact with our interns, visitors and guests, and
> turn to them when hiring opportunities arise in the future.
>
> We should network with them, so that their friends and colleagues also
> become aware of what we have to offer.

And,

> we should network with the faculty that produce these individuals, so
> that they also become part of the team that helps us recruit.

# Next Steps

[For the Division Directors]{.underline}

-   Identify near- and long-term recruitment goals

-   Develop 1-,5-,10- and 20-year hiring profiles

-   Identify initial set of Good Faith Efforts to roll out

-   Identify individuals with specific recruitment responsibilities

-   Set up a schedule for the Recruitment Pilot, with milestones

[For the HR Center and Recruiting]{.underline} (Ed Sayson)

-   Hone the statistics for Divisional demographics

-   Adapt and adopt Recruitment Best Practices for diversity

-   Build the Diversity Best Practices into our recruitment framework
    (documentation, training, *etc*.)

[For the General Sciences Workplace Committee]{.underline} (Joe Kwan and
Gerry Abrams)

-   Initiate the process of an extended recruiting network

-   Provide coordination for all working on GS recruitment

[For All]{.underline}

-   Review this document

-   Comment, critique, and help improve

# 

# Acknowledgements

We wish to recognize the careful reading and wise counsel of Larry
Gladney and Willi Chinowsky,

  ----------------- ---------------- -------------- ---------- ------------- -------- ---------- ------------- ----------- -------------- -- -- -------------- ----------- -- --------
  **Table 2.**                       **Employee**                                                                                                                             
                                     **Job Title by                                                                                                                           
                                     Division**                                                                                                                               

                                                    **AFRD**                 **NS**              **Physics**   **TOTAL**                                                      

  **Accel Operator                                  0                        3                   0             3                                                              
  Principal**                                                                                                                                                                 

  **Accelerator                                     0                        1                   0             1                                                              
  Operator**                                                                                                                                                                  

  **Chemist Postdoc                                 0                        1                   0             1                                                              
  Fel**                                                                                                                                                                       

  **Chemist Senior                                  0                        5                   0             5                                                              
  Faculty**                                                                                                                                                                   

  **Chemist Sr                                      0                        1                   0             1                                                              
  Staff Sci/Engr**                                                                                                                                                            

  **Chemist Staff                                   0                        3                   0             3                                                              
  Sci/Engr**                                                                                                                                                                  

  **Comput Sci                                      2                        0                   0             2                                                              
  Postdoc Fel**                                                                                                                                                               

  **Computer                                        0                        1                   0             1                                                              
  Scientist**                                                                                                                                                                 

  **Computer Staff                                  2                        0                   0             2                                                              
  Scientist**                                                                                                                                                                 

  **Computer Syst                                   0                        1                   1             2                                                              
  Engr II**                                                                                                                                                                   

  **Desktop System                                  0                        0                   1             1                                                              
  Spec 2**                                                                                                                                                                    

  **Educational                                     0                        0                   2             2                                                              
  Prog Admin**                                                                                                                                                                

  **Electronic                                      0                        0                   1             1                                                              
  Engineer 3**                                                                                                                                                                

  **Electronic                                      0                        1                   0             1                                                              
  Engineer 5**                                                                                                                                                                

  **Electronic Sr                                   1                        0                   0             1                                                              
  Engineer**                                                                                                                                                                  

  **Electronics                                     0                        1                   0             1                                                              
  Engr Tech**                                                                                                                                                                 

  **Engineering                                     0                        0                   1             1                                                              
  Asst**                                                                                                                                                                      

  **GSRA**                                          8                        17                  28            53                                                             

  **Materials Sr                                    1                        0                   0             1                                                              
  Scientist/Eng**                                                                                                                                                             

  **Materials Staff                                 2                        0                   0             2                                                              
  Sci/Engr**                                                                                                                                                                  

  **Mechanical Engr                                 1                        0                   0             1                                                              
  II**                                                                                                                                                                        

  **Mech Engr                                       1                        0                   0             1                                                              
  Faculty**                                                                                                                                                                   

  **Physicist Dist                                  1                        1                   1             3                                                              
  Sci/Eng**                                                                                                                                                                   

