Diversity—Making space for everyone at NASA/Goddard Space Flight Center using dialogue to break through barriers

Introduction

Change is occurring at unprecedentedrates and with greater frequencythan ever before. Organizations atevery level are trying to balance theneed for change with the need to

run businesses simultaneously. Globaliza-tion and technological innovations are rap-idly changing the nature of America’s work

and workplaces (Judy & D’Amico, 1999).Technology, global competition, and cus-tomer demands are requiring that organiza-tions be more innovative, flexible, respon-sive, and diverse in their approach tobusiness processes and their responsivenessto customer needs. These changes, in turn,profoundly affect who is doing work andhow and where it is carried out (Judy &D’Amico, 1999).

DIVERSITY—MAKING SPACE FOR

EVERYONE AT NASA/GODDARD

SPACE FLIGHT CENTER USING

DIALOGUE TO BREAK

THROUGH BARRIERS

S H A R O N W O N G

Diversity is perhaps one of the most important concepts in today’s businessenvironment. Organizations have expended significant resources in this area inan effort to improve the bottom line, to become an employer of choice, to avoidlawsuits, and to “do the right thing.” Diversity is also one of the most difficultinitiatives to implement in organizations because there are such diverse viewson what diversity is and how deeply it should be woven into an organization’sculture. Diversity can be difficult also because the dimensions of diversity areclosely tied to an individual’s personal beliefs, perceptions, and life experi-ences. These personal beliefs often present barriers to full inclusion and partic-ipation in the workforce. At NASA/Goddard, we are using dialogue and otherinitiatives to break through these barriers to create and sustain an equitable andinclusive workplace. Our Diversity Dialogue Project has been key in helping usto identify and address the diversity issues and concerns at the Center and inhelping us to move confidently toward the future. This article describes the di-versity journey at NASA/Goddard thus far and provides insight into the chal-lenges and opportunities of such a journey.

Correspondence to: Sharon Wong, Special Assistant for Diversity, NASA/Goddard Space Flight Center, Officeof the Director, Code 100, Greenbelt, MD 20771, Phone: 301-286-5066, Fax: 301-286-1714, E-mail:[email protected].

HHuummaann RReessoouurrccee MMaannaaggeemmeenntt,, Summer 2008, Vol. 47, No. 2, Pp. 389–399

© 2008 Wiley Periodicals, Inc.

Published online in Wiley InterScience (www.interscience.wiley.com).

DOI: 10.1002/hrm.20218

This article is a U.S. government work and, as such, is in the public domain in the United States of America.

12HRM47_2wong 5/7/08 11:19 AM Page 389

390 HUMAN RESOURCE MANAGEMENT, Summer 2008

These workforce changes demand a differ-ent type of leadership and management style.This new workforce has a wide range of needsand expectations for the employer/employeerelationship that is unprecedented. One of themost critical and challenging issues for em-ployers today is diversity management. Asmore and more organizations enter the aero-space industry, Goddard finds itself compet-ing for both business and talent. Goddardfaces the same challenges and opportunitiesas the public and private sectors, and we rec-ognize that our success now and in the future

is linked directly to the diversity ofour workforce. In order to remainat the forefront of scientific re-search, we need diversity of think-ing, education, skills, and culturalbackgrounds to effectively com-pete in this global marketplace.

Diversity is closely tied toour core values—particularly“respect,” “teamwork,” and“integrity.” Our values and ourcommitment to inclusion and eq-uity enable us to achieve the Cen-ter’s mission. Diversity brings to-

gether difficult experiences and perspectivesthat serve as catalysts for innovation and pro-ductivity. Diversity is a business imperativeand is crucial to our continued success. Westrive to create and maintain an equitable andinclusive environment where each employeeis given an opportunity to contribute and de-velop to his or her maximum potential.

