Millennial Employees’ Expectations of the Workplace: A Case Study of

Humber College

by

Nancey Adamson, B.Ed., MA, CHRP

A thesis submitted in conformity with the requirements

for the degree of Doctor of Philosophy

Department of Leadership, Higher and Adult Education

Ontario Institute for Studies in Education

University of Toronto

© Copyright 2014 Nancey Adamson

ii

MILLENNIAL EMPLOYEES’ EXPECTATIONS OF THE WORKPLACE: A

CASE STUDY OF HUMBER COLLEGE

Doctor of Philosophy 2014

Nancey Adamson

Department of Leadership, Higher and Adult Education

Ontario Institute for Studies in Education

University of Toronto

Abstract

The purpose of this study was to explore and describe whether what the

Millennial employees (employees born between January 1, 1981 and December 31, 2000)

who participated in the study wanted in the workplace aligned with what is currently

offered in the Ontario Colleges of Applied Arts & Technology (CAAT) system. More

specifically, the study examined if the Millennials who currently worked at the CAAT

that was the site of this study (Humber College Institute of Technology and Advanced

Learning), felt the current “terms and conditions” of employment met their needs, and if

not, what were their suggestions on changes that might be made to better meet their

expectations.

I used a convergent parallel mixed methodology research design for this study

with the intention to provide Humber leaders with the perspectives of their youngest

employees on the current “terms and conditions” of employment and provide

recommendations on if and/or how changes could be made to better meet these

employees’ needs. By including the perspectives from three key sources of information

iii

in this study, that is, Millennial employees, Human Resources leaders, and document

analysis, the findings provided a deeper understanding of the issues explored.

The conclusions and recommendations drawn from this study suggest that there

are many opportunities for college leaders to re-examine policies and practices that are

currently in place for college employees. Many suggestions and recommendations were

made in each of the five main categories measured: Financial Rewards; Recognition;

Skill Development; Career Development; and Quality of Work/Life.

The study findings may inform policy and practice that will create an environment

that is conducive to attracting and retaining the best faculty, support staff and

administrators so that the Ontario Colleges of Applied Arts and Technology can meet the

mandate set out for them by the provincial government.

iv

Acknowledgements

The journey to the completion of my Ph.D. has been one in which I have had the support

of many people that I want to recognize.

First, I want to acknowledge my husband, Reg Adamson, who has supported me in my

education journey for the past 31 years. Without his love, understanding and patience I would

not have been able to complete several certificates, a baccalaureate, Masters degree and this

Ph.D. My children, Andrew and Matthew have also played a key role in supporting and

encouraging me and I am forever grateful to them for their understanding when “Mommy has to

study” was the response to activities they wanted me to participate in. They are both adults now

and I am so very proud of both of them. I dedicate this thesis to my husband and my sons, the

most important people in my life.

Next I would like to thank all my wonderful colleagues at Humber College, especially

my dear friend, colleague and “schoolmate,” Christa Hinds. We started our learning journey

together over ten years ago in the CMU Masters program and continued supporting each other

through the highs and lows in the completion of our PhDs. I would also like to thank the senior

leadership team at Humber, both past and present, specifically, I would like to acknowledge Kris

Gataveckas who brought me to Humber 17 years ago and supported me as I started my

baccaulerate degree, Dr. Roy Giroux who encouraged me to continue my education through

graduate studies, and Deb McCarthy for the support and encouragement that she has provided

over the years that I have worked in the HR Services department and, particularly for her support

in my PhD studies. I am honoured to work and study with so many wonderful people at the

college. I would be remiss to not acknowledge my fellow “cohortians” in the “It takes a cohort”

v

cohort as well as the faculty in the CCLP. I treasure our past experiences together and look

forward to new ones in the future.

I truly believe that I would not have completed this PhD without my thesis supervisor,

Dr. Katharine Janzen. Her dedication to student success, and more specifically, my success, was

evident through her insight, advice, guidance, timely feedback, and patience all of which were

instrumental in the completion of my research study. I would also like to thank my committee

members, Dr. Peter Dietsche and Dr. Pat Hedley. I have known both of these individuals for

many years, they have both played key roles as teachers and role models and I was honoured that

they accepted my invitation to join my thesis committee.

vi

Table of Contents

Abstract ........................................................................................................................................... ii

Acknowledgements ......................................................................................................................... iv

Chapter One: Introduction ............................................................................................................... 1

Background ...................................................................................................................................... 2

Problem Statement ........................................................................................................................... 5

Purpose ........................................................................................................................................... 10

Rationale and Significance of the Study ........................................................................................ 14

Researcher’s Interest ...................................................................................................................... 15

Research Questions ........................................................................................................................ 18

Worldview ...................................................................................................................................... 18

Theoretical Framework .................................................................................................................. 19

Human Capital Theory ................................................................................................................... 20

Work Motivational Theories .......................................................................................................... 21

Work Values Theory ...................................................................................................................... 22

Scope and Limitations of the Research .......................................................................................... 23

Summary of Chapter 1 ................................................................................................................... 23

Outline of the Rest of the Chapters ................................................................................................ 24

Terms and Definitions .................................................................................................................... 25

Chapter Two: Review of the Literature ......................................................................................... 28

Empirical Investigation of Generations .......................................................................................... 29

Generational Research in Popular Literature ................................................................................. 31

Recurring Themes in the Literature ............................................................................................... 31

Theoretical Frameworks ................................................................................................................. 36

Human Capital Theory ................................................................................................................... 36

Work Motivation Theory ............................................................................................................... 37

Needs-Based Theories. ................................................................................................................... 41

Process Theories of Motivation ...................................................................................................... 45

vii

Equity Theory ................................................................................................................................. 47

Cognitive Evaluative Theory ......................................................................................................... 48

Work Values Theory ...................................................................................................................... 49

What do Millennials Want in the Workplace? Tangible and Intangible Rewards ......................... 50

Labour Shortages ............................................................................................................................ 52

A Modified Higher Education System ........................................................................................... 54

Limited Government Resources ..................................................................................................... 55

Attracting and Retaining Faculty ................................................................................................... 56

Summary of Chapter 2 ................................................................................................................... 58

Chapter Three: Research Design and Methodology ..................................................................... 59

Research Design ............................................................................................................................. 61

Methodological Assumptions ......................................................................................................... 64

Site Selection .................................................................................................................................. 65

Participant Selection ....................................................................................................................... 67

Data Collection ............................................................................................................................... 69

Instrumentation ............................................................................................................................... 69

Data Collection Process ................................................................................................................. 71

Establishing Credibility .................................................................................................................. 73

Data Analysis ................................................................................................................................. 75

Limitations ..................................................................................................................................... 77

Ethical Issues/Considerations ......................................................................................................... 79

Summary of Chapter 3 ................................................................................................................... 82

Chapter Four: Findings ................................................................................................................... 84

Description of the Study Site ......................................................................................................... 84

Description of Participants ............................................................................................................. 84

Millennial Employees at Humber .................................................................................................. 84

Human Resource Leaders in Participating Colleges ...................................................................... 88

viii

Findings .......................................................................................................................................... 88

Research Question #1: To what extent are the current “terms and conditions of employment”

consistent with the employment preferences of Millennial employees as perceived by the study

participants? ................................................................................................................................... 89

Financial Rewards .......................................................................................................................... 89

Recognition Awards ....................................................................................................................... 94

Skill Development .......................................................................................................................... 97

Career Development ..................................................................................................................... 100

Quality of Work/Life .................................................................................................................... 103

Survey Question: What do you Like Best About Working at Humber? ..................................... 106

Summary of Phase 1 Results ........................................................................................................ 108

Research Question #2: What are the perceptions of the Human Resources leaders in the

participating English language Ontario colleges regarding their college’s responsiveness to the

needs expressed by the Millennial employees surveyed? ............................................................ 109

Findings ........................................................................................................................................ 109

Financial Rewards – Human Resources Leaders Responses (Covered) ...................................... 110

Financial Rewards – Human Resources Leaders Responses (Not Covered) ............................... 114

Recognition Awards – Human Resources Leaders Responses (Not Covered) ............................ 116

Skill Development – Human Resources Leaders Responses (Not Covered) ............................... 117

Career Development – Human Resources Leaders Responses (Covered) ................................... 119

Career Development – Human Resources Leaders Responses (Not Covered) ............................ 122

Quality of Work/Life – Human Resources Leaders Responses (Covered) .................................. 124

Quality of Work/Life – Human Resources Leaders Responses (Not Covered) ........................... 125

Research Question #3: To what extent do current human resources policies at Humber College

reflect the issues addressed by the study participants who are Millennial employees and Human

Resources leaders? ....................................................................................................................... 130

Colleges of Applied Arts & Technology (CAAT) Pension Plan ................................................. 132

Comparison of Millennial Employee Responses to the Human Resources Leader Responses ... 133

Variables Ranked Very Important by the Millennial Employees ................................................ 133

Variables Ranked Not Important by the Millennial Employees .................................................. 155

Variables Ranked Important by Millennial Employees ............................................................... 165

Additional Comments Made by Human Resources Leaders by Category ................................... 167

Financial Rewards ........................................................................................................................ 167

Recognition Awards ..................................................................................................................... 168

Skill Development ........................................................................................................................ 168

Career Development ..................................................................................................................... 168

Quality of Work/Life .................................................................................................................... 169

Summary of Chapter 4 ................................................................................................................. 169

ix

Chapter 5: Conclusions and Implications .................................................................................... 171

Analysis of the Research Findings ............................................................................................... 172

Research Question 1: To What Extent are the Current “Terms and Conditions of Employment”

Consistent with the Employment Expectations of Millennial Employees, as Perceived by the

Study Participants? ....................................................................................................................... 172

Research Question 2: What are the Perceptions of the Human Resources Leaders in the

Participating Ontario English Language Colleges Regarding their College’s Responsiveness to

the Needs Expressed by the Millennial Employees Surveyed? ................................................... 174

Research Question 3: To What Extent do Current Human Resources Policies at Humber Reflect

the Issues Addressed by the Study Participants who are Millennial Employees and Human

Resources Leaders? ...................................................................................................................... 174

Implications for Practice and Recommendations ......................................................................... 175

Financial Rewards– Very Important ............................................................................................ 178

Financial Rewards – Not Important ............................................................................................. 183

Skill Development – Very Important ........................................................................................... 185

Skill Development – Not Important ............................................................................................. 187

Career Development – Very Important ........................................................................................ 187

Career Development – Not Important .......................................................................................... 189

Quality of Work/Life – Very Important ....................................................................................... 189

Quality of Work/Life – Not Important ......................................................................................... 189

Suggestions for Future Research .................................................................................................. 191

Conclusions .................................................................................................................................. 192

Implications for Further Theory Development ............................................................................ 193

Summary of Chapter 5 ................................................................................................................. 195

References .................................................................................................................................... 196

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Tables

Table 1: CAAT Pension Plan Full-time Membership as at December 31, 2012 ........................... 4

Table 2: CAAT Pension Plan Projected Retirements and Terminations from the CAAT Pension

Plan 2013 - 2029 .............................................................................................................. 5

Table 3: Changes in full-time employee demographics 2010-2012 ........................................... 10

Table 4: Cohorts, generations and age ......................................................................................... 29

Table 5: Typography of Generations ........................................................................................... 32

Table 6: Life-Defining Events; Attitudes, Values and Expectations; and Key Characteristics of

Generational Cohorts ...................................................................................................... 35

Table 7: Tangible and Intangible Rewards .................................................................................. 51

Table 8: Data sources for answering the research questions that drive this study ...................... 70

Table 9: Survey distribution, reminders and responses ................................................................ 73

Table 10: Creswell’s six step quantitative data analysis model ................................................... 77

Table 11: Millennial employee suggestions categorized in themes ............................................. 94

Table 12: Variables with percentage score of 50% or greater reported by survey participants 131

Table 13: Variables ranked Very Important by Millennial Employees ..................................... 134

Table 14: Advancement Opportunities – Comparison Millennial Employees/Human Resources

Leaders ......................................................................................................................... 135

Table 15: Competitive benefits – Comparison Millennial Employees/Human Resources Leaders

...................................................................................................................................... 137

Table 16: Salary Increases – Comparison Millennial Employees/Human Resources Leaders .. 139

Table 17: Competitive Salary – Comparison Millennial Employees/Human Resources Leaders

...................................................................................................................................... 140

Table 18: Internal Job Postings – Comparison Millennial Employees/Human Resources Leaders

...................................................................................................................................... 143

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Table 19: New Challenges, Variety of Interesting Projects -- Comparison Millennial

Employees/Human Resources Leaders .............................................................................. 144

Table 20: Competitive Vacation Time – Comparison Millennial Employees/Human Resources

Leaders ............................................................................................................................... 145

Table 21: Flexible Start/Finish Work Hours – Comparison Millennial Employees/Human

Resources Leaders .............................................................................................................. 146

Table 22: Retirement Savings Plan (RRSP) Company Matches Contributions - Comparison

Millennial Employees/Human Resources Leaders ............................................................ 150

Table 23: Defined Pension Plan – Comparison Millennial Employees/Human Resources

Leaders ............................................................................................................................... 151

Table 24: In-house Training Opportunities – Comparison Millennial Employees/Human

Resources Leaders .............................................................................................................. 152

Table 25: Tuition Reimbursement – Comparison Millennial Employees/Human Resources

Leaders ............................................................................................................................... 153

Table 26: External Training and Development Opportunities – Comparison Millennial

Employees/Human Resources Leaders .............................................................................. 153

Table 27: Personal Days Off – Comparison Millennial Employees/Human Resources Leaders

............................................................................................................................................ 154

Table 28: Promotion Programs – Comparison Millennial Employees/Human Resources Leaders

............................................................................................................................................ 155

Table 29: Variables Ranked Not Important by Millennial Employees ..................................... 156

Table 30: Variables Ranked Important by Millennial Employees ........................................... 166

Table 31. Summary of Recommendations ...................................................................................... 176

Table 32: Buahene and Kovary’s Components that Millennials Value Most ........................... 190

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Figures

Figure 1: Funded college enrolment as FTE* from 2002-03 to 2011-12. ...................................... 7

Figure 2: Changes in full-time college staff and FTE enrolment levels, 1996-97 to 2011-12

(indexed to 1996-97) ............................................................................................................... 8

Figure 3: Projected New Hire Growth, Retirements and Terminations in CAAT Pension Plan

2013-2028 ................................................................................................................................ 9

Figure 4: Maslow's Hierarchy of Needs ....................................................................................... 42

Figure 5: Ontario Labour Force Supply and Demand .................................................................. 53

Figure 6: Number of Full-Time Employees at English Speaking CAATs 2012-13 ................... 66

Figure 7: Full-time and Part-time Millennial Employees at Humber on May 17, 2013 .............. 68

Figure 8: A Schematic of the Approach to Data Collection. ....................................................... 72

Figure 9: Millennial Employee Participation Rate by Gender ..................................................... 85

Figure 10: Millennial Employee Participation Rate by Birth Year .............................................. 86

Figure 11: Millennial Employee Participation Rate by Employee Group ................................... 86

Figure 12: Millennial Employee Participation Rate by Employee Status .................................... 87

Figure 13: Millennial Employee Participation Rate by Length of Service .................................. 87

Figure 14: Importance of Financial Rewards Summary .............................................................. 91

Figure 15: Financial Rewards Identified in Millennial Employees’ Comments Categorized in

Themes .................................................................................................................................. 92

Figure 16: Importance of Recognition Awards ............................................................................ 95

Figure 17: Recognition Awards Ranked Important or Very Important by Employee Status ...... 95

Figure 18: Importance of Skill Development ............................................................................... 98

xiii

Figure 19: Importance of Career Development .......................................................................... 101

Figure 20: Importance of Quality of Work/Life Summary ........................................................ 104

Figure 21: Categorized Responses to Question: What do you like best about working at Humber

College? ............................................................................................................................... 107

xiv

Appendices

Appendix A: Letter of Invitation to Participate in "“Millennial Employees’ Expectations of the

Workplace: A Case Study of Humber College” Survey ............................................................ 205

Appendix B: Letter of Invitation for the Human Resources Leaders in Ontario CAATs to

Participate in “Millennial Employees’ Expectations of the Workplace: A Case Study of Humber

College” Survey .......................................................................................................................... 209

Appendix C: Survey Questionnaire for College Employees Participating in the Research Study

“Millennial Employees’ Expectations of the Workplace: A Case Study of Humber College” . 213

Appendix D: Survey Questionnaire for Human Resources Leaders Participating in the Research

Study “Millennial Employees’ Expectations of the Workplace: A Case Study of Humber

College” ....................................................................................................................................... 220

Appendix E: Authorization from President Whitaker to use Humber College’s Name in the

Study: “Millennial Employees’ Expectations of the Workplace: A Case Study of Humber