  **Physicist                                       0                        2                   1             3                                                              
  Division Fel**                                                                                                                                                              

  **Physicist                                       4                        4                   5             13                                                             
  Faculty**                                                                                                                                                                   

  **Physicist                                       4                        19                  20            43                                                             
  Postdoc Fel**                                                                                                                                                               

  **Physicist                                       8                        4                   9             21                                                             
  Sci/Engr**                                                                                                                                                                  

  **Physicist                                       1                        1                   24            26                                                             
  Senior Faculty**                                                                                                                                                            

  **Physicist Sr                                    22                       20                  29            71                                                             
  Staff Sci/Engr**                                                                                                                                                            

  **Physicist Staff                                 25                       15                  10            50                                                             
  Sci/Engr**                                                                                                                                                                  

  **Pr Scientific                                   1                        0                   0             1                                                              
  Engr Assoc**                                                                                                                                                                

  **Program                                         0                        0                   1             1                                                              
  Manager**                                                                                                                                                                   

  **Research                                        0                        0                   2             2                                                              
  Assoc**                                                                                                                                                                     

  **Research Assoc                                  0                        0                   2             2                                                              
  Sr**                                                                                                                                                                        

  **Research                                        0                        1                   0             1                                                              
  Technician**                                                                                                                                                                

  **Safety                                          1                        0                   1             2                                                              
  Engr/Spec 3**                                                                                                                                                               

  **Scientific Engr                                 5                        3                   1             9                                                              
  Assoc**                                                                                                                                                                     

  **Software                                        0                        0                   1             1                                                              
  Developer 4**                                                                                                                                                               

  **Sr Scientific                                   4                        0                   1             5                                                              
  Engr Assoc**                                                                                                                                                                

  **Student                                         9                        4                   6             19                                                             
  Assistant**                                                                                                                                                                 

  **Student                                         0                        0                   1             1                                                              
  Assistant                                                                                                                                                                   
  (COOP)**                                                                                                                                                                    

  **Systems Admin                                   1                        0                   1             2                                                              
  3**                                                                                                                                                                         

  **Technical                                       0                        1                   0             1                                                              
  Support Super**                                                                                                                                                             

  **Visiting                                        0                        0                   1             1                                                              
  Researcher**                                                                                                                                                                

  **Web Developer                                   0                        0                   1             1                                                              
  2**                                                                                                                                                                         

  **Writer/Editor                                   1                        0                   0             1                                                              
  2**                                                                                                                                                                         

  **TOTAL**                                         105                      105                 152           367                                                            

  **Table 3.**      **Employee                                                                                                                                                
                    Classification                                                                                                                                            
                    Analysis by                                                                                                                                               
                    Division**                                                                                                                                                

                    **Career**                                 **Faculty**            **GSRA**                             **Limited#**         **Postdocs**                  

  **Physics         41                                         18                     28                                   2                    4                             
  Division**                                                                                                                                                                  

  **Nuclear         42                                         8                      17                                   1                    5                             
  Science**                                                                                                                                                                   

  **AFRD**          50                                         6                      8                                    3                    2                             

  **GS Total**      133                                        32                     53                                   6                    11                            

                                                                                                                                                                              

                    **Reh Retire**                             **Stud Asst**          **Term**                             **VPostDoc**         **V Res**      **TOTAL**      

  **Physics         23                                         7                      12                                   16                   1              152            
  Division**                                                                                                                                                                  

  **Nuclear         9                                          4                      9                                    15                   0              110            
  Science**                                                                                                                                                                   

  **AFRD**          14                                         9                      9                                    4                    0              105            

  **GS Total**      46                                         20                     30                                   35                   1              367            
  ----------------- ---------------- -------------- ---------- ------------- -------- ---------- ------------- ----------- -------------- -- -- -------------- ----------- -- --------