Diversity is critical because it has becomea key factor in an organization’s ability tocompete and survive in this new global mar-ketplace. Diversity is challenging because itpushes many people outside of their comfortzones. Diversity is misunderstood becauseeach one of us relates to it differently. As aresult of our cultural backgrounds and lifeexperiences, we view diversity with differentlenses that cause us to define and to under-stand the term in a myriad of ways.

At Goddard, we believe diversity is aboutconstructively using our differences anduniqueness to reach beyond generalizedgroup descriptors. Employees are all differentand provide a unique contribution to

Goddard by virtue of their individual experi-ences. Diversity promotes respect for thisarray of ideas and perspectives, as well as anunderstanding of how these differencesaffect the fair treatment of people. Diversityat Goddard includes a number of importanthuman characteristics that affect an individ-ual’s values and opportunities and percep-tion of self and others at work. These charac-teristics include, but are not limited to, age,ethnicity, gender, ability, race, sexual orien-tation, religion, and family status.

We have worked diligently to educateour workforce that diversity is not the sameas affirmative action or equal employmentopportunity (EEO). We see diversity as an op-portunity to build on EEO on a continuum.Diversity encompasses but transcends EEOcompliance. At Goddard, diversity focuseson respect, inclusion, and equity. Goddardembraces diversity by raising employeeawareness and understanding and by linkingit to business outcomes, goals, and objec-tives. We are shifting the discussion fromequality to equity and moving along a con-tinuum—treating people fairly by allowingdifferences to be accepted, as opposed totreating people the same and ignoring differ-ences. Our workforce has become aware thatAffirmative Action and EEO are legal toolsthat strive to level the playing field in theemployment process. Diversity, on the otherhand, is focused on equity and inclusion inthe workplace.

Although both public and private enti-ties recognize the need to think and act glob-ally, and have taken steps to recruit andretain a diverse workforce, barriers still existthat hinder an organization’s ability toachieve an equitable and inclusive workenvironment. The Special Assistant forDiversity partners with the Office of HumanCapital Management, the Equal OpportunityPrograms Office, Employee Advisory Com-mittees, the Alternative Dispute ResolutionProgram manager, and line organizations toensure that diversity is incorporated intotheir planning and problem resolutionprocesses. The Special Assistant for Diversityis the consciousness for these other entitieswhen it comes to diversity management.

One of the most

critical and

challenging issues

for employers today

is diversity

management.

Human Resource Management DOI: 10.1002/hrm

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Diversity—Making Space for Everyone at NASA/Goddard Space Flight Center 391

The success of our Diversity program isin large part due to our committed leader-ship team and to the many employees whovolunteer their time to help us achieve ourstrategic objectives. Our leaders have aworkplace vision for the Center. Our visionstatement reads: “Goddard employees re-spect, appreciate, and value individual dif-ferences so that we can capitalize on thestrengths of a diverse workforce to betterperform our mission through teamwork andinnovation.” This statement is the crux ofthe implementation of our diversity man-agement programs.

Our leaders are committed to achievingthis vision and to creating an inclusive andrespectful work environment. Starting withthe Center Director, the Deputy Center Di-rector, and their direct reports, there is evi-dence of their support for diversity. Theseleaders support the diversity initiatives andactively participate in events sponsored bythe Special Assistant for Diversity and con-tinually espouse the benefits of diversity. Inaddition, the leadership team ensures thatfunding is available for diversity events andprograms. Three initiatives are central to ourculture-change efforts. These initiatives arethe Diversity Dialogue Project, our Educa-tion and Training Program activities, and theGoddard Opportunities Bulletin Board Sys-tem (GOBBS). These initiatives enable us tobreak through personal and organizationalbarriers as we continue on our journey tocreating an inclusive and equitable workenvironment. To set the context for the dis-cussion, we begin with a brief discussion ofthe mission of Goddard and its diversity pro-gram and initiatives.