College” ....................................................................................................................................... 243

Appendix F: CAAT Pension Plan Projected Retirements and Terminations 2013-2029 .......... 244

Appendix G: Findings for Financial Rewards Q1a-s by frequency and percent ....................... 245

Appendix H: Findings for Recognition Awards Q2a-c by frequency and percent of responses

(n=177) ........................................................................................................................................ 246

Appendix I: Findings for Skill Development Q3a-f by frequency and percent ......................... 247

Appendix J: Findings for Career Development Q4a-4h by frequency and percent ................... 248

Appendix K: Findings for Quality of Work/Life Q5a-y by frequency and percent ................... 249

Appendix L: Financial Rewards - Human Resources Leaders responses to variables: Q1a, b, c, d,

e f, g, h, i, j, k, and l ..................................................................................................................... 251

Appendix M: Financial Rewards - Human Resources Leaders responses to variables Q1m, n, o,

p, q, r, and s ................................................................................................................................. 257

Appendix N: Recognition Awards - Human Resources Leaders responses to variables Q2a, b,

and c ............................................................................................................................................ 258

Appendix O: Skill Development - Human Resources Leaders responses to variables Q3a, b, c, d,

and e ............................................................................................................................................ 259

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Appendix P: Career Development - Human Resources Leaders responses to variables Q4a and b

..................................................................................................................................................... 260

Appendix Q: Career Development - Human Resources Leaders responses to variables Q4c and d

..................................................................................................................................................... 261

Appendix R: Career Development - Human Resources Leaders responses to variables Q4e, f, g,

and h ............................................................................................................................................ 262

Appendix S: Quality of Work/Life - Human Resources Leaders responses to variables Q5a and b

..................................................................................................................................................... 263

Appendix T: Quality of Work/Life - Human Resources Leaders responses to variables Q5c and d

..................................................................................................................................................... 264

Appendix U: Quality of Work/Life - Human Resources Leaders responses to variables Q5e, f, g,

h, and i ......................................................................................................................................... 265

Appendix V: Quality of Work/Life - Human Resources Leaders responses to variables Q5j, k, l,

m, and n ....................................................................................................................................... 266

Appendix W: Quality of Work/Life - Human Resources Leaders responses to variables Q5o, p,

q, r, s, and t .................................................................................................................................. 267

Appendix X: Quality of Work/Life - Human Resources Leaders responses to variables Q5u, v,

w, x, and y ................................................................................................................................... 268

Appendix Y: Variables with Percentage Score of 50% or Greater Reported by Survey

Participants .................................................................................................................................. 269

Appendix Z: Academic Collective Agreement Article 14: Salaries and Colleges of Applied Arts

and Technology Job Classification Plans for Positions in the Academic Bargaining Unit (Section

1 Classification Plan for Professors and Counsellors and0 Librarians – Factors) ...................... 282

Appendix AA: Variables Ranked Not Important by the Millennial Employees ........................ 286

Appendix BB: Academic Collective Agreement Article 20: Professional Development Leave

..................................................................................................................................................... 291

1

Chapter One: Introduction

The purpose of this study was to explore and describe whether what the Millennial

employees (employees born between January 1, 1981 and December 31, 2000) who participated

in the study wanted in the workplace aligned with what is currently offered in the Ontario

Colleges of Applied Arts & Technology (CAAT) system. More specifically, the study examined

if the Millennials who currently worked at the CAAT that was the site of this study, felt the

current “terms and conditions” of employment met their needs, and if not, what were their

suggestions on changes that might be made to better meet their expectations. It was anticipated

that the findings of the research would provide some action items for college leadership to

consider to better meet the employment needs of the Millennial generation. This research

included a deeper analysis in a case study of these themes at Humber College Institute of

Technology and Advanced Learning, a large, multi-culturally diverse polytechnic institution that

is located in a large urban centre in Ontario and is one of the Ontario CAATs. I refer to this

institution as “Humber” throughout this paper.

It is the mandate of Ontario’s CAATs to provide quality programming and services to

their students. CAATs must be able to attract and retain employees who have appropriate

credentials, experience and values to meet this mandate. Over the past five years there have been

several research reports that predict a shortage of skilled workers due to an aging population,

skills deficits, decreased birth rates and increased mortality rates (Miner, 2010; Conference

Board, 2007; PricewaterhouseCoopers, 2013). In a recent report dated October 22, 2013 by TD

Economics it is suggested that there is “some evidence of tightness across certain occupations

and regions [in Canada], but the[ir] analysis failed to provide a real smoking gun” (p. 1). In

2

addition the report states that “when it comes to labour market information, we are currently

operating in a data vacuum” (p. 42). What their study did find was that there would be a

shortage of workers in certain occupations, including college and other vocational instructors

(but not university professors and assistants); administrative/management occupations; and many

of the support services occupations that would be employed at a college (p. 32). If these

projections are true, colleges need to address their recruitment, retention, succession planning

and professional development policies and practices for their employees. Humber College’s

2008 – 2013 Strategic Plan advised that progressive colleges will be aggressively addressing

recruitment, retention, succession planning and professional development policies and practices

for their employees (Humber College Institute of Technology and Advanced Learning, 2008).

The theme is continued in Humber’s 2013-2018 Strategic Plan through their commitment to

“invest in accomplished and engaged employees who are supported in delivering an exceptional

student experience” (Humber College Institute of Technology & Advanced Learning, 2013).

This study explored five key components of recruitment and retention of employees as identified

by Buahene and Kovary (2007) namely: Financial Rewards; Recognition; Skill Development;

Career Development; and Quality of Work/Life.

Background

Sociologists, historians and demographers have been researching generational differences

for many years and in the past five years they have been looking at the implications for

workplaces as the Millennial generation (born 1981 – 2000) enters the workforce (Hershatter &

Epstein, 2010; Kowske, Rasch, & Wiley, 2010; Tulgan, 2009; Twenge, 2006; Twenge, 2010;

PricewaterhouseCoopers, 2013). To classify the various generations, their research looked at not

only the years that these individuals were born, but also the defining events that had occurred

3

during their lives. Table 4 in Chapter 2 (page 29) depicts the generational typography based on

the conclusions of some of these scholars. While the topic of generational differences had been

explored extensively in the literature, I found no previous studies that explored the impact and

challenges specific to the unique context of the Ontario CAATs. This study addressed that

important gap.

Almost all of the Ontario CAATs have been in existence for 45 years, with 19 of the

current 24 colleges opening their doors to students in 1967 (Ontario Department of Education,

1967). At that time the majority of employees were part of the Traditionalist generation (born

between 1922 - 1945) and in 1967 they would have been between the ages of 22 and 45. The

“terms and conditions” of employment for the CAAT employees were established by and for

them. Over the past 44 years the demographic profiles of the employees at CAATs have

changed. All four generations are currently employed. The youngest of the Traditionalists (born

between 1922 – 1945) and the oldest of the Boomers (born between 1946-1964) are retiring.

The Gen Xers (born between 1965 – 1980) are developing their careers. And, the newest

additions to the workforce, the Millennials (born 1981-2000), are either still in school, just

starting to work or are trying to establish their careers. In the not too distant future Gen Xers and

Millennials will represent the majority of employees in the CAAT system.

In order to determine the proportion/distribution of the four generations in the college

system, I contacted the CAAT Pension Plan. The CAAT Pension Plan was established in 1967

and represents employees in all 24 CAATs. All full-time employees must enrol in the CAAT

pension plan (part-time employees have the option of participating). Table 1 shows the

breakdown of all full-time employees in the CAAT Pension Plan on December 31, 2012.

4

Table 1:

CAAT Pension Plan Full-time Membership as at December 31, 2012

It should be noted that there is a small number of non-college employers included in the

CAAT Pension Plan membership. These employers include: Ontario Colleges Library Service

(8 employees); the Ontario College Application Service (40 employees); the College Employer

Council (11 employees); Ontario Learn (1 employee); and a closed group of seven members

from the Northern Centre for Advanced Technology (NORCAT). Also, these non-CAAT

employer numbers include both full-time and part-time employees. At December 31, 2012, 53%

of the full-time employees in the CAAT Pension Plan were Baby Boomers between the ages of

48 – 66. Assuming all retire at age 65, by 2029 all the Baby Boomers will have retired.

However, as of December, 2006, compulsory retirement was no longer in effect and, as such,

some employees may choose to work past age 65. In addition, there are many other factors, both

personal and professional, that determine when these employees will actually retire either before

or after age 65.

Table 2 shows the projected retirements and terminations from the CAAT Pension Plan

from 2013 to 2029 (Appendix F details the projected retirements and terminations for each year

from 2013 - 2029). By averaging the total retirements over 17 years it is anticipated that 737

(3%) of the membership would retire every year until 2029.

Full-Time Active Members AdministrationFaculty Support

All

Members %

Born before 1946 (attained age 67+) 18 124 47 189 1%

Born between 1946-1964 (attained age 48-66) 1,389 4,409 3,155 8,953 53%

Born between 1965-1980 (attained age 32-47) 953 2,407 2,997 6,357 38%

Born after 1980 (attained age under 32) 125 164 1,033 1,322 8%

Total 2,485 7,104 7,232 16,821 100%

Source: Personal e-mail communication from Matt Kerbel, Senior Actuarial Analyst,

CAAT Pension Plan, December 5, 2013

5

Table 2:

CAAT Pension Plan Projected Retirements and Terminations from the CAAT Pension Plan

2013 – 2029

Based on membership data as at December 31, 2012, the CAAT Pension Plan projects

that 473 full-time members will retire in 2013 representing 2.70% of the total full-time

membership. The projections are based on the following assumptions: 4% annual membership

growth; 3.1% of members eligible for a reduced early retirement (age 55 and 2 years of service,

or age 50 and 20 years of service) in a given year will retire; 16% of members eligible for an

unreduced early retirement (age 60 and 20 years of service, or age plus service equal to 85 years

or more) in a given year will retire; 35% of all members who are still actively employed will

retire at age 65, 17% at ages 66-68, 30% at age 69, and 100% at age 70 or immediately if older

will also retire (Personal e-mail communication from Matt Kerbel, CAAT Pension Plan,

December 5, 2013).

Problem Statement

In the fiscal year 2011-12 (April 1 – March 31), Ontario colleges employed 42,235

people consisting of 16,784 full-time and 25,451 part-time employees in academic, support and

administrative roles in the Ontario colleges (Colleges Ontario, 2013). The total revenue for the

All

Adminstrative Faculty Support Members

Projected retirements 2013-2029 1,899 5,867 4,766 12,532

Projected terminations (attrition) 2013-2029 922 2,537 3,085 6,544

2,821 8,404 7,851 19,076

Source: Personal e-mail communication from Matt Kerbel, Senior Actuarial Analyst,

CAAT Pension Plan, December 5, 2013

6

college system is $3.5 billion and revenue from all grant sources accounts for less than half of

the system’s revenues. Expenses are approximately $3.4 billion and salaries and benefits are the

largest expense for colleges (51.7%). There was an increase of 21% in full-time staffing in

2011-12 (Colleges Ontario, 2013).

Given the need to replace approximately 12,500 retiring employees, and potentially

another 6,500 employees (Table 2) due to attrition over the next 16 years as predicted by the

CAAT Pension Plan it is important for the CAATs to ensure their “terms and conditions” of

employment will effectively attract and retain the Millennial generation.

In addition, without committing to a date, Dalton McGuinty in his March 8, 2010 Speech

From The Throne committed the Ontario government to raising Ontario’s postsecondary rate

from the current 62 percent to 70 percent. He committed to creating 20,000 student spaces in

colleges and universities in 2010 and pledged that “every qualified Ontarian who wants to go to

college or university will find a place” (Province of Ontario, 2010). After his election in 2011,

McGuinty stated that his government would create 60,000 new student spaces (Province of

Ontario, 2011). He also committed to increasing international enrolment by 50 percent without

losing any spaces for Ontario students. Since 2011, Ontario has had a change in leadership,

however, the new Premier, Kathleen Wynne, in the 2013 Budget Speech announced the new

“Youth Jobs Strategy” that will help young people get the skills needed to get meaningful work.

Ontario colleges will play a key role in fulfilling this strategy according to Linda Franklin, CEO

of Colleges Ontario (Colleges Ontario, 2013). In the academic year 2011/12 the first-year

enrolment in Ontario colleges increased by 4.9% over the previous year. Figure 1 shows the

consistent growth of funded enrolment of FTE’s in the Ontario college sector.

7

Figure 1: Funded college enrolment as FTE* from 2002-03 to 2011-12.

The Province of Ontario’s Ministry of Finance (2012) predicts that “enrolment in post-

secondary education will increase by an average of 1.7 percent through to 2017-18 [and] about

one of every six adult Ontarians will be enrolled in the province’s public post-secondary

institutions” (p. 1). It also acknowledges that while post-secondary institutions have been

accepting more students, the funding levels are the lowest in Canada and that there has been

some loss in quality as institutions reduce operating costs by hiring sessional instructors and

increase class sizes (Ontario Ministry of Finance, 2012).

Figure 2 shows that full-time staff at colleges increased by 21% between 1996-97 and

2011-12.

FTE=full-time equivalent; FT-full-time; PT=part time; TS= tuition short

typically these programs are less than 52 weeks in duration). Note that funded

students do not comprise the total college population.

Source: Colleges Ontario 2013 Environmental Scan

8

Figure 2: Changes in full-time college staff and FTE enrolment levels, 1996-97 to 2011-12

(indexed to 1996-97)

Provided colleges replace all of the employees that are projected to retire (12,500) or

leave through attrition (6,500), and if there is the projected 4% growth (15,472) of full-time

employees over the next 16 years (Figure 3), the ability to attract, hire and retain employees into

the college system will be critical to the college’s ability to meet the mandate of government and

the needs of industry. Furthermore, these new employees will be very different from the original

Traditionalists who began working in the CAATs more than 45 years ago and for whom most of

the existing human resources policies were developed.

The following quote from a PricewaterhouseCoopers study stresses the importance of

organizations finding ways to attract the Millennial employees:

Millennials are a talented and dynamic generation, and the best of them

are hard to find and even more difficult to keep. The finest of them are

Source: Colleges Ontario 2013 Environmental Scan

9

already in high demand and employers that meet their expectations will be

able to take their pick of this generation’s talent….Before long this

generation will form the majority of the workforce and they will look for

employers who are truly acting on their promises.

(PricewaterhouseCoopers, 2012, p. 25)

Figure 3: Projected New Hire Growth, Retirements and Terminations in CAAT Pension Plan

2013-2028

Source: Personal e-mail communication from Matt Kerbel, Senior Actuarial Analyst, CAAT

Pension Plan, December 5, 2013

10

Table 3 shows the shift that has taken place in the demographic make-up of the full-time

employees at CAATs between 2010 and 2012, specifically the growth of full-time Millennial

employees (71%) and Gen Xers (19%) and the decrease in the Traditionalist (-38%) and Baby

Boomers (-6%).

Table 3:

Changes in full-time employee demographics 2010-2012.

Purpose

This research study focussed specifically on whether what the Millennials who

participated in the study want in the workplace aligns with what is currently offered in the

Ontario CAAT system, more specifically, if the Millennials who currently work at the Ontario

CAAT that was the site of this study, felt the current “terms and conditions” of employment met

their needs, and if not, what were their suggestions on changes that might be made to better meet

their expectations. As asserted by Latham & Ernst (2006), this study allowed us to “peer inside

the door to what might or should be the motivational sources of tomorrow’s workforce” (p. 181).

There are three staffing groups at the Ontario colleges: faculty; support staff; and

administrative. In each of these employee groups there are full-time and various categories of

part-time employees.

Full-Time Active

Members

2010 2012

%

Change 2010 2012

%

Change 2010 2012

%

Change 2010 2012

%

Change

Traditionalists 38 18 -53% 194 124 -36% 72 47 -35% 304 189 -38%

Baby Boomers 1,410 1,389 -1% 4,666 4,409 -6% 3,470 3,155 -9% 9,546 8,953 -6%

Gen Xers 696 953 37% 1,922 2,407 25% 2,729 2,997 10% 5,347 6,357 19%

Millennials 56 125 123% 64 164 156% 655 1,033 58% 775 1,322 71%

Total 2,200 2,485 13% 6,846 7,104 4% 6,926 7,232 4% 15,972 16,821 5%

Administration All MembersSupportFaculty

Source: Personal e-mail communication from Matt Kerbel, Senior Actuarial Analyst,

CAAT Pension Plan, January 27, 2012 and December 5, 2013

11

The College Employer Council (the Council) (formerly known as the College

Compensation and Appointments Council) was established under the Ontario Colleges of

Applied Arts and Technology Act, 2002 and exercises power and authority on behalf of the

CAAT employer. Under the Colleges Collective Bargaining Act, RSO 1990, Chapter C.15, as

amended 2002, c. 8, Sched. F, s. 7.1(2) defines the objectives of the Council:

The object of the Council is to be responsible for certain functions relating to

collective negotiations and establishment of terms and conditions of employment

of persons employed by colleges. The Council has the authority to act as the

agent for the employers (i.e., college boards) in negotiating collective agreements

with academic and support staff at colleges who are members of the Ontario

Public Service Employees Union. (Province of Ontario, 2006)

The CAAT Academic Division of the Ontario Public Service Employees Union (OPSEU)

is the exclusive bargaining agency for the province’s full-time and partial load college faculty

(approximately 8,000 members), including professors, instructors, librarians and counsellors.