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"><strong>Table 4.</strong></td>
<td colspan="24"><strong>Employee Classification by Citizenship
Status</strong></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="4"><strong>Career</strong></td>
<td colspan="4"><strong>Faculty</strong></td>
<td colspan="5"><strong>GSRA</strong></td>
<td colspan="6"><strong>Limited#</strong></td>
<td colspan="4"><strong>Postdocs</strong></td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>U.S. Citizens</strong></td>
<td colspan="4">97</td>
<td colspan="4">23</td>
<td colspan="5">35</td>
<td colspan="6">6</td>
<td colspan="4">2</td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Non-Immigrant*</strong></td>
<td colspan="4">6</td>
<td colspan="4">1</td>
<td colspan="5">17</td>
<td colspan="6">0</td>
<td colspan="4">9</td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Immigrant**</strong></td>
<td colspan="4">30</td>
<td colspan="4">8</td>
<td colspan="5">1</td>
<td colspan="6">0</td>
<td colspan="4">0</td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="4"><strong>Reh Retire</strong></td>
<td colspan="4"><strong>Stud Asst</strong></td>
<td colspan="5"><strong>Term</strong></td>
<td colspan="6"><strong>VPostDoc</strong></td>
<td colspan="4"><strong>V Res</strong></td>
<td colspan="7"><strong>TOTAL</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"><strong>U.S. Citizens</strong></td>
<td colspan="4">42</td>
<td colspan="4">18</td>
<td colspan="5">9</td>
<td colspan="6">12</td>
<td colspan="4">0</td>
<td colspan="7">244</td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><strong>Non-Immigrant*</strong></td>
<td colspan="4">0</td>
<td colspan="4">0</td>
<td colspan="5">13</td>
<td colspan="6">22</td>
<td colspan="4">1</td>
<td colspan="7">69</td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Immigrant**</strong></td>
<td colspan="4">4</td>
<td colspan="4">2</td>
<td colspan="5">8</td>
<td colspan="6">1</td>
<td colspan="4">0</td>
<td colspan="7">54</td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="5"></td>
<td colspan="4"></td>
<td colspan="7"></td>
</tr>
<tr class="even">
<td><strong>*Visa holder</strong></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="5"></td>
<td colspan="12"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>**Green card holder</strong></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="5"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td colspan="37"><p><strong>#An appointment established at any
percentage of time, fixed or variable, that is</strong></p>
<p><strong>expected to continue for less than 1000</strong>
<strong>hours in a twelve month period.</strong></p></td>
<td colspan="3"></td>
</tr>
</tbody>
</table>

<table style="width:100%;">
<colgroup>
<col style="width: 18%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Table 5.</strong></td>
<td colspan="6"><p><strong>General Science Gender/Ethnicity</strong></p>
<p><strong>by Employee Classification</strong></p></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td><strong>Male</strong></td>
<td><strong>Female</strong></td>
<td><p><strong>Unknown</strong></p>
<p><strong>Gender</strong></p></td>
<td><strong>Whites</strong></td>
<td><strong>Hispanic</strong></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Career</strong></td>
<td>117</td>
<td>16</td>
<td>0</td>
<td>107</td>
<td>5</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Faculty</strong></td>
<td>30</td>
<td>2</td>
<td>0</td>
<td>23</td>
<td>1</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>GSRA</strong></td>
<td>40</td>
<td>10</td>
<td>3</td>
<td>33</td>
<td>1</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Limited</strong></td>
<td>6</td>
<td>0</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Postdocs</strong></td>
<td>11</td>
<td>0</td>
<td>0</td>
<td>6</td>
<td>1</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Rehire Retire</strong></td>
<td>44</td>
<td>2</td>
<td>0</td>
<td>35</td>
<td>2</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Student Assistant</strong></td>
<td>13</td>
<td>7</td>
<td>0</td>
<td>7</td>
<td>0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Term Appointment</strong></td>
<td>26</td>
<td>4</td>
<td>0</td>
<td>15</td>
<td>2</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Visiting Postdoc</strong></td>
<td>31</td>
<td>4</td>
<td>0</td>
<td>19</td>
<td>1</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Visiting Researcher</strong></td>
<td>0</td>
<td>1</td>
<td>0</td>
<td>1</td>
<td>0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Total</strong></td>
<td>318</td>
<td>46</td>
<td>3</td>
<td>249</td>
<td>13</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td><p><strong>Afro-</strong></p>
<p><strong>American</strong></p></td>
<td><strong>Asian/Pacific</strong> <strong>Islander</strong></td>
<td><p><strong>Native</strong></p>
<p><strong>American</strong></p></td>
<td><p><strong>Unknown</strong></p>
<p><strong>Ethnicity</strong></p></td>
<td><strong>TOTAL</strong></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Career</strong></td>
<td>0</td>
<td>16</td>
<td>0</td>
<td>5</td>
<td>133</td>
<td colspan="5"></td>
</tr>
<tr class="odd">
<td><strong>Faculty</strong></td>
<td>0</td>
<td>4</td>
<td>0</td>
<td>4</td>
<td>32</td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td><strong>GSRA</strong></td>
<td>0</td>
<td>9</td>
<td>0</td>
<td>10</td>
<td>56</td>
<td colspan="5"></td>
</tr>
<tr class="odd">
<td><strong>Limited</strong></td>
<td>0</td>
<td>1</td>
<td>0</td>
<td>2</td>
<td>6</td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td><strong>Postdocs</strong></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>4</td>
<td>11</td>
<td colspan="5"></td>
</tr>
<tr class="odd">
<td><strong>Rehire Retire</strong></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>9</td>
<td>46</td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td><strong>Student Assistant</strong></td>
<td>0</td>
<td>2</td>
<td>0</td>
<td>9</td>
<td>18</td>
<td colspan="5"></td>
</tr>
<tr class="odd">
<td><strong>Term Appointment</strong></td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>9</td>
<td>29</td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td><strong>Visiting Postdoc</strong></td>
<td>0</td>
<td>2</td>
<td>0</td>
<td>13</td>
<td>35</td>
<td colspan="5"></td>
</tr>
<tr class="odd">
<td><strong>Visiting Researcher</strong></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>1</td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td><strong>Total</strong></td>
<td>0</td>
<td>37</td>
<td>0</td>
<td>68</td>
<td>367</td>
<td colspan="5"></td>
</tr>
</tbody>
</table>