Background

The Goddard Space Flight Center (GSFC) isone of nine centers of the National Aeronau-tics and Space Administration (NASA). Themission of the Goddard Space Flight Centeris to expand knowledge of the Earth and itsenvironment, the solar system, and the uni-verse through observations from space. Toassure that our nation maintains leadershipin this endeavor, we are committed to excel-

lence in scientific investigation, in the devel-opment and operation of space systems, andin the advancement of essential technolo-gies. A critical element that enables Goddardto accomplish its mission is the ability tohave the right people with the right skills inthe right place at the right time.

Goddard is a highly technical environ-ment and we recruit for very specializedpositions. Recruitment and retention at God-dard have become more of an issue in the re-cent past because we compete with othercompanies entering the aerospace industryand competition for top talenthas increased. We recognize thatif we are to remain a leader and acenter of excellence for scientificdiscovery, we must recruit and re-tain the best and brightest theworld has to offer. In order to en-sure that we access the very bestour employees have to offer, wemust create and maintain a safeenvironment for all employees.We also need to connect with ourdiverse customer base to under-stand their requirements.

The aerospace industry isdiverse in terms of projects, skills,goals, and so on, and Goddardmust position itself to match em-ployee skills with organizationaland customer needs and missionrequirements to ensure missionsuccess. A diverse workforce willensure diversity in our thinking,problem solving, creativity, andour ability to build effective work-ing relationships with our teamsand our customers. At Goddard,we recognize that our people areour most important asset and they are thecritical link between mission goals and plan-ning and mission success. These factorsmake diversity management an imperative.The work that we do and the resources weexpend as part of the nation’s space programis under constant scrutiny by Congress, thepublic sector, and the general public. Ourprograms both technical and administrativeare subject to a higher level of visibility and

Our vision

statement reads:

“Goddard

employees respect,

appreciate, and

value individual

differences so that

we can capitalize

on the strengths of

a diverse workforce

to better perform

our mission through

teamwork and

innovation.”


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accountability than other public and privateprograms, and this factor alone presentschallenges in the design and delivery of newinitiatives, including in the diversity arena.

Overview of GSFC DiversityProgram

Our leadership team is committed to inclu-sion and equity and they activelysupport and participate in thediversity process. Our vision is foremployees to respect, appreciate,and value individual differencesso that we can capitalize on thestrengths of a diverse workforceto better perform our missionthrough teamwork and innova-tion.

NASA/Goddard has a center-wide Diversity Council composedof the deputy directors in thedirectorates and the centerdeputy director who chairs theCouncil. In addition, the Centerhas dedicated a full-time positionto work as Special Assistant forDiversity. This position has over-sight and management responsi-bility for centerwide diversity ini-tiatives and for facilitating thecreation of an inclusive work en-vironment.

The Center has developed andimplemented a Business Case forDiversity and a three-year Diver-sity Strategic Plan (see Appendix

A) that is structured to outline diversitystrategies and goals with measurable stepsthat address critical areas such as recruitmentand retention of the best and brightest em-ployees.

The business case outlines how diversityadds value to NASA in a business context. Itdescribes the reasons why NASA feels it isimportant to make diversity an explicit pro-gram activity with specific actions and activ-ities. It is about leveraging our most strategiccompetitive resource—our employees. TheBusiness Case for Diversity states the oppor-tunity and the importance of maximizing

this potential. It highlights the importanceof enhancing accessibility for any individualor groups of individuals to use their abilitiesto perform the mission of NASA and to berecognized for their contributions. All em-ployees must be engaged and fully utilized inorder for NASA to meet its commitments. Ifpeople feel they are part of the mission, andgiven full access and opportunity to con-tribute, it results in an organization ofchoice, a model employer who fosters moti-vation, thereby increasing individual com-mitment, team motivation, and trust result-ing in improved organizational performance