Each college has its own Local of OPSEU representing faculty at that college. Faculty’s terms

and conditions of employment are negotiated and set out in the Academic Collective Agreement.

These agreements usually are in effect for a two or three year period as determined through

negotiations and one contract is negotiated for all Locals.

The CAAT Support Staff Division of OPSEU is the exclusive bargaining agent for the

support staff represented in the Support Staff Collective Agreement (approximately 7,500

members). Each college has its own Local of OPSEU representing support staff at that college.

Support staff’s terms and conditions of employment are negotiated and are set out in the Support

12

Staff Collective Agreement. These agreements are also usually in effect for a two or three year

period as determined through negotiations and one contract is negotiated for all Locals.

The terms and conditions of employment for the administrative employees at the

provincial CAATs are determined by the Council with the exception of Humber. In 2002, the

Ministry of Colleges, Training and Universities introduced the new Ontario Colleges of Applied

Arts and Technology Act, 2002 which gave colleges the option to determine their own terms and

conditions of employment for employees who were not in a bargaining unit (Services Ontario,

2011). Humber formally requested the Ministry to approve a transfer of responsibility to the

College’s Board of Governors to establish the terms and conditions of employment for its

President and administrative staff. This transfer allowed Humber to establish its own terms and

conditions of employment for its administrative staff with the exception of benefits and pension

administration (Personal communication with Gerd Redhing, retired Associate Director,

Compensation, Humber, June 19, 2012).

The other 23 CAATs work from a template provided by the Council for the terms and

conditions of employment for their administrative staff. Benefits and pension administration for

all staff are determined by the Council and the Council can amend them as needs change.

In 2010 the provincial government introduced the Public Sector Compensation Restraint

to Protect Public Services Act. This Act froze the compensation structures of non-bargaining

staff employed in the Ontario public sector for two years. The terms of collective agreements

that were currently in place (e.g., academic and support staff employees at colleges) would be

respected until their expiration. Both the Academic and Support Staff Collective Agreements

expire on August 31, 2014. Under this Act, collective agreements must be negotiated without a

net increase in compensation (e.g., wages, salary ranges, health and other group benefits; shift

13

and other premiums; vacation and other paid time off; and pensions). This means that there can

be no adjustments to existing pay grids or across-the-board adjustments, unless there is a

decrease somewhere else in the compensation package to offset the adjustments. This also

applies to the compensation “envelope” available for administrative staff employees. For

administrative staff it will also mean that there will be “compression” of the salary grid,

particularly for senior management positions. All salaries were frozen for administrative staff

that are in pay band 14 and above. As administrative employees in the mid-range pay bands

continue to move through their pay band, they could potentially be paid the same (or more) than

their manager. This will make it difficult to attract and retain senior managers to the colleges.

This action by the provincial government has been put in place to assist it in balancing the

provincial budget by 2017-18. As we move through the next five years, this Act could have a

detrimental effect on the ability of colleges to attract and retain qualified employees in all

employee groups as well as contribute to labour disruptions in the upcoming negotiations with

Academic and Support Staff. In addition, every additional employee hired reduces the

compensation “envelope” available to the respective college. Hiring full-time employees is more

costly then part-time due to higher salaries and the cost of benefits (between 25-30% of salary)

and as such this Act does not help reduce the practice of hiring part-time employees (Ontario

Ministry of Finance, 2010).

This study focused on all three employee groups employed at the study college and all

three groups are represented in the employees who were surveyed, including part-time

employees (Millennial students were not included in this study). On May 17, 2013 the employee

survey was distributed online to the 189 Millennial full-time and 387 part-time employees at

Humber, the study college (representing 14% and 21% of the total employees, respectively).

14

The provision of a quality educational experience for students is paramount to the

Ontario colleges’ success. The Ontario Colleges of Applied Arts and Technology Act, 2002

states:

The objects of the colleges are to offer a comprehensive program of career-

oriented, postsecondary education and training to assist individuals in finding and

keeping employment, to meet the needs of employers and the changing work

environment and to support the economic and social development of their local

and diverse communities. (Services Ontario, 2011)

Through the identification of the needs of the employees at colleges and addressing those

needs colleges create an environment conducive to attracting and retaining the best faculty,

support and administrative staff and can provide quality experiences for students.

Rationale and Significance of the Study

This study explored whether what the Millennials who participated in the study wanted in

the workplace aligned with what is currently offered in the CAAT system. The Province of

Ontario is committed to providing quality postsecondary experiences for students as well as to

increasing the number of seats available to ensure that any qualified student can attend

postsecondary education (Province of Ontario, 2010). Without qualified, engaged employees

working at the Ontario colleges, this commitment will not be realized.

This was also an important issue for all the Ontario CAATs because without engaged

employees working at the colleges, they would not be able to meet the mandate set for them by

the provincial government, specifically human capital development (Tesa, 2013). An educated

workforce that leads to a more productive workforce and increasing workforce productivity, at

the time of this study was one of the most important economic issues facing Ontario, particularly

15

in the new global economy. In addition, human capital development was strongly supported in

Ontario because it was believed it would reduce unemployment, especially in populations that

have a high risk of living in poverty, such as high school dropouts, single mothers, persons with

disabilities, recent immigrants, and Aboriginal people (The Institute for Competitiveness &

Prosperity, 2011). Ontario CAATs are well positioned to provide the human capital

development needs of the Province. Every year, the college system in Ontario serves over

500,000 students and clients. Approximately 200,000 are full-time students. This student body is

very diverse and as such have very diverse needs. Colleges Ontario (2013) reported that 16% of

the college applicants surveyed indicated that they were not born in Canada; 25% of college

applicant’s household income was less than $30,000, and 55% had incomes less than $60,000;

approximately 42% had some previous post-secondary education; and 13% of students used

“Special Needs/Disability Services.” In 2012/13, 39% of the college systems’ applicants were

under 21 years of age and 11% were 31 years of age or older. More than 20,000 international

students were enrolled in Ontario colleges in 2011/12, representing a 12 percent increase over

2010/11.

Researcher’s Interest

During this research study I worked in the Human Resources Services department at

Humber, which is one of the large polytechnic institutions in the Greater Toronto Area (GTA). I

had worked at the College for 16 years in various roles and since 2009 I have served as Manager,

Employee Engagement. In this role I am responsible for the recruitment and retention of all

classifications of college employees. My responsibility includes everything from strategically

determining how to recruit new employees, on-boarding new employees, administering the

employee engagement survey and employee recognition awards, through to facilitating the exit

16

interview process and recommending changes that should be made to policy and procedures.

One of the other responsibilities I have is to write the applications for various “Employer of

Choice” awards. Being acknowledged as an employer of choice is important for educational

institutions as well as business since applicants can see that the organization has been recognized

for its commitment to addressing and providing for the needs of its employees. When I facilitate

new employee orientation workshops, many of the participants indicate that the Employer of

Choice awards that Humber has earned over the years had a positive influence on their decision

to apply to Humber. In addition, I have had many conversations with hiring managers at the

College who have indicated that they are experiencing challenges in finding the right talent for

their teams. A recent study by Tesa (2013) focussed on the challenges that the province’s ITALs

will face in hiring faculty to teach in their baccalaureate programs. She identified three major

trends that are contributing to those challenges: 1. enrolment growth; 2. the requirement for

graduate degree credentials of all faculty who teach in degree programs; 3. hiring shifts -

particularly those related to the changing role of faculty and increased faculty retirements.

Recognizing that colleges are not hiring only Millennial employees at this point in time,

it is nonetheless important to try to gain a better understanding of the needs of this demographic

group as Millennial employees will become the majority of the workforce in the not too distance

future as demonstrated in the shift currently taking place and shown in Table 3 (page 10).

In addition, during my studies of higher education over the past 10 years, we have

explored the recurring themes of either a lack of and/or decreasing government funding.

The Millennial generation will be the future faculty, support and administrative staff of

the Ontario colleges and what may have worked to recruit, develop and retain other generations,

may not work for Millennials. Now is the time to explore how the Millennial generation views

17

and values the current “terms and conditions” of employment at Humber, the suggestions they

have for change and compare their needs with the programs and policies that are currently in

place throughout the Province. I hoped that this research would provide insight into whether the

current practices in place will have either a positive or negative influence on Humber’s ability to

attract and retain Millennial employees, which will in turn allow me to suggest changes that may

need to be made to policy and/or practices at Humber, and for consideration at other Ontario

CAATs.

Jones-Kavalier and Flannigan (2008) (cited in Tesa, 2013) support change being made

that will respond to the environmental challenges facing educational institutions; namely:

demographic shifts, increasing enrolments, and the addition of diverse student populations. Tesa

(2013) states: “They [Jones-Kavalier and Flannigan] suggest that institution leaders need to

respond to these forces through effective strategic planning and transformative leadership” (p.

40).

Because of my close association with the topic of interest and with Humber, I have

consciously made every effort to be as objective as possible in the data collection (participation

in the surveys was voluntary and anonymous) and reduce any potential bias as much as is

humanly possible through the use of triangulation and a conscious commitment to my role as a

researcher.

The findings of this research provided some suggestions and recommendations for

college leadership to consider to better meet the employment needs of the Millennial generation

in order to carry out their goals/mandate.

18

Research Questions

1. To what extent are the current “terms and conditions of employment” consistent with the

employment expectations of Millennial employees, as perceived by the study

participants?

2. What are the perceptions of the Human Resources leaders in the participating English

language Ontario colleges regarding their college’s responsiveness to the needs expressed

by the Millennial employees surveyed?

3. To what extent do current human resources policies at Humber reflect the issues

addressed by the study participants who are Millennial employees and Human Resources

leaders?

Worldview

The research for this study was conducted within the worldview of pragmatism. Creswell

(2009) explained that pragmatism “arises out of actions, situations, and consequences rather than

antecedent conditions….There is a concern with applications—what works—and solutions to

problems” (p. 10). He further clarified that this worldview lends itself to mixed methods

research as researchers like to use multiple approaches to understand the problem (Creswell,

2009, pp. 10-11). Because the research was primarily problem-centered and was real-world

practice oriented, that is, its purpose was to provide an understanding of what solutions may

address any gaps between the present and future solutions as perceived by the employees who

were the focus of the study, taking a pragmatic worldview provided me the opportunity to offer

insight so that changes could be made, or at least considered, to policies and practices at Ontario

CAATs.

19

Theoretical Framework

Although there has been extensive exploration of the four generational cohorts

(Traditionalist, Boomers, Gen Xers, and Millennials) and there has been very specific research

conducted on the Millennial generation, I found little in the literature regarding the human

resources programs and policies that would keep Millennials engaged within the Ontario college

sector. The phenomenon of Millennial generations goes beyond the college sector and has been

the focus of many studies that try to shed light on the preferences and working styles of these

young employees that are entering the workplace (Lipkin & Perrymore, 2009; Espinoza, Ukleja,

& Rusch, 2010; Myers & Sadaghiani, 2010; Buahene & Kovary, 2007). In this research I

explored whether what the Millennials who participated in the study want in the workplace

aligns with what is currently offered in the CAAT system, more specifically, if the Millennials

who currently work at the Ontario college that was the site of this study, felt the current “terms

and conditions” of employment met their needs, and if not, what were their suggestions on

changes that might be made to better meet their expectations. The findings of this exploration

were interpreted in light of what the literature review (Chapter 2) revealed about what

Millennials want in the workplace. The main theories that ground this study are (a) human

capital development theory, (b) work motivational theories, and (c) work values theory.

It is important to acknowledge the relevancy of these theories to this study as many of the

variables presented to both the Millennial employees and the Human Resources leaders are

grounded in motivational and work values theories based on needs and expectations. Just as

important is the significance that human capital development theory plays in the postsecondary

sector as discussed.

20

Human Capital Theory

Human capital theory emphasizes the importance of employees being life-long learners

and the importance of having the education, skills, talents and abilities to be the “knowledge

workers” that are in demand in the economy. Weiss (2013) states that human capital refers to

“the economic value of the knowledge, skills, experiences, creativity, and innovations of people

in a business that help make that business productive and give it a competitive/comparative

advantage” (p. 109). For Ontario to be globally competitive its people will need to have

“sophisticated skills that enable them to be innovative workers, managers, and customers” (The

Institute for Competitiveness & Prosperity, 2011, p. 36). For Ontario citizens and employers this

means they will have to invest in human capital development both through education and work

experience. When this happens individuals will prosper through better employment opportunities

and the financial and non-financial rewards that accompany it. Organizations, the province and

Canada will benefit as they will become more competitive and prosperous in the global

marketplace. The Organisation for Economic Co-operation (OECD) (2007) claimed that human

capital development had both economic and non-economic benefits both individually and for the

national economy. In his November 22, 2011 Speech from the Throne, Premier McGuinty stated

that in the new global economy, 70 percent of all new jobs will require postsecondary education

and training (Province of Ontario, 2011). This means that the need for qualified and committed

employees in the postsecondary sector will also increase. Both the federal government and the

provincial governments in Canada have recognized this need and many of their educational

policies are reflective of it. Without specifying a date when this would happen, the Ontario

provincial government recently committed to creating 60,000 new spaces for students in the

province’s colleges and universities and ensured that any qualified Ontario student who wanted

21

to attend postsecondary education would be able to do so (Province of Ontario, 2011). In 2004

Canada was recognized by the OECD as already having the highest proportion of its population

aged 25 to 64 with a postsecondary credential (Zeman, McMullen, & deBroucker, 2006).

The commitment by government to its citizens’ human capital development requires

postsecondary institutions to look at their strategies in recruiting and retaining the best faculty,

support and administrative staff to meet the needs of students whose requirements will also be

changing and to prepare the students for jobs, many of which do not even exist today (Miner,

2010). Just as importantly, colleges need to invest in their own human capital (particularly

faculty) to build capacity to meet their mandates and support student success (Tesa, 2013, pp. 42-

43).

Work Motivational Theories

Motivation is defined in the Merriam-Webster on-line dictionary as:

The act or process of giving someone a reason for doing something: the act or

process of motivating someone: the condition of being eager to act or work: the

condition of being motivated: a force or influence that causes someone to do

something.

Work motivational theories suggest that individuals have needs and will put their

energies into tasks that meet those needs (Langton & Robbins, 2007, p. 132). There were several

motivational theories that provided insight into this study. Needs theorists, such as Maslow

(Hierarchy of Needs), Herzberg (Motivation-Hygiene theory), Alderfer (Existence, Relatedness,

Growth “ERG” theory), and McClelland (Theory of Needs) identified the types of needs that

must be met in order to motivate individuals. These theorists all suggested that when an

individual’s needs were met, they will become motivated. Process theories such as Expectancy

22

Theory (Vroom), Goal-Setting Theory, and Equity Theory focussed on how someone can

motivate another individual (e.g., rewards). Cognitive Evaluative Theory (Intrinsic and Extrinsic

Rewards) suggested that when extrinsic rewards were used to recognize superior performance,

the intrinsic rewards or interest in the task were reduced (Langton & Robbins, 2007). An

underlying assumption with all of these theories was that all individuals can be motivated to

perform at work regardless of age, gender, cultural background, etc. It was also assumed that the

workplace of today was the same as when these theories were developed (1900s – 1970s) when

in reality the workplace of today is vastly different and one that is experiencing increased

diversity; rapidly changing technologies; new organizational forms (i.e., e-commerce); use of

contingent workers; a shift from manual labour to knowledge workers; and increased

globalization. The literature presented that these changes greatly influence not only how

companies attract and retain their employees, but how they motivate them as well (Steers,

Mowday, & Shapiro, 2004).

Work Values Theory

Lyons (2003) defines a value as “an underlying judgment criterion that is employed to

determine the importance of an object to an individual” (p. 56). Lyons further suggests that

“understanding what it is that employees value in their work is critical to ensuring their

satisfaction and the effective use of rewards to motivate behaviour” (p. 5).

The majority of work values literature comes from vocational research which attempts to

explain why and how individuals make decisions regarding their occupations and careers and to

measure their satisfaction (interest, values and preferences) with their work (Lyons, 2003, p. 59).