1515

A GS Role in Strengthening the Scientific Pipeline

# 

# 

# 

#  

# Figure 1. Number of PhDs awarded annually in Elementary Particle Physics

Figure 3. Number of PhDs awarded annually to Blacks (U.S. citizens and
permanent

Residents) in Physics (and some sub-fields of Physics).

![](media/image6.wmf)

Figure 4. Human Resources Best Practice Recruitment and Selection Best
Practices Mode

[^1]: Here is what University of Pennsylvania Physics Professor Larry
    Gladney responded when asked to analyze this aspect of the
    recruiting process:\" The complexities of hiring for scientific
    institution always ensure that you can focus initially on specific
    criteria but if someone who really impresses you comes along, you
    are willing to take the \"target of opportunity\". That strategic
    analysis should first address the question of the desire for
    leadership in diversity (practices and results), and, on the basis
    of the level of support, go on to study questions more specific to
    diversity in hiring: Would the lab expand the set of research topics
    if the pool of women and underrepresented minorities is higher in a
    field, thereby leading to a greater chance of hires here? Are there
    instances in which the divisions are willing to take a bigger
    \"risk\" with specific hires, i.e. identify qualified people for a
    position, but be more flexible in accounting (e.g. take a target of
    opportunity which increases diversity but might come at the expense
    of a future post-doc hire or staff hire in an area that is \"due\"
    in the next year) Can the criteria for \"best\" be formalized, i.e.
    a common set of criteria written down. If not, then experience shows
    that individual persuasion through the \"old boy\'s network\"
    continues to dominate the actual hiring process.

[^2]: From a roster of the General Sciences Divisions as of April 28,
    2004. Guests and other short term visitors have been excluded from
    this roster.

[^3]: 2001 Graduate Student Report, April 2004,
    http://www.aip.org/statistics/trends/reports/gsreport01.pdf

[^4]: http://www.cpst.org/

[^5]:

[^6]: ^4^ AIP Pub. Number R-151.38, July 2002

[^7]: This problem has received the attention of authorities at the
    highest levels of government, academia and scientific institutions.
    See, for example, the recent National Science Board\'s \"Science and
    Engineering Indicators 2004\" May 2004
    (http://www.aip.org/fyi/2004/070.html).