The three key diversity strategies out-lined in the current Diversity Strategic Planare to: (1) develop employees to their maxi-mum potential; (2) create an inclusive envi-ronment/culture; and (3) work toward beingan employer of choice. Each primary organi-zation at the Center is responsible for report-ing the accomplishments made toward thesestrategies and goals on a quarterly basis. Forthe year 2007, we are in the process of devel-oping a strategic plan for the next threeyears. The Center adopted the “Equity Con-tinuum” (see Figure I) by Trevor Wilson asthe model in the development of its Diver-sity Plan. Trevor Wilson is the president ofTWI, Inc. and author of Diversity at Work, theBusiness Case for Equity. Wilson specializes indiversity management and employment eq-uity. The continuum detailed in his bookrates organizations on a scale of zero to fiveassessing how an organization manages theissue of fairness for all employees in theworkplace (Wilson, 1998, p. 42). At zero, anorganization believes there are no problems.At Level Five, an organization has achievedan equitable employment system. Currently,the Center is at Level Three, and has set agoal of becoming a Level Four on the EquityContinuum in three to five years. Accordingto the Equity Continuum, the next threeyears will be our “transition” phase, movingfrom an organization that fully understandsthe business reasons for diversity to an or-ganization that identifies and removes sys-temic and attitudinal barriers. At this level,the organization is motivated to make equitya reality and is acting in ways to make this

The three key

diversity strategies

outlined in the

current Diversity

Strategic Plan are to:

(1) develop

employees to their

maximum potential;

(2) create an

inclusive

environment/culture;

and (3) work toward

being an employer of

choice.


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happen. This process is driven by a commit-ment, shared by members at all levels of theorganization, to achieve a diverse workforcerepresenting the most qualified people.

The new plan will build on the successeswe have realized during the first three yearsand will focus on the following strategicgoals: (1) enhancing diversity capability andcompetence; (2) linking diversity, humanequity for all, and inclusiveness to strategicadvantage; and (3) attracting, retaining, andpromoting top talent.

We have had and continue to have barri-ers that we are striving to break through.Some of those barriers have been in the areasof outreach and education, and the differentjob-skill categories of our workforce. Specifi-cally, our scientists, engineers, and adminis-trative staff see the world very differently,and this diversity in views influences theway we work together. Another barrier isaround generational issues in the workplace.Younger engineers are coming into the work-place with different life experiences and ex-pectations than the preceding generations.They are asking different questions of theircoworkers and Center leadership.

In the paragraphs that follow, we take anin-depth look at the Diversity Dialogue Project

(DDP), our Education and Training Programactivities, and the Goddard Opportunities Bul-letin Board System (GOBBS). These three ini-tiatives speak to how the Diversity program ismoving the culture toward becoming more in-clusive, respectful, and equitable. A summaryof these initiatives is provided in Table I.

Diversity Dialogue Project

In 1999, the Center piloted a program calledthe Diversity Dialogue Project. The purposeof this pilot was to provide a safe environ-ment where employees could discuss andexplore the full spectrum of diversity topicsand how these aspects of diversity affect ourability to work together. The pilot was so suc-cessful that in February 2001, we began of-fering the program on an ongoing basis.

The DDP is part of our continuing effortto build an organizational climate in whichemployees respect, appreciate, and value in-dividual differences. The confidential ses-sions consist of small groups of employeesengaging in an open, comfortable, and non-judgmental environment discussing differ-ences based on many dimensions of diversityat Goddard. Each phase consists of 12 two-hour sessions that are held on a biweekly


Initiative Objectives OutcomesDiversity Dialogue Project(DDP)

To support the GSFC mission by providing a safe environment to share experiences and to explore the diversity that exists at GSFC

• Increased awareness and sensitivity to diversity issues

• Better understanding of oth-ers’ culture and issues

• Freedom to express beliefs and perspectives

• Participants realize that they are the “change agents”

Education and Training To develop competencies to manage and interact with a diverse workforce

• Better informed workforce• Facilitates change effort• Identifies behaviors that pro-

mote an inclusive workplaceGoddard Opportunities Bulletin Board System (GOBBS)

To provide a tool for identify-ing a diverse pool of candidates who would not otherwise be tapped for special projects or assignments