A discussion of the various inventories used to measure work is beyond the scope of this

study, however, relevant to this study is the importance of understanding “the way that work as

23

an activity is viewed, either by individuals or by social groups….provide[s] a full picture of the

underlying beliefs and judgment criteria that individuals employ in assessing work activities,

behaviours and outcomes” (Lyons, 2003 p. 86). It is reasonable to assume that satisfied and

motivated employees, whose values align with those of their organization, will more readily

contribute to achievement of the organization’s goal.

The theories that ground this study are appropriate because Ontario colleges are in the

business of human capital development and in order to attract and retain the talent needed to be

successful, CAATs should understand the factors that can influence Millennials’ motivation to

work in them.

Scope and Limitations of the Research

I recognize that, because the study findings were based on a sample of convenience of

Millennial employees at only one Ontario CAAT, and the perceptions of Human Resources

leaders at only the participating Ontario English language colleges, the findings cannot be

generalized to all Ontario colleges. In addition, I acknowledge that there is diversity among the

profiles of the Ontario colleges and their employees and that the responses of the participating

Human Resources leaders are representative of only some of the Ontario English language

colleges. However, because the CAATs operate under the same collective agreements and

“terms and conditions” of employment (with the exception of the administrative employees at

Humber College Institute of Technology & Advanced Learning), the findings will be informative

and useful for all the Ontario colleges.

Summary of Chapter 1

In Chapter 1, I provided an introduction to the research topic, including background

information describing the current demographic trends in the workplace and a rationale

24

supporting the need for this research. My research questions were stated and my worldview and

theoretical framework for this study were described. In addition, the theories that ground this

research were presented and the scope and limitation of the research identified.

Outline of the Rest of the Chapters

Chapter 2 presents a review of relevant literature, relevant theoretical frameworks,

including human capital, work motivational and work values theories, and a broader discussion

of the factors that influenced this study.

Chapter 3 describes the research design and methodology, a description and rationale for

the site and participant selections, an explanation of the data collection, including the

instrumentation used and the data collection process, limitations and ethical issues and

considerations.

Finally, in Chapters 4 and 5 the research findings are presented, and implications,

conclusions and recommendations are discussed.

25

Terms and Definitions

Baby Boomers – All people born between the years 1946 – 1964.

Colleges of Applied Arts and Technology (CAAT) - are the 24 Ontario colleges (22 English

language and 2 French language) created in 1965 by an act of the Ontario legislature to provide

higher/vocational education to help students enter careers by offering some or all of the

following credentials: certificates (under two years in length); two-year and advanced (three-

year) diplomas, including co-op diplomas; graduate certificates for students who have already

completed a postsecondary diploma or degree; bachelor’s degrees in applied areas of study; joint

college-university programs that allow students to earn both a college diploma and a university

degree; apprenticeships; literacy, ESL programs; distance education; employer training; applied

research (Colleges Ontario, 2009).

CAAT Pension Plan – A multi-employer plan that represents the employers that make up the

Colleges of Applied Arts & Technology. The purpose of the plan is to provide a secure

retirement income to Plan members.

Contract Administrative Employees – Employees who are hired to perform administrative

tasks for a defined period of time, usually under one year and for a specific number of hours per

week.

Convergent Parallel Mixed Methods Research - A parallel form of research in which two

types of data are collected and analyzed. (Mertens as cited in Cameron, 2009)

Demography– The statistical study of human populations especially with reference to size and

density, distribution, and vital statistics (Merriam-Webster, 2011).

26

Employee Engagement - The extent that employees are personally invested in their roles and in

their organizations. The amount of effort that employees give on a daily basis (Weiss &

Molinaro, 2005, p. 121).

Full-time Administrative Employees – Employees who are hired in an administrative role

working 35 or more hours per week.

Gen X – All people born between the years 1965 – 1980.

Gen Y – All people born between the years 1981 – 2000.

Generational Cohort – A hybrid of both the birth rates identified by demographers and the

major socio-historical events that occurred during that time period (Buahene & Kovary, 2007).

Humber – the term used to reference Humber College Institute of Technology and Advanced

Learning throughout this paper.

Millennials – All people born between the years 1981 and 2000.

Ontario CAAT – Ontario Colleges of Applied Arts and Technology.

Partial Load Employee – Section 26.01 B of the Academic Collective Agreement defines a

partial-load employee as a teacher who teaches more than six and up to and including 12 hours

per week on a regular basis.

Part-time Teaching Staff – An employee who teaches six hours or less per week. These

employees are excluded from the bargaining unit.

Part-time Support Staff – Employees who are employed for 24 hours per week or less

(including students), employees who have been employed continuously for 2 months or more,

and employees hired for projects of a non-recurring kind.

Polytechnic Institution - Polytechnics Canada identifies four defining characteristics of a

polytechnic institution: it provides career-focused and community responsive education

27

developed in partnership with employers; it is committed to a wide range of credentials including

bachelor degrees, diplomas, apprenticeships, certificates, post-graduate offerings, continuing

education and corporate training, spanning many fields; it combines theoretical and applied

learning, relevant work experience, and the opportunity to participate in applied research and

commercialization projects; it offers pathways that allow students to build on their credentials;

and it recognizes previous learning (Jones & Skolnik, 2009, p. 16).

Sessional Employee – An employee appointed to teach the equivalent of a full-time teaching

load for up to 12 full months of continuous or non-continuous accumulated employment in a 24

calendar month period. Sessional employees are excluded from the bargaining unit.

Human Resources Leader –The most senior person in the college’s Human Resources

department. This could be a Director, Associate Vice President or Vice President.

Traditionalists – All people born between the years 1922 – 1945.

Triangulating Data Sources – A means for seeking convergence across qualitative and

quantitative methods i.e., three or more perspectives on the phenomenon of interest in the study

(Creswell, 2009, p. 14).

28

Chapter Two: Review of the Literature

In this chapter I introduce some of the literature from both academic researchers who

have conducted empirical studies or research about generational matters (Deal, Altman, &

Rogelberg, 2010; De Hauw & De Vos, 2010; Dulin, 2005; Kowske, Rasch, & Wiley, 2010;

Levinson, 2010; Ng, Schweitzer, & Lyons, 2010; Pilcher, 1993, PricewaterhouseCoopers, 2013)

and from authors that have written popular literature, including books and articles about

generations (Buahene & Kovary, 2007; Foot, 1998; Lancaster & Stillman, 2002; Espinosa,

Ukleja & Rusch, 2010; Strauss & Howe, 1991; Howe & Strauss, 2007). This review of the

literature was based on the themes that I identified as relating to my topic of interest.

Individuals have been engaging in generational discourse from the beginning of time. In

her dissertation entitled Leadership Preferences of a Generation Y Cohort: A Mixed Methods

Investigation, Dulin referenced the discussion of generations in the Old Testament, the New

Testament, Homer in his writing Iliad and Horodotus’ detailed history through generational units

(Dulin, 2005). In 1952 social theorist, Karl Mannheim wrote The Problem of Generations in

which he highlighted several key issues for sociology as a whole and how generations were

viewed as a “socially stratifying variable representing people’s location in historical time and

within their own life courses” (cited in Lyons, 2003, p. 88).

The popularity of generational research greatly increased in the 1990s through to the

present. Foot (1998) conceived that the study of generational demographics provides us with a

powerful tool to understand the past and forecast the future. His research was conducted using

the Canadian population. Howe and Strauss (2007) looked at the generations in the United States

and theorized that each generation belonged to one of four types: Prophet, Nomad, Hero and

29

Artist and that these types repeated sequentially and this recurring cycle could help us make

predictions for the future. They stated that “people who succeed in navigating this future will be

those who understand how history creates generations, and generations create history” (Howe &

Strauss, 2007).

Empirical Investigation of Generations

I found that although more academic research was being conducted regarding the effect

generational cohorts have on many facets of society there was very little academic research to

draw from in comparison to more “popular literature” sources.

The following sources of information came from academic researchers who have

conducted empirical studies or research that was theory-driven and relied on sound scientific

methods. Their studies were examined through peer-reviews or were the subject for dissertations

or theses. Parry and Urwin (2011) provide some clarity around the four constructs they

identified that make up a generational cohort in Table 4.

Table 4:

Cohorts, generations and age

Generations A set of historical events and related cultural phenomena have impacted

in a way that creates a distinct generational group. The identification of a

generation requires some form of social “proximity” to shared events or

cultural phenomena.

Cohorts A group of individuals born at the same time who are presumed to be

similar as a result of shared experiences. Only chronological proximity

to events and other drivers of differences are assumed to distinguish them

from other cohorts.

Age effects The changing views, attitudes and behaviours of individuals as they

mature.

Period effects The (often confounding) impact of environment on values, behaviours

and attitudes that one must take into account when attempting to identify

generational, cohort or age-related impacts.

Source: (Parry & Urwin, 2011, p. 84)

30

Pilcher (1993) discussed many theorists’ thoughts about understanding generational

differences and locating generations within historical timeframes. These theorists included

Mannheim, Roost and Spitzer. She explained that although many studies have focused on the

“continuities and discontinuities between age groupings” they were cross-sectional and

compared two or more age groups at one point in time (p. 488). She identified the challenge that

“longitudinal studies are sometimes undertaken but are rare due to the enormous problems that

accompany the process of collecting data from discrete sets of individuals over lengthy periods

of time” (p. 488). She recommended that longitudinal studies of generations would produce a

better understanding of the “generational consciousness” than would happen in a cross-sectional

research design (Pilcher, 1993). Several other researchers have identified the need for further

research using a longitudinal study design to gain a better perspective on how attitudes, values

and beliefs may change over time, (e.g., Deal, Altman, & Rogelberg, 2010; De Hauw & De Vos,

2010; Kowske, Rasch, & Wiley, 2010; Levinson, 2010; Ng, Schweitzer & Lyons, 2010).

The authors of the Pew Research study: Millennials: A portrait of generation next

identify that:

on many measures, the long-term trend data needed to make comparisons simply

does not exist….even if we had a full set of long-term data, we know that the

discrete effects of life cycle, cohort and period cannot be statistically separated

from one another with absolute certainty. (Preface)

In 2011-2012, PricewaterhouseCoopers (PWC), the world’s largest professional services

network, together with the University of Southern California and the London Business School

conducted the largest, most comprehensive global generational study of the attitudes of

Millennial and non-millennial employees in order to determine the variables that influence the

31

workplace experience and to provide insight into talent management strategies that will enable

the effective recruitment and retention of not only Millennial employees, but all generations.

Generational Research in Popular Literature

I only had to do a search at Chapters Indigo.com on generations in the workplace and all

of the “popular literature” was displayed. Titles such as Not Everyone Gets a Trophy;

Generations at Work; The Trophy Kids Grow U; Boom, Bust and Echo 2000; Managing the

Millennials; and Y in the Workplace were but a few of the search results. Much of the research

in these books and articles was based on surveys and some empirical studies, however, the

interpretation of the results may have been driven by sales of books, magazines and reports and

the conclusions may have been skewed towards the intended audience. However, some of the

authors have acknowledged academic and research backgrounds such as David Foot, Nicole

Lipkin and April Perrymore.

Although caution needs to be used when conducting and analysing generational research,

I agree with the advice in the Pew study that there is value in studying generations as the results

can “shine a light on what they [Millennials] are like today” (Pew Research Center, 2010, p.

preface)

Recurring Themes in the Literature

There were several relevant recurring themes that I identified in the literature, namely:

nomenclature; demographic data; and life experiences.

Nomenclature.

Most authors did not agree on the nomenclature and classification for the various

generations, or on the birth years. Lyons (2003) created typography of the generational

categories proposed by various authors (Table 5).

32

Author Name Given Birth Years Age Span

(2002)

Lancaster and

Stillman (2002)

Traditionalists

Baby Boomers

Generation Xers

Millennials

1900-1945

1946-1964

1965-1980

1981-1999

57 & over

38 – 56

22 – 37

21 & under

Zemke, Raines and

Filipczak (2000)

Veterans

Baby Boomers

Xers

Nexters

1922-1943

1943-1960

1961-1980

1981-2000

59 – 80

42 – 58

22 – 41

21 & under

Foot (1998) Pre-World War I

World War I

Roaring Twenties

Depression Babies

World War II

Baby Boom (Incl.

Generation X, born 1961 –

1966)

Baby Bust

Babyboom Echo

Millennium Busters

1914 & Earlier

1915 – 1919

1920 – 1929

1930 – 1939

1940 – 1946

1947 – 1966

1967 – 1979

1980 – 1995

1996 - 2010

88 & over

83 – 87

73 – 82

63 – 72

56 – 62

36 – 55

23 – 35

7 – 22

6 & under

Adams (1998) Elders

Boomers

Gen Xers

Born before mid-

1940s

1945 – mid-1960s

Mid-1960s – early

1980s

57 & over

37 – 57

22 - 36

Barnard, Cosgrove &

Welsh ( 1998)

Nexus Generation Early 1960s – Late

1970s

23 - 42

Tapscott (1998) Baby Boom

Baby Bust

Net Generation

1946 – 1964

1965 – 1976

1977 - 1997

38 – 56

26 – 37

5 - 25

Howe & Strauss

(1993)

Lost

GI

Silent

Boom

13th

Millennial

1883 – 1900

1901 – 1924

1925 – 1942

1943 – 1960

1961 – 1981

1982 - ?

102 – 119

78 – 101

60 – 77

42 – 59

21 – 41

20 & under

Source: Adapted from Lyons (2003), p. 133

Table 5:

Typography of Generations

33

On review of the table it became very evident that there was little agreement on the

names given to the generations or the years of their births and in the Pew Research study (2010)

it is explained that generational names are the “handiwork of modern culture” (p. 4). Because of

this incongruity of the nomenclature and classifications I selected a definition of the term

“Millennial” based on Buahene & Kovary’s classification as their research is predominately

Canadian. Buahene & Kovary use the years 1981 – 2000 and although they call this generation

“Gen Y” I have used the term “Millennial” to identify this generation.

For the purposes of this paper the term “Millennials” is used to describe the generation

born between the years 1981 – 2000. This means that at the time of this study, the oldest

Millennials were 32 years of age and the youngest were 13 years of age. Several authors

(Buahene & Kovary, 2007; Howe & Strauss, 2003; Lancaster & Stillman, 2002; Twenge, 2006)

indicate that it is not only the years of birth that defined a generational cohort, but also defining

events that occurred during their life. However, they did not necessarily agree on what those

events were as demonstrated in Table 5. In addition, the Pew Research Center study (2010)

proposed that:

It’s too difficult because try as we might, we know we can never completely

disentangle the multiple reasons that generations differ. At any given moment in

time, age group differences can be the result of three overlapping processes: 1)

Life cycle effects. Young people may be different from older people today, but

they may well become more like them tomorrow, once they themselves age. 2)

Period effects. Major events (wars; social movements; economic downturns;

medical, scientific or technological breakthroughs) affect all age groups

simultaneously, but the degree of impact may differ according to where people

34

are located in the life cycle. 3) Cohort effects. Period events and trends often

leave a particularly deep impression on young adults because they are still

developing their core values; these imprints stay with them as they move through

their life cycle. (Preface)

Demographics of the millennial generation.

Many writers and researchers (e.g., Foot, 1998; Lancaster & Stillman, 2002; Levinson,

2010; Statistics Canada, 2011; Catalyst, 2012) provided a breakdown of the number of people in

each of the four cohorts. To gain a better understanding of the North American Millennial

population, I referred to data provided by Statistics Canada and the United States’ Bureau of

Labor Statistics (provided by Catalyst.org) for data regarding the Millennial population in both

countries. I found that in 2010, Canada’s total population was 34,482,779 and there were

8,917,612 Millennials representing 26% of the total population (Statistics Canada, 2011). As of

May 1, 2012, the total population of the United States was 313,465,023 and there were

85,405,385 Millennials representing 27% of the total population (Catalyst, 2012). Both

countries have similar Millennial employee populations. On May 17, 2013, the date the

Millennial employee survey was distributed, Humber had a total of 1,312 full-time employees,

189 (14%) were Millennial employees consisting of 141 (74%) support staff, 30 (16%)

administrative employees and 18 (9%) faculty. In addition, there were 1,877 part-time

employees, 387 (21%) were part-time Millennial employees. The total number of Millennial

employees was 576 (18% of total employee population). By comparison, at

PricewaterhouseCoopers Millennial employees make up over 60% of their workforce currently

and they predict that by 2016 almost 80% will be comprised of Millennials

(PricewaterhouseCoopers, 2013).

35

Life experiences.

As mentioned previously, defining a generational cohort was not simply about

establishing birth years, but life experiences played just as important a role. Table 6 was

developed based on data presented by Buahene and Kovary in their book Loyalty Unplugged to

gain a better understanding of the life-defining events; attitudes, values and expectations; and

key characteristics of each generation. They suggested it was these commonalities that created

generational identities and differentiated them from other generations.