• Increased pool and diversity of candidates

• Enhanced opportunity for career development

• Increased awareness of avail-able opportunities

T A B L E I Diversity Initiatives

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basis for six months. Examples of topics dis-cussed are religion, race, gender, sexual ori-entation, family status, immigration, work,and communication styles. DDP is in itssixth year, and based on feedback, the pro-gram is enabling participants to have a betterunderstanding of our differences and show-ing us what it means to respect, appreciate,and utilize these differences to the Center’sadvantage. During these sessions, partici-pants engage in open and candid dialogueon very difficult subjects. Each participanthas an opportunity to share perspectives

based on his/her values and lifeexperiences. This creates anopportunity for each participantto listen and be listened to inways that do not normally pres-ent in the workplace. Participantsgain new insights through theDDP and as a result become moreunderstanding and appreciativeof why each of us sees the worlddifferently.

As stated previously, younger engineersare entering the workplace with differentviews, questions, and expectations thanworkers had in the past. Dialogue is the per-fect venue to allow meaningful conversationto take place that will lead to mutual respectand understanding of our differences. In July2003, we transitioned from external facilita-tors to internal facilitators who volunteercountless hours to prepare and to facilitatesessions at the Greenbelt campus, the Wal-lops Flight Facility, and at Easton, Maryland.This transition speaks volumes regarding thebenefit that our employees see in the pro-gram. Many “aha” moments occur duringthese sessions. For example, during one ses-sion, the dialogue was about the confederateflag and whether it was a symbol of injusticeand discrimination or merely an historicalartifact. One nonminority female felt thatthe flag was just a part of history and did notunderstand why displaying it was offensiveto some people. A minority male in thegroup shared his perspective on why theconfederate flag is offensive. The sessionended that day with both parties still hold-ing onto their beliefs. At the next session,

the nonminority female came with researchthat she had conducted on the confederateflag issue and shared that she now under-stood why the flag is offensive. One of theother members of the group shared that theystill not did see why people took offense andthe female participant provided him withcopies of her research and asked him to readthe documents. She also invited him to sharehis thoughts after reading the documents, tosee if he still felt that the confederate flagwas not offensive.

Another example of creating shifts oc-curred when during a session one participantsaid “what about those Redskins?” referringto the football team. There happened to be aNative American in the group who felt com-fortable enough explaining why that term isoffensive to Native Americans. After hearingthe story behind the term “redskins,” theother participant stated that he would neveruse that term again, not even when referringto the football team.

Still another example is where a funda-mental Christian and an atheist were able todiscuss their beliefs and differences openlyduring the session and developed an under-standing of why each believed the way theydid. These two individuals became goodfriends. While each person held onto theirbeliefs, they developed a mutual respect forthe talents that each brought to the work-place.

DDP is opening doors for people to en-gage in meaningful conversations they ordi-narily would not have in the workplace. DDPallows people to share their stories and expe-riences and perspectives. As a result, otherparticipants are exposed to new thoughts,perspectives, and cultures to which they pre-viously had not been exposed. We are hear-ing that people are using their experience inDDP to improve their work and personal re-lationships.

Education and Training

There is a distinction that can be madebetween diversity education and diversitytraining. Diversity training typically occurs ina structured classroom format. An instructor,

Many “aha”

moments occur

during these

sessions.


12HRM47_2wong 5/7/08 11:19 AM Page 394


who is considered a subject-matter expert, isresponsible for providing specific informa-tion that will develop/enhance anemployee’s skill in a particular area. How-ever, it has been our experience that whiletraining is a valuable tool in employee devel-opment, it is not sufficient. Specifically, di-versity training is not effective in changingbehavior and thought processes. We also re-alized that an organization’s culture mightpresent a barrier when an employee attemptsto implement new practices or model newbehaviors that were taught in a training ses-sion. If we were going to reach our goal ofcreating an inclusive culture, we had to iden-tify other venues to supplement our trainingprogram that would facilitate the change wewere seeking.

We wanted to do more than just providetraining; we wanted to educate our work-force. Whereas training answers the “how”

question, education answers the “why.” Inorder to effect the inclusive culture changewe required, we had to educate our employ-ees on why diversity is important at theorganizational level and to mission success,and more importantly, why diversity isimportant on a personal level. The goal ofdiversity education at Goddard is four-fold:(1) to continue to raise awareness and sensi-tivity, (2) to challenge perceptions andthought processes, (3) to expose employeesto other life experiences in order to broadenhow diversity is defined, and (4) to begin tobuild diversity competency in our workforce.

To this end, the Center has invested a sig-nificant amount of resources into its diver-sity education and training programs. Someexamples of our training courses are: “En-gaging the Generations,” “Respect in theWorkplace,” and “Exploring Diversity andEquity.” The objective of these courses is to


FIGURE 1.The Equity Continuum

12HRM47_2wong 5/7/08 11:19 AM Page 395


expose employees to other realities otherthan their own. In October 2005, the Centeroffered a course for supervisors entitled “Cre-ating Equitable Managers and Supervisors.”The objective of this offering was to providesupervisors the skills to consistently demon-strate equitable treatment by improving

awareness and understanding ofissues related to diversity andequitable management. This of-fering was successful, and our su-pervisors walked away with theskills to begin creating and sus-taining equitable work environ-ments. We are planning in thenear future to offer a series on“Power and Privilege,” which willdefine what these two areas looklike in the work environment andthe responsibilities that are asso-ciated with power and privilege.

In addition to the trainingcourses, we also periodicallysponsor seminars and forums.Some examples are the seminarson sexual orientation, under-standing Islam, and the religiousdiversity forum. In addition tothese offerings, the Center has aself-paced learning area thathouses an impressive library ofaudio and videotapes that addressdiversity issues. These tapes areavailable to borrow and take tothe employee’s office or home,which further facilitates learning.

The Center also includes segments on diver-sity in the leadership courses and the super-visory training modules that are offered.

Through the Diversity Dialogues and theEducation and Training program, individualsbecome aware of and begin to understandhow their biases, values, beliefs, and culturalinfluences impact who they are and howthey interact with others and make deci-sions. These offerings reinforce the Center’scommitment to diversity, and we continueto provide our employees with opportunitiesto acquire skills concerning equitable man-agement and inclusion. We are continuallylooking for innovative ways to educate our

workforce and engage them in our diversityinitiatives.

Goddard Opportunities BulletinBoard System (GOBBS)

Our managers are responsible for utilizingour human resources to accomplish the mis-sion of each program. Yet many times, man-agers and supervisors go with who-you-knowand who-is-visible when selecting membersfor teams without considering other less-visi-ble but equally qualified candidates. As such,GOBBS is a tool for identifying a diverse poolof individuals otherwise not tapped for spe-cial projects or assignments. It enables man-agers and supervisors to advertise specialopportunities to employees. These opportu-nities are details or one-time-only efforts thathave an objective, a start date, and an enddate. Employees can identify a specific skill orexperience to receive targeted announce-ments (for example, engineers or profes-sional/administrative) through the system,and hear about opportunities that theywould not normally hear about. Organiza-tional and occupational targets can also beaccomplished, as GOBBS communicatesopportunities to employees and interestedparties can apply online with minimal effort.

As one of our signature programs, GOBBS(whose concept is based on an Environmen-tal Protection Agency program) promotes in-clusion by broadening and increasing thepool of talented candidates through in-creased diversity in the applicant pool andselections for high-profile projects; broadensopportunities available to employees;expands opportunities to individuals whohave less visibility; and gives potential pro-motion candidates a “dry run” at assumingmore responsibility. With GOBBS, managersget snapshots of employees not alreadyknown or highly visible, and get to experi-ence employees’ performance on projects. Itis a win-win for the employee and the man-ager. This initiative has improved the Cen-ter’s ability to reach a wider and more diverseaudience. It also has helped to provideassignments to employees that foster indi-vidual growth and development.