Table 6:

Life-Defining Events; Attitudes, Values and Expectations; and Key Characteristics of

Generational Cohorts

Life-defining Events

Birth Year

Range

Attitudes, Values, and

Expectations

Key Characteristics

Traditionalists

The Great Depression

World War II

Pearl Harbor

Korean War

Golden age of radio

Emergence of the silver screen

Rise of labor unions

1922-1945

Loyalty

Respect for authority

Dedication

Sacrifice

Conformity

Honor

Privacy

Stability

Economic conservatism

Compliant

Stable

Detail-oriented

Hardworking

Dedicated

Fiscally frugal

Trustworthy

Risk Averse

Long-term focused

Baby Boomers

Civil rights movement

Women’s liberation

Cuban missile crisis

Vietnam war

Quebec crisis and Bill 101

Trudeau era – multiculturalism

The cold war

Woodstock

Neil Armstrong landing on the moon

Television as the dominant media

1946-1964

Optimism

Involvement

Team-orientated

Personal growth and

gratification

Youthfulness

Equality

Career-focused

Driven to succeed

Team players

Relationship-focused

Eager to add value

Politically savvy in

the workplace

Competitive

36

Gen Xers

Much Music/MTV

Personal computers

AIDS

The Challenger disaster

Massive corporate downsizing

Regan/Mulroney conservatism

Fall of Berlin Wall

Operation Desert Storm

Los Angeles riots

Canadian Charter of Rights and Freedoms

Quebec separation referendum

1965-1980 Independence

Self-reliance

Pragmatism

Skepticism

Informality

Balance

Techno-literate

Flexible and

adaptable

Creative

Entrepreneurial

Multi-tasker

Results-driven

Individualistic

Gen Y – The Millennials

Oklahoma City bombing

Death of Princess Diana

School violence

The digital age

Corporate and government scandals

Reality TV

Y2K; 9/11; U.S. – led ‘War on Terror`

1981-2000 Confidence

Diversity

Civic Duty

Optimism

Immediate access to

information and

services

Techno-savvy

Collective action

Expressive and

tolerant of differences

Eager to accept

challenges

Innovative and

creative

Source: Adapted from Buahene and Kovary (2007), pp. 165-179

Theoretical Frameworks

Human Capital Theory

The Organization of Economic Co-operation and Development (OECD, 2007) traced

human capital theory back to Adam Smith, an eighteenth century Scottish economist. Fitzsimons

(1999) explained that government policy in western countries has been influenced by human

capital theory for the past 50 years. In the 1950s and 60s economists such as Theodore Schultz

explained that education and expertise were key to the generation of prosperity and economic

growth (Organisation for Economic Co-operation and Development, 2007). In more recent years

human capital theory stresses the importance of education and training as “the key to

participation in the new global economy” (Fitzsimons, 1999). The Educational Policy Institute’s

report titled Investing for the Future: Post-Secondary Education Issues and the Canadian

37

Federal Election explained that the Canadian population is “rapidly aging and retiring” and the

labour market requires higher levels of skills. This translates into a demand for young workers

to attend postsecondary education to obtain the knowledge and skills (human capital

development) needed to meet the demands of the labour market (Educational Policy Institute,

2008).

Kirby (2007) posited that postsecondary education attended to both economic (economic-

utilitarianism) and non-economic (academic-humanism) purposes and that with the introduction

of a “knowledge-based” economy the provision of human capital to meet the demands of

industry should be the focus of governments. He summarized that policy makers must not only

focus on the human capital development theory that currently is driving educational policy but

also recognize the need for postsecondary education to address the humanistic needs of learners

for the betterment of society (Kirby, 2007).

In addition, it is equally important for colleges to address the need to develop their human

capital in order to build capacity to meet their mandates and support student success (Tesa, 2013,

pp. 42-43).

Work Motivation Theory

Work motivation theory is defined as “a set of energetic forces that originate both within

as well as beyond an individual being, to initiate work-related behaviour and to determine its

form, direction, intensity, and duration (Finder, 1998 cited in Latham & Pinder, 2005). Latham

and Pinder (2005) further this definition describing motivation as “a psychological process

resulting from the interaction between the individual and the environment” (p. 485).

Latham (2007) advises that there “currently is no integrative overarching conceptual

framework that ties [motivation research and theories] together….the current theories of work

38

motivation do not so much contradict one another as they focus on different aspects of the

motivation process” (p. 258). A discussion of all the motivation theories that impact work

motivation is beyond the scope of this research. The following discussion of motivational

theories provides insight into some of the more “popular” motivational theories that have driven

research in the workplace.

Intrinsic and extrinsic motivation.

Motivation has been a topic of interest for psychologists for many decades and for many

years it was believed that there were only two drivers of motivation for humans. “Carrot and

Stick” motivation was the belief by psychologists that the two drivers of motivation were

“biological” (food, drink and sex) and “rewards and punishment.” In the late 1940s, Harlow’s

experiments proposed that there was a “third driver” for motivation. One of his earliest studies

was conducted with his team at the University of Wisconsin. In 1949 Harlow and his colleagues

started studying primate behaviour. Although the experiment task would have been very

simplistic for a human, the experimenters believed it would be challenging for the monkeys. The

experimenters put a puzzle into the monkeys’ cages. The puzzle required that the monkeys lift a

hinged cover. In order to do that the monkeys would have to pull out a pin, undo a hook and lift

the hinged cover. It didn’t take the monkeys long to figure out how to do this and by the end of a

two week period they were very proficient at it. This intrigued the experimenters because the

monkeys did not receive any encouragement. Harlow and his team described the monkeys’

motivation to perform this task without any outside prompts or rewards as intrinsic motivation

(Deci & Ryan, 1985; Pink, 2011).

Over the next few years Harlow tried to convince psychologists of his third driver of

human behaviour - “intrinsic motivation” but eventually gave up. Twenty years later, in 1969,

39

Deci from Carnegie Mellon University took up the study that Harlow had started. Deci used a

Soma puzzle cube with humans to try to understand what motivated them (Pink, 2011). Through

this experiment and two additional studies his findings supported what Harlow had discovered

and was contradictory to what other scientists believed:

When money is used as an external reward for some activity, the subject loses

interest for the activity, he [Deci] wrote. Rewards can deliver a short-term

boost—just as a jolt of caffeine can keep you cranking for a few more hours. But

the effect wears off—and, worse, can reduce a person’s long-term motivation to

continue the project. (Cited in Pink, 2011, p. 8)

Deci (2004) provided the following definition of intrinsic motivation:

Doing an optimally challenging activity that is interesting, has an internal

perceived locus of causality, and is energized by the basic psychological needs for

competence, autonomy, and relatedness; such an activity does not require a

contingent outcome that is separate from the activity itself. (p. 437)

In 2011, Pink explained motivation and expressed his concern that most businesses do

not understand what motivates their employees. He posited that businesses:

Operate from assumptions about human potential and individual performance that

are outdated, unexamined, and rooted more in folklore than in science. They

continue to pursue practices such as short-term incentives plans and pay-for-

performance schemes in the face of mounting evidence that such measures

usually don’t work and often do harm. (Pink, 2011, p. 9)

40

Scientific management.

Pink (2011) reflected on the evolution of the workplace. He described the work of Taylor

in the 1900s who believed that during the “Industrial Revolution,” businesses were not

functioning efficiently and so Taylor developed the “scientific management” approach to

management.

Workers, this approach held, were like parts in a complicated machine. If they

did the right work in the right way at the right time, the machine would function

smoothly. And to ensure that happened, you simply rewarded the behaviour you

sought and punished the behaviour you discouraged. (Taylor, cited in Pink, 2011,

p. 17)

In the 21st century the world of work has changed. According to Pink (2011) although

there are still some jobs that consist of routine tasks, “many jobs have become more complex,

more interesting, and more self-directed” (p. 27). As our economies become more reliant on

creative, non-routine tasks and jobs, there is a shift from the effectiveness of extrinsic motivators

(“carrot and stick”) to intrinsic motivators for employees such as performing meaningful work,

increased responsibility, and the opportunity to plan and control their work. Amabile, a

researcher at Harvard Business School, (as cited in Pink) calls it the “intrinsic motivation

principle of creativity,” that is: “Intrinsic motivation is conducive to creativity; controlling

extrinsic motivation is detrimental to creativity” (p. 29).

After reviewing several research studies about motivating employees (e.g., Lepper and

Greene, Deci, Kohn, Ariely et al, Duncker, Glucksberg, Amabie, Azoulay, and Titmuss), Pink

(2011) concluded that:

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So while a few advocates would have you believe in the basic evil of extrinsic

incentives that is just not empirically true. What is true is that mixing rewards

with inherently interesting, creative, or noble tasks—deploying them without

understanding the peculiar science of motivation—is a very dangerous game.

When used in these situations, “if-then” rewards usually do more harm than good.

By neglecting the ingredients of genuine motivation—autonomy, mastery, and

purpose—they limit what each of us can achieve. (p. 47)

Understanding the difference between intrinsic and extrinsic motivation is

important as this may help to clarify why Millennials might want to work at an Ontario

CAAT in that working with students and with other professionals to develop human

capital, could fulfil their intrinsic motivation (e.g., competence, autonomy and

relatedness).

Needs-Based Theories

Needs-based motivation theories attempt to explain “why a person must act, they do not

explain why specific actions are chosen in specific situations to obtain specific outcomes

(Latham, 2007, p. 131).

Maslow’s hierarchy of needs.

One of the most popular motivation theories was developed by Maslow in the 1950s.

Maslow’s “Hierarchy of Needs” is very popular among practising managers and is taught in most

organizational behaviour courses. Figure 4 depicts the five stages in Maslow’s Hierarchy of

Needs. He proposed that within every human being there exists a hierarchy of needs and only

when the needs of the previous stage were met could a person be motivated by the next stage.

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Maslow’s first level need was classified as “physiological” and when a person’s basic

needs for hunger, thirst, shelter, sex, and other bodily needs were met, then next stage became

dominant. The second need was for “safety.” Safety included security and protection from

physical and emotional harm. The third need was “social.” This need addressed the desire for

affection, belongingness, acceptance, and friendship. The fourth need was “esteem.” This need

included internal esteem factors such as self-respect, autonomy, and achievement; and external

esteem factors such as status, recognition, and attention. The highest order need was “self-

Figure 4: Maslow's Hierarchy of Needs

Adapted from: Langton & Robbins, 2007

Self-Actualization: growth; achieving one's potential; self-fulfillment

"Become what one is capable of becoming"

Esteem: internal esteem factors - self-respect; autonomy; achievement; and external esteem

factors - status recognition; attention

Social: affection; belongingness; acceptance; friendship

Safety: security and protection from physical and emotional harm

Physiological: hunger, thirst, shelter, sex and other bodily needs

43

actualization” and included growth, achieving one’s potential, and self-fulfillment. This theory

was, and still is, popular because of its straightforwardness. It is important for managers to be

able to recognize which stage their employee is at in order to identify ways to further motivate

them. Langton and Robbins (2007) caution that Maslow did not provide any empirical evidence

to support his theory and that “several studies that sought to validate the theory found little

support for the prediction that need structures are organized along the dimensions proposed by

Maslow, that unsatisfied needs motivate, or that a satisfied need activates movement to the new

need level” (p. 121).

Alderfer’s ERG (Existence, Relatedness, Growth) theory.

Alderfer’s ERG theory uses empirical research to rework Maslow’s hierarchy of needs.

Alderfer identified three groups of core needs: (1) Existence group which is concerned with our

basic material needs (e.g., pay, fringe benefits). This is aligned with Maslow’s physiological and

safety needs; (2) Relatedness group is concerned with our desire for maintaining important

interpersonal relationships and also aligns with Maslow’s social need and the external

component of Maslow’s esteem needs; (3) Growth group is concerned with our intrinsic desire

for personal development. This is aligned with the intrinsic component of Maslow’s esteem

needs and the characteristics included under self-actualization (Langton & Robbins, 2007, p.

123).

Langton and Robbins (2007) differentiated Alderfer’s ERG theory from Maslow’s

Hierarchy as follows:

In contrast to the hierarchy of needs theory, the ERG theory demonstrates that (1)

more than one need may be working at the same time, and (2) if the gratification

of a higher-level need is blocked, the desire to satisfy a lower-level need

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increases. ERG theory is more consistent with our knowledge of individual

difference among people. Variables such as education, family background, and

cultural environment can alter the importance or driving force that a group of

needs holds for a particular person. (p. 123)

Herzberg’s motivation-hygiene theory.

Another theory, very relevant to my study, emerged around the same time; this was

Herzberg’s “motivation-hygiene theory.” In his study Herzberg asked the question “What do

people want from their jobs?” He asked participants to describe when they felt exceptionally

good and bad about their jobs.

Herzberg identified “hygiene factors” such as: company policy and administration;

supervision; interpersonal relations; work conditions; and salary. He argued that when those

factors were adequate, employees would not be dissatisfied; but neither would they be satisfied

and that although these factors were important and may be essential, they were not enough to

increase motivation.

In order to motivate employees, companies needed to emphasize what he called

“motivation factors” which included: achievement; recognition; the work itself; responsibility;

and growth. Langton and Robbins (2007) stated that “the popularity of vertical expansion of

jobs to allow employees greater responsibility in planning and controlling their work can

probably be largely attributed to Herzberg’s findings and recommendations” (p. 123). However,

they also identified several critiques of Herzberg’s theory including: limited methodology;

questionable reliability; he did not really produce a theory, but rather an explanation of

behaviour; there was no measure of satisfaction for the participants’ overall job; and

inconsistency with previous research.

45

McClelland’s needs theory.

A fourth motivational theory was developed by McClelland and his associates through

extensive research. Their theory focused on three needs: the need for achievement; the need for

power; and the need for affiliation. McClelland et al found that individuals who are high

achievers differentiated themselves from others by their desire to do things better. They

preferred tasks of intermediate difficulty. Individuals with the need for power had the desire to

have impact, to influence and control others. They tended to be more concerned with prestige

and gaining influence over others than with effective performance. Individuals with a high

affiliation motive valued friendship; preferred cooperative situations; and sought relationships

that included a high degree of mutual understanding (Langton & Robbins, 2007).

Latham (2007) postulates that needs theories, specifically Maslow’s and Herzberg’s

assume that a person cannot be directly motivated by another, but a workplace environment can

be created that allows employees to motivate themselves (p. 39).

Process Theories of Motivation

Process theories focus on how someone can motivate another individual. Descriptions of

three theories: Expectancy; Goal Setting; and Equity follow:

Expectancy theory.

The most popular of the process theories is Vroom’s “Expectancy Theory.” This theory’s

premise is that “individuals act depending upon their evaluation of whether their effort will lead

to good performance, whether good performance will be followed by a given outcome, and

whether that outcome is attractive to them” (Langton & Robbins, 2007, p. 126).

Langton & Robbins (2007) explained the three relationships that are the focus of

Vroom’s expectancy theory. The first relationship, called the Effort-Performance Relationship

46

(expectancy) is described as an “individual’s perception of whether the amount of effort they put

into a task will result in good performance” (p. 127). Factors such as self-esteem, previous

successes; assistance from supervisors and subordinates; the provision of information; and

proper materials and equipment all influence the employee’s expectancy. This relationship was

expressed as a probability and ranged from 0 to 1. The second relationship called the

Performance-Rewards Relationship (instrumentality) referred to the employee’s perception of

whether his/her performance will be acknowledged with a reward. This relationship was also

expressed as a probability and ranged from -1 to +1. The third relationship was called the

Rewards-Personal Goals Relationship (valence) and referred to the degree to which the reward

satisfies the employee’s personal goals or needs. The valence for this relationship ranges from -1

(very undesirable reward) to +1 (very desirable reward). The challenge for managers is the

limitation they may have on resources to use for rewards and being creative so the rewards are

valued by the employee. It is also important to recognize that one size doesn’t always fit all

(Langton & Robbins, 2007, pp. 127-128).

Goal setting theory.

Locke and Latham (2002) defined a goal as “the object or aim of an action, for example,

to attain a specific standard of proficiency, usually within a specified time limit” (p. 705).

Langton and Robbins (2007) referred to Locke and Latham’s research on goal setting and

identified four ways that goal setting motivates employees: directs attention; regulates effort;

increases persistence; and encourages the development of strategies and action plans.

They also asserted that for goals to be effective they must be:

Specific: Individuals know exactly what is to be achieved.

Measurable: The goals proposed can be tracked and reviewed.

47

Attainable: The goals, even if difficult, are reasonable and achievable.

Results-Oriented: The goals should support the vision of the organization.

Time-Bound: The goals are to be achieved within a stated time. (Langton

& Robbins, 2007, p. 129)

Locke and Latham’s research findings (cited in Langton and Robbins, 2007) indicate

that: specific goals increase performance; difficult goals, when accepted, result in higher

performance than do easy goals; feedback leads to higher performance; goals are equally

effective whether participatively set, assigned, or self-set; and goal commitment and financial

incentives affect whether goals are achieved (p. 130).