Through the

Diversity Dialogues

and the Education

and Training

program, individuals

become aware of

and begin to

understand how

their biases, values,

beliefs, and cultural

influences impact

who they are and

how they interact

with others and

make decisions.


12HRM47_2wong 5/7/08 11:19 AM Page 396


Conclusion

Diversity is a multifaceted, multiphasedchange effort that takes several years tobecome fully integrated into the businessprocesses of any organization. Goddard hastaken many positive steps to raise people’sawareness and appreciation of the value ofdiversity; however, there is still much workto be done. Organizations contemplatingimplementing a diversity management pro-gram should keep in mind these threethings:

1. You must have committed leaders whobelieve in the value of diversity and whounderstand that outcomes may be diffi-cult to measure.

2. Diversity initiatives must be directlylinked to the organization’s goals andobjectives.

3. Diversity is a journey, so be prepared tostay committed for the long term.

My vision for Goddard is to facilitate thecreation of an inclusive work environmentwhere every employee can do their best workby embracing the diversity that everyonebrings.

What is our return on investment (ROI)for diversity? Our ROI is respect, opportu-nity/openness, and inclusion. Respecting ourdifferences, facilitating opportunity foreveryone, allowing a more open environ-ment, and ensuring everyone is included inthe process.

Having a world-class workforce is vital tothe long-range survival of NASA. Diversity isabout people. Diversity only works wheneveryone makes it their responsibility andfeels accountable for integrating it in theireveryday attitudes and behaviors. To ensurewe attract and retain the best employees, wemust make NASA an attractive workplaceregardless of race, culture, gender, disabili-ties, age, sexual orientation, experiences,backgrounds, or talents.


SHARON WONG is the special assistant for diversity at NASA’s Goddard Space FlightCenter (GSFC), where she leads the diversity efforts to effect full utilization of the diverseworkforce. She also served as a software integration and test engineer, and in assign-ments at NASA headquarters. She is currently the chair of the Asian American Govern-ment Executives Network, and national vice president for education for OCA. She servedon Maryland’s Commission for Women and is a lifetime member of both FederallyEmployed Women (FEW) and Blacks in Government (BIG). Ms. Wong received her BS inphysics from Wheeling College in West Virginia and her MS in engineering systemsanalysis from the University of Central Florida.

REFERENCES

Judy, R. W., & D’Amico, C. (1999). Workforce 2020:

Work and workers in the 21st century. Washing-ton, DC: Hudson Institute.

Wilson, T. (1998). Diversity at work: The business casefor diversity. New York: Wiley.

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Strategies Goals Objectives/Steps MeasurementStrategy 1: Develop employees to their maxi-mum potential

Goal 1: Opportu-nities for growth exist equi-tably for all employees

Ensure diverse participation in and recognition:

• Awards (Center and Agency Honor awards, and monetary awards such as Performance and Special Acts awards

• Promotions

• Developmental assignments (formal details requiring paper)

• Work teams

Report by ethnicity, gender, disability, grade level, generational, skill for the # and % of recipients for each category and compare to population in workforce.

Report by employee # for work teams

Promote and expand mentoring opportu-nities (defined as centerwide and direc-toratewide formal mentoring programs)

# of mentees and mentors by each demograph-ic category

# of mentoring opportunities available

Mentoring programs listed on Web siteFacilitate career progression by provid-ing opportunities for development—work assignments, upward mobility programs, Goddard Leadership Education Series, Project Management Development Emprise, detail assignments, academic programs, and professional conferences

Conduct time-in-grade survey every two years (determine when last survey conducted)

# of opportunities available and # participating

Goal 2: Supportive environ-ment exists for employee develop-ment

Conduct culture surveys/audits Survey conducted when planned (did we do what we said we would do?)

Trend line over successive surveysDevelop and implement action plans based on results of survey, as appropriate

Survey results provided in timely manner

Action plan developed in timely manner

Report on Action Plan implementation

Supervisors create supportive environ-ment by encouraging and enabling employees to participate in developmen-tal programs (including participation in areas not necessarily in employee’s primary area of responsibility)

Retention rates/turnover

% of new supervisors taking New Supervisors training within one year of becoming supervisor

# of management training

180-degree feedback results

Survey results and resulting action plan

# and types of developmental opportunities provided

Strategy 2: Create an inclusive environment/culture

Goal 1: En-vironment is well-balanced and stress-reduced

Develop and execute a Human Capital Management strategy that considers quality of work life (QWL)

Development of a Human Capital Strategy (i.e., People Management Plan)

Maintain/increase quality of work-life programs

Conduct exit interviews to identify issues contributing to attrition

# of interviews conducted

Survey results and resulting action planPublish Annual Progress Report and ensure diversity Web site is current and contains up-to-date information

Report published annually

Web site contains current information

Provide status and request feedback dur-ing All Hands

# of times diversity discussed at All Hands

Goal 2: Communi-cation with and among employees is timely and open

Announce major milestones in diversity initiatives in Goddard News and other internal media

# of times published in Goddard News

Provide forum for diversity discussion # of Diversity Dialogue sessions

# of participants

Participation trend

NASA Goddard Space Flight Center—Diversity Strategic PlanA P P E N D I X A

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Strategies Goals Objectives/Steps MeasurementStrategy 2: Create an inclusive environment/culture

Goal 3: Employees and super-visors are educated on diver-sity and its value to the GSFC mis-sion

Diversity champion(s) meet with supervisors and employees

# of dialogues held

Participation at meetings

Incorporate and strengthen diversity awareness in supervisory, management, leadership, and development courses

% of courses that include diversity awareness

Participate feedback on measure of success

Make diversity training courses and other in-house resources (videos, books, periodicals) available for employees

# of courses available

# of people attending

Support and encourage Directorate Diversity Groups

# of directorates with diversity groups and ac-complishments of the groups

Supervisors, managers, and team lead-ers communicate need to develop inclu-sive environment and hold or support regular and timely sessions on diversity-related topics

# of meetings held

# of meetings attended

Implement a diversity appreciation dayStrategy 3: Work toward being an Employer of Choice

Goal 1: High aware-ness of, and respect for, diversity

Study, benchmark and adopt best practices

# of benchmarking studies done

# of best practices adopted

# of best practices already in place

Goal 2: Diversity initiatives linked to Center’s strategy and out-comes

Collaborate with companies rated best in the industry in diversity to learn from them

# of collaborations

Include diversity as a strategic invest-ment in the Integrated Business Plan (articulate clear tie of mission success, safety, and diversity)

Communicate the Business Case for Diversity

Review Recruiting Plans and Practices (from the perspective of QWL and inclu-sive practices that can be used as a sell-ing point and not from the perspective of an affirmative action goal achievement)

Benchmark other Recruiting Strategies and Plans

# of existing Strategic Plans and documents that link to diversity

Goal 3: Manage-ment is accountable for develop-ing and maintaining a diverse workforces

Conduct interviews to monitor success of recruitment efforts and identify areas of improvement

# of interviews conducted.

All directorates and executive of-fices report to the Diversity Council on directorate diversity activities and their effectiveness

Track/report that it happens

Diversity Council reports periodically to Executive Council on diversity status and progress


Recognize and reward team leaders, supervisors, and managers who success-fully implement diversity initiatives

# recognized and rewarded

Strengthen diversity competency in Performance Plans (EPCS) for supervi-sors and managersManagers and supervisors utilize multi-rater feedback and assessment

180-degree feedback

Diversity Council, Executive Council, and other management retreats have diver-sity component


NASA Goddard Space Flight Center—Diversity Strategic Plan (contd.)A P P E N D I X A

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Documents

Diversity—Making space for everyone at NASA/Goddard Space Flight Center using dialogue to break through barriers