Pink (2011) cautioned that since goals “narrow our focus,” this narrowed focus may be

detrimental to finding innovative solutions and he advised that some business school professors

suggest that goals may “induce unethical behaviour, increased risk taking, decreased

cooperation, and decreased intrinsic motivation” (p. 50).

Equity Theory

Langton & Robins (2007) asserted that to determine equity, employees may compare

themselves to others who work in the same company or others who work in an outside company;

their neighbours; and/or their friends and equity theory suggests that individuals compared their

job inputs (e.g., effort, experience, education, competence, creativity, etc.) and outcomes (e.g.,

salary levels, raises, recognition, challenging assignments, working conditions, etc.) with those

of others (p. 133). They explained that if employees compare their job inputs and outcomes with

colleagues and their perception is that it is equal than equity exists. If they perceive it as unequal

then inequality exists. When employees felt they were being treated inequitably it results in one

or more of the following choices: they put forth less effort; they work harder to prove

48

themselves; they change their perception of self; they change their perception of others; they

choose a different person to compare themselves to; or they exit the company (Langton &

Robbins, 2007, p. 135).

Cognitive Evaluative Theory

Cognitive Evaluative Theory suggests that when an individual is offered an extrinsic

reward (e.g., pay) for work effort that was in the past intrinsically rewarding, the individual’s

overall level of motivation would be decreased (Langton & Robbins, 2007, p. 138).

Pfeffer of Sanford University (as cited in Langton & Robbins, 2007) encourages

companies to “examine messages they are sending to employees through the rewards they offer.”

He further stated that “relying exclusively on financial incentives does not work and…people

will work hard if the atmosphere is fun” (p. 139).

In summary, theoretical frameworks related to human capital and work

motivation contribute to our understanding of human behaviour. The relative importance

of intrinsic and extrinsic rewards may shed some light on why Millennials might want to

work at an Ontario CAAT, or not. Other theories are closely aligned with the variables

explored in this study. For instance, concepts articulated by Maslow, Alderfer, Herzberg

and Vroom are directly related to the variables explored in the categories use in this

study: Financial Rewards; Recognition; Skills Development; Career Development; and

Quality of Work/Life. And while McClelland’s needs theory addresses specific work

preferences and the connection between those preferences and the individual’s needs it is

not as directly related to the variables explored in this study. Equity and Cognitive

Evaluative theories provide some context about how employees may perceive the

rewards structure of an organization to be relevant for themselves, or not.

49

Work Values Theory

Research in the theories of general values and work values is very broad and multi-

disciplinary and for that reason I have focused this review on work values only. Using the

comprehensive review that Lyons (2003) conducted for his PhD thesis I will provide several of

the key insights offered, including his concern that work values has developed as a separate

research field; that researchers have differing perspectives and motivations and having used

differing methodologies than general values researchers, the research available is fragmented and

there have been few attempts to consolidate the data. Lyons narrows the definition of a value as

follows: “a value expresses an underlying judgment criterion that is employed to determine the

importance of an object to an individual” (p. 56).

Dose (as cited in Lyons, 2003) attempted to consolidate the available data and provides a

framework for the exploration of work values:

Work Values and Vocational Behaviour: Super’s Vocational Work Values; Lofquiest

and Dawis’s Theory of Work Adjustment; Pryor’s Work Preferences

Values Concerning Work Behaviour: England’s Personal Values Questionnaire; Ravlin

& Meglino’s Behaviour Preferences; Locke’s Importance of Outcomes

Significance of Work: Weber’s Protestant Work Ethic; Nord, Brief Atieh & Doherty’s

Meaning of Occupational Work; and the Meaning of Work Study (MOW)

Dose also included “Business Ethics as a Value System” but Lyons proposes that ethics

rarely appear in the study of work values.

The majority of work values literature comes from vocational research which attempts to

explain why and how individuals make decisions regarding their occupations and careers and to

measure their satisfaction (interest, values and preferences) with their work (Lyons, 2003, p. 59).

50

A discussion of the various inventories used to measure work values identified above is beyond

the scope of this study, however, it is important to understand that a common theme in the study

of work values is the “concern for the way that work as an activity is viewed, either by

individuals or by social groups….provide[s] a full picture of the underlying beliefs and judgment

criteria that individuals employ in assessing work activities, behaviours and outcomes” (Lyons,

2003 p. 86). Lyons (2003) proposes that understanding the work values of Millennial

employees is essential to attract qualified applicants, their subsequent job satisfaction and

motivation, and employee turnover (p. 5), and it is reasonable to assume that when an

organization addresses these work values organizational goal achievement will be enhanced.

These theories add to our understanding of why the Millennial employees may

value some rewards more than others, and the importance of understanding what it is that

motivates them, so that the employing institutions can create the context for attracting

and retaining the best employees.

What do Millennials Want in the Workplace? Tangible and Intangible Rewards

The largest body of scholarly literature and research that I reviewed revolved around

“What the Millennials want and expect” of the organizations they work for (e.g., Alsop, 2008;

Buahene & Kovary, 2007; Deal, Altman, & Rogelberg, 2010; Espinoza, Ukleja, & Rusch, 2010;

Lyons, Ng & Schweitzer, 2011; Reynolds H. B., 1999; Tulgan, 2009; Twenge, 2006;

PricewaterhouseCoopers, 2013). These authors provided insight into a vast range of relevant

topics, including: monetary/non-monetary rewards; current practices/future possibilities;

employer relationships; institutional loyalty; recognition; career development; organizational

relationships; intrinsic and extrinsic rewards; rewards programs; and workplace satisfaction.

51

Reynolds (2005) advised that employers in the United States were having difficulty

recruiting and retaining young workers and if they needed to attract these young people they

should ensure their reward systems were in line with what they wanted. Buahene and Kovary’s

(2007) research, which is reflective of western society perspectives, illustrates the components

that comprise a total rewards program separating them into two categories: tangible financial

rewards and intangible non-financial rewards. Table 7 identifies the variables/factors involved in

each category. Tangible financial rewards consist of all types of compensation such as base pay;

benefits; long- and short-term disability payments; pensions and stock options. Intangible or

non-financial rewards are grouped into four categories: recognition; skill development; career

development; and quality of work/life.

Table 7:

Tangible and Intangible Rewards

Tangible:

Financial

Rewards

Intangible:

Non-Financial Rewards

Recognition Skill Development Career

Development

Quality of

Work/Life

Compensation

Base pay

Variable pay

Benefits—fixed

and variable

Long-

term/short-term

disability

Pension—

defined and

undefined

Stock options

Formal

Informal

Industry

Community

Learning and

development

Coaching

Mentoring

Job Shadowing

Apprenticeships

Internships

Cross-

functional

assignments

Secondments

Promotions

Stretch

assignments

Challenging

projects/work

Flex-time/Flex

work arrangements

Community

involvement

Relationship with

manager/colleagues

Social activities

Wellness programs

On-site facilities

Source: Adapted from Buahene & Kovary(2007), p.83

Buahene and Kovary (2007) reported that for Millennial employees (they refer to them

as Gen Y) “as long as base pay and benefits are within the acceptable range of industry and role

52

standards” (p. 86) the emphasis is then on the following “corporate citizenship, meaningfulness

of work/products, manager feedback, casual work environment, work-life balance, access to

senior leaders, mentoring, social activities, customer interaction, community involvement, flex

time” (p. 87).

Labour Shortages

Buahene and Kovary (2007) reported that The Conference Board of Canada is forecasting

that by 2020 there will be a labour shortage of 1 million workers in Canada. In Ontario alone,

and including strong immigration levels, there is a projected shortfall of 190,000 workers in

2020, rising to 364,000 by 2025 and 564,000 by 2030 (The Conference Board of Canada, 2007;

Colleges Ontario, 2009). Miner (2010) paints an even gloomier picture and describes the

impending employee shortage as a “demographic and labour market crisis which has the

potential to shake the very foundations of our society and economy” (p. 1). He cited Ontario

Ministry of Finance data that projected a shortfall of workers between the ages of 15 and 64 to be

has high as 1.8 million by 2031 as a worst case scenario and is depicted in Figure 5 (Miner,

2010, p. 7).

These projected shortages will arise in many occupations that require skilled, educated

labour, including: senior management, engineers, technicians, geologists, mechanics, equipment

operators, surgeons, nurses, pharmacists, financial planners, accountants, and undertakers (Robin

& Gray cited in Buahene and Kovary, 2007, p. 17). Miner (2010) also predicted that some of

these job shortages will be in jobs that exist now, but many will be in jobs that do not even exist

at this time (p. 8). He also stated that according to a 2007 report from Human Resources and

Skills Development Canada in 2011, 70% of all new jobs in Canada will require skilled workers

53

Figure 5: Ontario Labour Force Supply and Demand

and that by 2031 it will increase to 80% (p. 9). This was supported by a Colleges Ontario report

entitled A New Vision For Higher Education in Ontario cautioning that “…in the past decade,

the employment of people in Ontario aged 25 to 44 with postsecondary credentials increased 25

percent, while people without postsecondary credentials saw their employment level drop by 28

percent” (p. 7).

The Conference Board of Canada (2007) strongly suggests that given these appreciable

shortages of skilled workers in Ontario, actions to engage underrepresented populations such as:

youth-secondary school drop-outs and at-risk students; women; mature workers; immigrants;

Aboriginal Canadians; and the disabled into the province’s work force are vital to Ontario’s

future labour needs. Ontario CAATs have played a significant role in providing the education

needed to prepare these populations for the workforce and a recent report from Colleges Ontario

Source: Miner, 2010, p. 7

54

Leading the Transformation to an Innovation Economy stressed that there was much more that

can be done (Colleges Ontario, 2012).

Miner asserted that “based on medium population growth projections, we will need to

train, retrain, or recruit some 1.73 million workers, which translates into an increase of 78,636

postsecondary graduates per year” (Miner, 2010, p. 18). The 2009 report A New Vision For

Higher Education in Ontario published by Colleges Ontario supported these numbers indicating

that “the Ministry of Training, Colleges and Universities has estimated 53,000 to 86,000 more

degree spaces will be needed by 2021 to meet student demand” (p. 4).

The Ontario CAATs will not be immune to this impending labour shortage and will be

drawing from the same labour pool as industry. Now is a good time for CAATs to look at their

recruitment and retention policies and practices so that they can effectively compete for

employees.

A Modified Higher Education System

Miner (2010) also proposes some modifications of our higher education system that

would allow students to obtain their credential in less time. These suggestions include: having

students attend school through the summer months; having “various players in the postsecondary

system work more closely together for the benefit of students” including a more effective credit

transfer system; increased joint college-university programs; and enhanced relationships between

high schools and postsecondary institutions, particularly as it related to high school students

seeing the value of completing not only their high school education but pursuing postsecondary

education (Miner, 2010, pp. 14-15).

Colleges Ontario strongly recommends that it is time for Ontario to redesign its higher

education system to encourage greater numbers of students to explore the most complete

55

education possible. It must eliminate the administrative and cost barriers that discourage

students from pursuing a full education and ensure that all students—including students in

apprenticeship programs have opportunities to strengthen their education and training. In

addition, Ontario CAATs need to make a number of significant reforms in areas such as credit

transfer and credential recognition, degree granting, and institutional differentiation (Colleges

Ontario, 2010). These changes are important in order to better meet the needs of employers and

to provide pathways for students that are effective and efficient and that assist underrepresented

populations that have not traditionally participated in higher education opportunities.

Limited Government Resources

The Ontario government is facing significant fiscal challenges over the next 5-6 years

and if action is not taken through spending reform these fiscal challenges will only increase

exponentially over the next couple of decades. However, Ontarians continue to expect excellent

public services from the government at a time when economic growth is declining and revenue

growth to finance these services is less dependable (Drummond, 2012). Fortunately, both the

provincial government and Drummond (2012) stress that continued support of postsecondary

education is important to Ontario’s future prosperity. Drummond (2012) recommends that

annual increases of 1.5% be given to postsecondary sector (excluding training). However, the

expected increase in enrolment at postsecondary institutions is 1.7% per year through to 2017-

18; the general rate of inflation is expected to be higher than 1.7% and postsecondary

institutions’ internal rate of inflation (particularly wages) will be higher than 1.7% (p. 244). This

means that the cost of operating a college will be greater than proposed increases to funding and

the government and colleges should look for ways to become more efficient.

56

In their 2010 report titled A New Vision for Higher Education in Ontario, the Ontario

college presidents made several recommendations for a long-term funding framework that

included an assurance by the government to provide funding for key priorities, to address

funding difficulties; to apply any savings realized from an improved credit transfer system back

into postsecondary education; and an improved tuition policy, specifically one that addresses the

differentiation between college and university funding especially for capital funding. They

advised that while pressure would be placed on the Ontario government to direct funding to other

provincial programs, the government must maintain focus on the needs of higher education

(Colleges Ontario, 2010, p. 16).

Attracting and Retaining Faculty

As several of the Ontario CAATs are now offering bachelor degrees, there are new

challenges in attracting faculty to teach in the programs. The Postsecondary Education Quality

Assessment Board (PEQAB) has decreed that:

All faculty teaching in the professional or main field of study (a) hold an

academic credential at least one degree higher than that offered by the program in

the field or in a closely related field/discipline and (b) no fewer than 50 percent of

the faculty hold the terminal academic credential in the field or in a closely related

field/discipline.” Note: The doctorate is normally the terminal academic

credential in all fields or disciplines with the exception of studio disciplines where

a master’s degree in the field/discipline is more typical. The Board expects that

the faculty will hold the terminal academic credential: (a) in the same

field/discipline area as the proposed program area, or (b) in a field/discipline

which can be shown to be closely related in content, or (c) with a graduate level

57

speciality in the same field/discipline. (Postsecondary Education Quality

Assessment Board, 2006, p. 21)

If all the predictions of a lack of skilled workers are true, then this lack of skilled workers

poses a huge challenge for higher education. If industry needs these employees and higher

education needs them as well, the laws of supply and demand will rule the employment

marketplace. If the issues of funding are not addressed, how will postsecondary institutions

attract and retain these employees when industry has the resources to offer more competitive

compensation packages and dynamic work environments? Drummond (2012) credited Ontario’s

postsecondary system as being of high quality he also stated that “...institutions, particularly

universities, compete not only for students, but also for the best faculty to maintain excellence in

the sector” (p. 239). Although he did not mention colleges specifically, many colleges,

particularly those that offer degrees, will be competing for the same employees that universities

are trying to attract to their institutions. Human Resources and Skills Development Canada’s

Canadian Occupational Projection System (COPS) predicts that “over the 2011-2020 period,

“College and Other Vocational Instructors”…job openings (arising from expansion demand and

replacement demand) are expected to total 51,698 and 33,997 job seekers…are expected to be

available to fill the job openings…demand will exceed supply” (Human Resources and Skills

Development Canada, 2013). Research recently conducted by TD Economics (2013) also

supports these projections.

In conclusion, it behoves organizations to look at their current human resources policies

and practices in light of what the research tells us about what the Millennial generation’s

expectations are of the workplace and the impending labour shortages and limited government

revenues. This is particularly important at this time because many of the human resources

58

policies and practices were established in 1967 (in a very different context than 2012) and

resources for CAATs need to be used in the most effective and efficient manner possible. It was

anticipated that this study would provide insight into how those initial policies and practices may

need to be modified to reflect current realities.

Summary of Chapter 2

This literature review provides important background information regarding the study of

generations. It presents a historical background using both empirical studies and popular

literature sources. It identifies recurring themes from the literature including the nomenclature

and demographic debate; an overview of the life experiences of the four generations born

between the years 1922 to 2000; a discussion of survey findings revealing “what Millennials

want in the workplace;” and an understanding of the labour shortages that studies forecast

Canada will be facing in the next decade. Chapter 3 describes the research design and

methodology. The findings, implications, conclusions and recommendations are discussed in

Chapters 4 and 5.

59

Chapter Three: Research Design and Methodology

The purpose of this study was to explore and describe whether what the Millennial

employees (those born between January 1, 1981 and December 31, 2000) who participated in the

study wanted in the workplace aligned with what is currently offered in the Ontario Colleges of

Applied Arts & Technology (CAAT) system. More specifically, the study examined if the

Millennials who currently worked at Humber College Institute of Technology and Advanced

Learning, the CAAT that was the site of this study, felt the current “terms and conditions” of

employment met their needs, and if not, what were their suggestions on changes that might be

made to better meet their expectations? Written permission to name Humber as the case study

college was received from the President of the college (Appendix E).

The case study college, Humber, is a large, multi-culturally diverse polytechnic

institution located in Toronto and is one of the 24 Ontario CAATs. It is one of Ontario’s five

Institutes of Technology and Advanced Learning (ITALs) and one of the six Ontario CAATs that

are members of Polytechnics Canada. Following the Postsecondary Education Choice and

Excellent Act, 2002 and a subsequent successful pilot phase, in 2003 the Ministry of Training,

Colleges and Universities opened the door for Ontario colleges to become Institutes of

Technology and Advanced Learning (ITALs) in order to provide more choices for students and

to provide programming at the baccalaureate level that addresses the changing needs of

employers and the increased number of secondary students applying to university due to the

“double cohort” created with the compression of the secondary school programming from five to

four years (Whitaker, 2011). Five of Ontario’s 24 CAATs, including Humber, were designated

as ITALs and authorized to offer up to 15% of their programming in applied bachelor’s degrees;

60

they provide pathways for students to progress through programs from apprenticeships to

diplomas to degrees; emphasize industry and sectoral support for new programs, and faculty and

students participate in applied research through partnerships with business and industry (Ministry

of Training, Colleges and Universities, 2003). Other colleges may be permitted to offer a

maximum 5% of their programming at the bachelor’s degree level. The Postsecondary

Education Quality Assessment Board (PEQAB) is responsible for a rigorous assessment of

applications to offer degree programs and making recommendations for approval, or not, to the

Minister.

Polytechnics Canada represents 11 postsecondary institutions that are research-intensive,

publicly funded colleges and institutes of technology, that grant degrees and provide industry-

responsive postsecondary education. Polytechnics Canada serves as an advocate for building a

stronger Canadian economy through innovation and productivity with a focus on applied

research/industry innovation; enabling college applied research; and addressing ongoing issues,

including: internationalization; credit transfer; internationally trained professionals and skills

matching (Polytechnics Canada, 2013). Humber is one of the founding members of Polytechnics

Canada.

As the Millennials have started replacing the Traditionalist and Baby Boomer employees

in CAATs, I thought it may be beneficial to get a better understanding of whether the current

practices and policies would meet this new generation of workers’ expectations. CAATs have

four overarching policy documents that guide their human resources practices, including: the

Ontario Public Sector Employee Union’s (OPSEU) Academic Employees Collective Agreement;

the OPSEU Support Staff Collective Agreement; the Template Terms and Conditions of

Employment for Administrative Staff; and the CAAT Pension Plan and Benefits documents.

61

These policies address the human resources practices at CAATs including job descriptions,

working conditions, compensation, and benefits. The College Employer Council (the Council)

(on April 1, 2010 the Compensation and Appointments Council changed its name to College

Employer Council) acts as the agent for the employers (e.g., college boards) in negotiating

collective agreements with academic members of OPSEU, namely, full-time faculty and partial

load faculty; (part-time and sessional faculty are not covered under the Academic Collective

Agreement) and support staff members of OPSEU namely, full-time, Appendix D and G support

staff (part-time contract staff are not covered under the Support Staff Collective Agreement) and

provides the Template Terms and Conditions of Employment for Administrative Staff (except

for Humber College Institute of Technology & Advanced Learning as outlined in Chapter 1).

Research Design

This study is first of all a case study of one ITAL, that is Humber. This case study

research methodology was justified as defined by Stake (cited in Cresswell, 2009) as:

A strategy of inquiry in which the researcher explores in depth a program, event,

activity, process, or one or more individuals. Cases are bounded by time and

activity, and researchers collect detailed information using a variety of data

collection procedures over a sustained period of time. (p. 13)

My research fits within Stake’s definition as it was an in depth exploration of a group of

employees (e.g., Millennials) at one ITAL (e.g., Humber). In addition, it used a variety of data

collection procedures (e.g., surveys and document reviews) to gather information for analysis.

This case study is included in the field of “organizational research.” Organizational

research includes such disciplines as “human resources, economics, social psychology, public

policy, finance, marketing just to name a few” (Cameron, 2009, p. 143). A convergent parallel

62

mixed methods research design was called for in this case study. Both qualitative and

quantitative data were collected and analysed separately. The results were compared to

determine if the findings confirmed or disconfirmed each other (Cresswell, 2014). Mertens

(cited in Cameron, 2009) defines this as a “parallel form in which two types of data are collected

and analyzed.” In addition, using a mixed methods approach was beneficial because it allowed

me to draw on the strengths of both quantitative and qualitative data. Mixed methods research

provides a deeper understanding of complex problems; and provides deeper insights than one or

the other, since quantitative data identifies relationships between variables, and qualitative data

explores the deeper meanings and facilitates an understanding of those relationships and the

research topic (Creswell, 2009, p. 203).

Creswell and Plano Clark (2011) assert that having more than one source of data allows

the researcher to present more evidence; the research questions seek both exploratory and

explanatory data; the research is interdisciplinary and requires scholarship from different fields

of study; multiple philosophical perspectives can be employed; and problems can be viewed

from multiple standpoints as is witnessed in everyday life (p. 17). Triangulation of data from

three or more sources provides a broader perspective and increases the value of the data

(Janesick, 2003). In this study methodological triangulation allowed the assessment of the

“phenomenon toward convergence and increased validity” (Cameron, 2009, p. 144) and was

achieved by including data from three different perspectives; those of the Millennial employees,

the Human Resources leaders, and the analysis of relevant documents.

Creswell (2009) cautions that mixed methods research entails extensive data collection, is

time intensive as both text and numeric data are analyzed, and researchers have to be familiar

with both quantitative and qualitative research methods (p. 205). Creswell & Plano Clark (2011)

63

also caution that mixed methods research is “relatively new in terms of methodologies available

to researchers. As such, others may not be convinced of or understand the value of mixed

methods” (p. 15). Furthermore, Creswell (2009) cautioned that because there are two (or more)

phases, it can take longer to complete the study (p. 211).

This organizational research case study was well suited for a convergent parallel mixed

methodology. The intent of this study was to provide Humber leaders with the perspectives of

their youngest employees regarding their perceptions of the current “terms and conditions” of

employment and provide recommendations on if and/or how changes could be made to better

meet these employees’ needs. By including the perspectives from three key informants, that is

Millennial employees, Human Resources leaders, and comparisons with the document analysis,

that is the Academic and Support Staff Collective Agreements, the Template Terms and

Conditions of Employment for Administrative Staff and the CAAT pension and benefits

documentation the findings provide a deeper understanding of the issues explored.

Creswell and Plano Clark (2011) recommend that a mixed methods researcher should

“consider the options for use of worldviews and choose which option makes the most sense

given the researcher’s beliefs and the audience for their mixed methods study” (Creswell &

Plano Clark, 2011, pp. 279-280).

Pragmatism is defined by Creswell and Plano Clark (2011) as having a focus on “the

consequences of research, on the primary importance of the question asked rather than the

methods, and on the use of multiple methods of data collection to inform the problems under

study” (p. 41). As it was my intention to look at the current terms and conditions of employment

for Millennials at the CAATs and compare them to what the Millennial employees at the study

college indicated they wanted and what the Human Resources leaders felt their college could

64

consider in order to determine if there were any gaps and to provide suggestions for improving

the terms and condition of employment, a pragmatic orientation was incorporated into this study.

Methodological Assumptions

The main assumption underlying this methodology was that, because the participants

were born between the years 1981 and 2000, they had shared in the same historical and cultural

context that shaped their perceptions (Buahene & Kovary, 2007; Foot, 1998). Another

overarching assumption was that the quantitative and qualitative data collected would be a true

representation of the participants’ values as reflected in their stated preferences. There were

several external variables that could have influenced the participants’ responses, either positively

or negatively, including interactions (transient mood state) they may have experienced at home

or on their way to work or in interactions with their colleagues or manager prior to completing

the survey (Podsakoff, MacKenzie, & Lee, 2003). I assumed that because the participants were

professionals; because there was no line relationship between the participants and myself; and

they were not likely to perceive there to be any risk to their employment status; and that their

data would be anonymous that they would be as objective and honest in self-reporting their

responses as possible. I also assumed that because the variables in the survey were clear as

determined through the pilot testing of the survey “item ambiguity” would not be a source of

common method bias (Podsakoff, MacKenzie, & Lee, 2003).

In addition, I assumed that the Human Resources leaders at the CAATs would be most

knowledgeable about the terms and conditions of employment for all three employee groups and

they would provide important information regarding the programs and rewards they currently

offer their employees and those that they may consider in the future. Having the Human

Resources leaders’ perspectives from many (68%; n=15) of the English Ontario CAATs (n=22)

65

could increase the understanding of how well the CAATs as a system might respond to

Millennial employees’ expectations now and in the future, and assist in the attraction and

retention of employees. I also assumed that although Humber’s Terms and Conditions of

Employment for Administrative Staff may be slightly different than the other Ontario CAATs

(because Humber has established their own terms and conditions of employment for

administrative staff - except with regard to benefits and pension), the employees who

participated in the survey would have similar needs as those who work in other Ontario CAATs

and that the Human Resources leaders would want to ensure their programs and rewards were

not only competitive, but met the needs of their Millennial employees. I assumed that the

Human Resources leaders would be objective in their self-reporting because they too had nothing

to lose or gain from doing otherwise. It was reasonable to expect that their responses were based

on their experiences and the resources available to their college and that they had realistic

insights into the opportunities and challenges facing their college and the Ontario CAATs as a

system.

Site Selection

The study site, Humber College Institute of Technology and Advanced Learning, is

located in the City of Toronto in southern Ontario. Humber offers the following credentials:

graduate certificates; four-year bachelor’s degrees; diplomas; certificates; and apprenticeship

training. Humber serves a diverse student population, including international students from more

than 100 countries. It has three campuses serving 27,000 full-time; 56,000 continuing education;

and 2,000 apprentice students. It offers over 150 full-time programs in more than 40 areas of

study and 21 degrees. Humber is one of five “Institutes of Technology and Advanced Learning”

(ITALs) in the province of Ontario. Humber was chosen as the study site for two reasons.

66

The first reason I selected Humber was my personal interest and commitment for the

success of my home organization. The second was because I knew there were a large number of

potential participants in this college. Figure 6 depicts the number of full-time employees at each

of the 22 English speaking CAATs (2012-13) and Humber has the second highest number of

full-time employees. I anticipated that there would be approximately 500 Millennial employees

from both full-time and part-time employee groups (actual 576).

Figure 6: Number of Full-Time Employees at English Speaking CAATs 2012-13

251

295

303

327

350

411

413

444

477

544

606

718

761

896

917

944

1138

1170

1219

1265

1392

1430

Northern

Canadore

Lambton

Sault

Loyalist

Confederation

Cambrian

St. Lawrence

Sir Sandford Fleming

St. Clair

Niagara

Durham

Georgian

Mohawk

Conestoga

Centennial

Fanshawe

Sheridan

Algonquin

George Brown

Humber

Seneca

Source: (College Employer Council, 2013)

67

Participant Selection

Participants for both Phase 1 and Phase 2 of this case study were selected using

purposeful sampling; this is a process used by researchers to choose participants that will provide

the most relevant information (Merriam, 1998).

On May 17, 2013, the date the survey was sent out to the Millennial employees, Humber

had 3,189 employees (1,312 full-time and 1,877 part-time). For Phase 1, the Millennial

employees at Humber were identified through the data contained in its Human Resources

Information System (HRIS). Humber’s Senior Human Resources Systems Analyst created the

database identifying the target employee groups born between the years 1981 and 2000, as

follows: full-time Millennial employees (14%; n=189), and all part-time employees (21%;

n=387), (including part-time, partial load, sessional and contract employees). Students employed

part-time at the College were not included in the study as I felt they might not have the level of

maturity or work experience to provide meaningful data in contrast with other participants who

had started their careers. The Millennial employees who agreed to participate in the study were

invited in the invitation email to visit the website: http://fluidsurveys.com/s/Millennial-Survey-

Employee-Version/ to complete the survey if they agreed to participate in the study.

Figure 7 shows the breakdown of full-time and part-time employment status by

Millennial employee groups at Humber: administrative staff (blue), support (yellow) and faculty

(red). The faculty and support staff categories are defined by their respective collective

agreements.

For Phase 2, an invitation to participate in this study (Appendix B) was also sent by the

Senior Human Resources Systems Analyst on my behalf to potential participants from the 22

Ontario English language colleges. The names of potential participants were identified from the

68

Human Resources Coordinating Committee list that was found on the public Colleges Ontario

website http://www.collegesontario.org/directory/committees/committees_hrcc.html. The

Human Resources leaders who agreed to participate in the study were invited in the invitation

email to visit the website (http://fluidsurveys.com/s/CAAT-HR-leaders-survey/) to complete the

survey if they agreed to participate in the study.

Figure 7: Full-time and Part-time Millennial Employees at Humber on May 17, 2013

For Phase 3, to identify relevant themes and variables that are addressed in them, I

reviewed and analyzed the Council’s Template Terms and Conditions of Employment for

Administrative Staff (this document is provided for Ontario colleges to use to create their own

Terms and Conditions of Employment for their administrative staff); the Ontario Public Service

30

3 12

141

162

26 15 18

39

61

26 31

9 3

0

20

40

60

80

100

120

140

160

180

n= 576

Source: Humber College Institute of Technology & Advanced Learning, 2013

69

Employee Union (OPSEU) collective agreements for both faculty and support staff the CAAT

pension and benefits booklets for administrators, faculty and support staff ). These were all

publicly available documents and can be accessed through the Council.

Data Collection

Instrumentation

The data collection tools for the two surveys (Appendices C and D) were developed by

me based on the themes that I identified in the literature review, and from my own nine years of

professional experience in this field. The survey questionnaire for Human Resources leaders

(Appendix D) was based on the variables presented to the Millennial employees (Appendix C).

The Millennials’ survey items were separated into five categories as identified by

Buahene and Kovary (2007). These categories were: Financial Rewards; Recognition; Skill

Development; Career Development; and Quality of Work/Life. After the survey was distributed

to the Millennial employees at Humber, I noticed that day care as a variable in Section 5 –

Quality of Work/Life Programs was not included, but may well be a concern for the participants

given their age range. Although it was too late to revise the employee survey, I did include a

related question in the survey questionnaire of the Human Resources leaders.

The online survey that was distributed to the Human Resources leaders was broken down

into the same five categories as the Millennial employee survey (Appendix C), however, where

appropriate, each category was separated into one of two sections: 1) items that were included in

either the Support Staff or Academic Collective Agreements; the Template Terms and

Conditions of Employment for Administrative employees; or the CAAT pension and benefits

plans. Respondents were asked if their College was doing anything beyond what was required in

the agreements and, if they did, to describe what they were doing; and 2) items that were not

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included in the above-mentioned documents respondents were asked to rate the status of their

college in implementing the items based on their practices using the following response scale:

1. Already Implemented; 2. Currently Implementing; 3. Currently Considering; 4. Would

Consider; 5: Would Not Consider. If participants picked “Would Not Consider” they were asked

to explain why. Participants were also given the opportunity to provide additional comments

after each of the sections.

In the third phase, I collected and analyzed publicly available official documents,

including the Support Staff and Academic Collective Agreements, the Council’s Template

Terms and Conditions of Employment for Administrative Staff, and CAAT pension and benefit

booklets, to identify and categorize the current “terms and conditions” of employment into the

five categories of the surveys. Table 8 lists the specific research questions for the study and the

corresponding data sources that answered these questions.

Table 8:

Data sources for answering the research questions that drive this study

Research Questions Source of data that answered the

question

RQ #1: To what extent are the current “terms and

conditions of employment” consistent with the

employment preferences of Millennial employees

as perceived by the study participants?

Responses to all questions from the on-line

survey completed by participating

Millennial employees at Humber

(Appendix C).

RQ # 2: What are the perceptions of the Human

Resources leaders in the participating English

language Ontario colleges regarding their

college’s responsiveness to the needs expressed

by the Millennial employees surveyed?

Responses to all questions from the on-line

survey completed by participating Human

Resources leaders (Appendix D).

R.Q. #3 To what extent do current Human

Resources policies at Humber reflect the issues

addressed by the study participants who are

Millennial employees and Human Resources

leaders?

Analysis of the “terms and conditions” and

Human Resources policies of employment

for faculty, administrative and support staff

at Humber.

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Data Collection Process

I used a three-phase, convergent parallel mixed methods study to address the three

research questions that drove this study. The first phase surveyed Millennial employees at

Humber, the study site. Following the analysis of the data from the survey of Millennial

employees, the second phase built on the findings in the first phase in a survey of Human

Resources leaders at each of the participating Ontario English language CAATs. The third

phase involved a qualitative review and analysis of the relevant documents. And finally, I

compared the findings in each of the three phases for similarities and differences.

In the first phase, the survey for the Millennial employees (Appendix C) was posted on-

line using the FluidSurveys software located on a secure Canadian server. The survey allowed

the participants to save their responses and return at a later time to complete the forms before

finally submitting their responses. The Millennial employees received four reminders

approximately three weeks apart and the Human Resources leaders also received four reminders

approximately two weeks apart. The final reminder of the closing date was sent out two days

prior to the Millennial employee survey closing date and three days prior to the Human

Resources leaders’ survey closing date.

The Millennial employee survey (Phase 1) asked for responses on a 3-point scale based

on response categories stated as: not important, important and very important. The survey items

were separated into five categories as identified by Buahene and Kovary (2007). These

categories were: Financial Rewards; Recognition; Skill Development; Career Development; and

Quality of Work/Life.

At the end of each section participants were given the option to add comments about

rewards/opportunities that they would value. Finally, participants were asked to identify what

72

they liked best about working at Humber; if they would recommend others to come and work for

Humber; demographic information; if they were part-time, partial load or sessional employees;

and how hopeful they were that they would get a full-time job in the college system.

Based on feedback from the pilot testing of the survey, it was anticipated that the survey

would take the study participants about 30 minutes to complete. The invitation to participate

(Appendix A) and the online survey (Appendix C) were distributed by email to the participants

by the Senior Human Resources Systems Analyst at Humber on my behalf. Because the survey

was anonymous, I was able to access responses directly.

In the second phase, the Senior Human Resources Systems Analyst at Humber

distributed the invitation to participate (Appendix B) and the online survey (Appendix D) by

email to the Human Resources leader at each of the participating Ontario English language

CAATs (22 persons were invited to participate). Figure 8 depicts the data collection process I

used in this study.

Figure 8: A Schematic of the Approach to Data Collection.

Qualitative Data Analysis

Phase 3: Qualitative Data Collection - Document Review

Quantitative and Qualitative Data Analysis

Phase 2: Primarily Quantitative Data Collection - Survey to HR Leaders

Quantitative and Qualitative Data Analysis

Phase 1: Primarily Quantitative Data Collection - Survey of Millennial Employees

73

Survey distribution, reminders and responses.

Table 9 shows the original date that both the Millennial employee survey (May 17, 2013)

and the Human Resources leader surveys (July 23, 2013) were distributed. In addition, the dates

the reminders were distributed as well as the survey close dates and the number of responses that

had been received on the respective dates are indicated. Because the survey was anonymous and

there was no way to determine who had completed the responses, reminder notifications were

sent to the original list of all participants.

Table 9

Survey distribution, reminders and responses

Millennial

Employee

Survey

No. of

invitations

No. of

responses

Human

Resources

leader

Survey

No. of

invitations

No. of

responses

Original

invitation

5/17/2013 576 39 7/23/2013 22 2

Reminders: 6/17/ 2013

7/24/2013

8/6/ 2013

9/4/2013

576

576

576

576

37

17

41

4

8/6/2013

8/21/ 2013

8/26/2013

9/10/2013

22

22

22

22

2

3

1

7

Total: 177 15

Survey Closed: 9/6/2013 9/13/2013

Establishing Credibility

Prior to distributing the pilot surveys, I consulted with a survey design analyst at the

Ontario Institute for Studies in Education (OISE) at the University of Toronto to determine if the

survey and questionnaire were credible. The survey analyst provided me with feedback on the

wording of some of the questions and advice on conducting pilot testing of the instruments. The

consultation and the pilot studies allowed me to determine whether the tools were complete and

effective for purposes of the study, and allowed be to determine the estimated time to complete

each.

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The instrument used for the first phase online survey (Appendix C) was developed by me

after a review of relevant literature that identified both tangible financial rewards and intangible

non-financial rewards. I did not attempt to establish content validity for this survey instrument.

As the topic of this study was novel, I found no previously validated tools. In addition, the data

that were collected reflected only the perceptions of the participants.

However, I did pilot test the instruments used for face validity that is, to assess whether

the survey questions were clear and not leading in any way and would be effective in collecting

data that would represent accurately the value the respondents placed on the identified tangible

financial rewards and the intangible non-financial rewards. To determine the face validity of the

first phase online survey it was pilot tested. To pilot test the online survey I forwarded it, by

email, to five Humber work-study students, two who worked in the college’s Human Resources

department and three who worked in the College’s Advancement department. All of the work

study students volunteered to participate and understood their data would not be included in the

study. Although this group was comprised of students, it was anticipated that they would have

similar characteristics to that of the Millennial target population and would thus be able to

comment on the face validity of the tool. This pilot-test group was asked to complete and

comment on the clarity of the questions and highlight any issues they had with the survey such

as: not understanding the question(s); ambiguous questions; leading questions; were there areas

of interest that were not covered in the survey; and questions that made the respondents

uncomfortable. The pilot testing also assisted in determining how long it would take a

respondent to complete the survey and if the instructions were clear. The volunteers’ responses

were not included in the study findings. Four of the five work-study students completed the

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survey. None of these students indicated any difficulties with the clarity or sequence of the

wording and no revisions were needed or made.

The on-line survey of Human Resources leaders (Appendix D) for the second phase was

pilot tested for face validity by sending it to five volunteer managers in Humber’s Human

Resources Department. They were asked to complete the online survey and comment on the

relevance of the questions asked, including question clarity and to highlight any issues they had

in interpreting the instructions. The volunteers’ responses were not included in the study

findings. All five volunteers provided feedback on the survey and it was determined that the

questions had to be structured in a different way to address the various benefits and

compensation structures that were included in support staff and academic collective agreements;

the Template Terms and Conditions of Employment for Administrative Staff; or the CAAT

pension and benefits plans. The revised survey gave the respondents the opportunity to rate

items in the same five categories as the Millennial employee survey.

In the third phase, I reviewed relevant documentation including the Council’s Template

Terms and Conditions of Employment for Administrative Staff at CAATs; the Academic and

Support Staff Collective Agreements; and the CAAT pension and benefits booklets to identify

tangible and intangible rewards currently being offered by CAATs. A comparison was made

with the expectations identified in the first two phases and a summary was prepared, including

recommendations for change.

Data Analysis

I analyzed the quantitative responses to the initial on-line surveys (Appendix C and D)

using the analysis tools available in FluidSurveys and SPSS (Statistical Package for the Social

Sciences). Frequencies and percentages were calculated as appropriate and plotted in tables and

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graphs. Descriptive statistics helped organize and describe the characteristics of the employees.

Quantitative data showed relationships of variables and inferential statistics were used as

appropriate to make inferences about the study participants who were the Millennial employees

at the study site and the Human Resources leaders at the participating Ontario English language

colleges (Salkind, 2008, pp. 8-9).

The qualitative data generated by the comments in the two on-line survey questionnaires

(especially the survey of Human Resources leaders – Appendix D) and the content of the

relevant documents, were analyzed by constant comparison to identify themes, concepts, key

words and phrases that were relevant to the five themes/categories that determined the

questionnaire content. This analysis required content analysis and coding of the information to

determine patterns in the data and any resulting relationships among the responses of the three

information sources.

This content analysis was based on six steps identified by Creswell (Table 10), which

included: organizing and preparing the data; reading through all the data; coding data;

generating descriptions of the data; representing the data; and interpreting the data.

I coded the data from the Millennial employee survey using the survey response code

assigned by FluidSurveys. Each survey was assigned an eight digit code when the respondents

accessed the survey (i.e., 16555644). I added the prefix ME to represent a Millennial

employee’s response (i.e., ME16555644). Using the code provided by FluidSurveys allowed me

to quickly search the data for a specific response.

The Human Resources leaders responses were coded based on the row number of the data

that was exported to Excel for analysis (i.e., row number 3), then I added the prefix HR (i.e.,

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HR3). This allowed me to quickly access the data from a specific leader’s response for reference

purposes.

Table 10

Creswell’s six step data analysis model

Step 1 Organize and prepare data Sorting and arranging data into types

Step 2 Read through all the data Determine general ideas; tone; depth, credibility, use

of information; record general thoughts

Step 3 Coding Organize material into categories and labeling using

“in vivo” terms. Creating a codebook to ensure a

systematic approach

Step 4 Generate descriptions Categories or themes for analysis

Step 5 Representation Narrative passage to convey the findings of the

analysis

Step 6 Interpretation Ask “What were the lessons learned?” Comparison of

the findings with the literature; do the findings

confirm or diverge from other findings?; are there

new questions that should be asked and were not

foreseen in the study

Source: Adapted from Creswell (2009), pp. 185-189

Limitations

Creswell (2009) points out that the purpose of case study research is to generate a deeper

understanding of the topics of interest rather than generalizability to other contexts. As this was

a case study, the findings from Humber employees in Phase 1 are not generalizable to other

colleges. The findings from Phase 2 are limited as well, because although some of the resources

that are available to the Ontario CAATs (i.e., pension plan, medical benefits) do not vary from

college to college, other programs/resources (i.e., training and development opportunities,

recognition programs, etc.) can vary depending on the college size and their financial resources.

That being said, the findings from the Phase 2 responses do provide insight into where there are

gaps between what the Millennial employees said was very important to them and what is

available to varying degrees at the CAATs.

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This study used birth years to identify the Millennial study participants, and so a second

limitation of this research is that the study did not address the life stage effects. Even within the

Millennial generation, the participants could be at different stages, that is, some could be young

parents with babies at home, some could be caregivers for their parents or other elders, some

could still be living with their parents, some may not fully understand the compensation system

of the college or its benefits plan. To address these limitations additional research would have to

be undertaken longitudinally in order to track changes throughout the Millennial generation’s life

cycle to better determine “generational effects from those of age or life cycle” (Deal, Altman, &

Rogelberg, 2010, p. 136). Pilcher (1993) advises that “longitudinal studies are sometimes

undertaken but are rare due to the enormous problems that accompany the process of collecting

data from discrete sets of individuals over lengthy periods of time” (p. 488).

Another limitation of this study is that variables based on diversity factors, such as race,

culture, and socio-economic status that may well influence perceptions were beyond the scope of

this study (Deal, Altman, & Rogelberg, 2010).

In addition, with regard to the data collected from the Human Resources leaders, there is

a possibility that they may not have been as forthcoming and honest about divulging their

employment policies and practices, particularly those that fall outside the regulated terms and

conditions of employment, as they may have felt that these practices provide a competitive

advantage in attracting and retaining the same employees as the other CAATs would be trying to

attract. On the other hand, they may have been quite forthcoming as they have greater insight

into the opportunities and challenges facing the Ontario CAATs and that as a group of

employers, there is power in making change happen at a policy level.

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Finally, both survey instruments were quite long (the average completion time for the

Millennial employees was 19 minutes and the Human Resources leaders was 29 minutes) and

both the Millennial employee participants and the Human Resources leaders may have

experienced some survey fatigue as they completed the questions.

Although not generalizable, the findings of this study will provide insight to the

leadership at Ontario colleges about what the workplace expectations of their Millennial

employees are. By understanding what this generation feels is very important and not important

to them, leaders may want to review their current practices and identify where there are gaps and

address those gaps so that they can attract the best of this generation to teach and support student

success in their own institutions. However, while the Millennial employees’ input may be of

interest, the findings will not be as relevant outside the Ontario college system as policy and

practices will vary greatly depending on the industry.

Despite the recognized limitations of this case study, and the focus on Humber, insights

gleaned will be of interest to all of the Ontario English language CAATs since many of them are

or will be facing similar challenges and they are all bound by many of the same policies and

regulations, such as those that arise out of the provincial legislation and collective agreements

that apply to all CAATs.

Ethical Issues/Considerations

Contact with any participants and data collection began only after ethics approval was

received from the University of Toronto Research Ethics Board, as well as from all (22) of the

Research Ethics Boards of the English speaking colleges where the Millennials (Humber) and

Human Resources leaders were to be surveyed. Humber’s President, Dr. Chris Whitaker,

granted his permission to name Humber in this study (Appendix E).

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Participation by Millennial employees in the online survey (Appendix C) was voluntary

and anonymous, as was the participation of the Human Resources leaders (Appendix D). The

surveys did not ask for any identifiable personal information. Because I do not report directly to

the Senior Human Resources leader of Humber, there was no perceived conflict of interest and

for this reason she was also invited to participate in the study.

Appendices A and B included an invitation for participants to complete the relevant

survey questionnaire. The Human Resources leaders at the participating Ontario English

language colleges were all identified from publicly available websites and all data were reported

in aggregate form. In addition, they were invited to participate (Appendix A and B, respectively)

by the Senior Human Resources Systems Analyst at Humber on my behalf. The invitation to

participate explained the purpose of the study, participant inclusion criteria, assurance that

responding to the survey was voluntary and that participation or non-participation would not

impact their employment status now or any time in the future. They were informed that they

were free to decline to answer any question(s) they were uncomfortable with, and that they could

withdraw from the study at any time without explanation or penalty, simply by not submitting

the completed survey. They were also informed that their responses would not be judged or

evaluated at any time, and should they withdraw from the study at any time before they

submitted their completed questionnaire, all of the information they had reported to that point

would be eliminated from the study findings. However, because the data from the surveys were

anonymous it would not be possible to delete data once the completed survey had been

submitted.

Participants were also assured that there were no psychological or physical risks

anticipated from their participation beyond what they encounter in their daily professional duties.

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Furthermore, all the participants were experienced professionals who were very informed and

capable of completing the questionnaire surveys. Since the study focused only on English

language CAATs, all participants were comfortable in the English language.

The invitation asked those who wished to participate in the study to go to the location of

the online survey by clicking on the link provided in the Letter of Invitation. Once they accessed

the questionnaire the introductions asked them to AGREE or NOT AGREE to participate in the

study having read and understood fully the Letter of Invitation, and that any questions they may

have had had been fully explained to them.

By clicking on the I AGREE to participate, the participant had access to the survey

questions. If they selected I DO NOT AGREE, a thank you comment appeared and access to the

questionnaire was blocked.

The online survey data were collected using FluidSurveys software. The account was

password protected and the servers were located in Canada. Potential participants were informed

that there was a very slight chance that the web master for FluidSurveys may be able to identify

the source of the submitted survey but that I would not have any access to this information.

Once the surveys were closed, all data were downloaded to my personal computer, which was

password protected and all digital data were encrypted consistent with the University of

Toronto’s privacy policy http://www.research.utoronto.ca/wp-

content/uploads/2009/03/ERO_Guidelines_Manual-2007.pdf. All data were stored securely and

accessible only to my thesis supervisor and me. I deleted the survey data from the FluidSurveys

website once I had completed the data analysis using their analytic tools. The data remained on

FluidSurveys’ website for 30 days after I deleted them. This was to ensure that if any responses

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were accidentally deleted, FluidSurveys would be able to recover them for me. After 30 days, all

responses were completely deleted from FluidSurveys’ servers.

All data held for analysis will be destroyed by shredding of hard copies and deleting of

digital data seven years after completion of the study as one college requested the time be

increased from the initially intended five years to seven years.

My contact information and that of my thesis supervisor was provided in the event

participants wanted any information about the study. Participants were also provided with

contact information for the Research Ethics Boards of both the University of Toronto and their

own colleges if they had any questions regarding their rights as research participants.

Summary of Chapter 3

By employing a convergent parallel mixed methods approach to data collection I was

able to draw conclusions from a large amount of quantifiable data, the qualitative information

from survey comments, and the document review. Using methodological triangulation, through

surveys of two key informant groups, and document review, I was able to get a detailed and

comprehensive description of the workplace expectations of Millennial employees at Humber

and the extent to which the current “terms and conditions of employment” at Ontario CAATs

address the needs of Millennial employees as perceived by them. The findings may assist

Humber in attracting and retaining Millennial employees. Even though the findings of this study

cannot be generalized beyond the study itself, the findings that answer the research questions that

drove this study will be of interest and value to all Ontario CAATs and perhaps other

postsecondary institutions in their efforts to attract and retain Millennial employees. Chapter 4

presents the findings of this study as they relate to the research questions that drove this study.

83

Chapter 5 provides an analysis of the research findings; discusses the implications and

recommendations for practice as well as future research and theory development.

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Chapter Four: Findings

This chapter presents the findings of this study which explored and described what the

Humber Millennial employees who participated in the study said they wanted in the workplace

and how well these expectations are aligned with what is currently offered in the Ontario

Colleges of Applied Arts and Technology (CAAT) system. The findings are presented in

response to the research questions that drove this study.

Description of the Study Site

The case study site was Humber College Institute of Technology and Advanced Learning

(Humber), which is located in Toronto, a large, multi-culturally diverse city in southern Ontario.

Humber is the largest of 24 Ontario CAATs based on full-time student enrolment (27,000 full-

time and 56,000 part-time students). Humber offers a comprehensive suite of programs ranging

from certificates to degrees; hence staffing needs are very diverse and representative of many

CAATs especially the ITALs. A fuller description of Humber is provided in Chapter 3.

Description of Participants

Millennial Employees at Humber

576 Humber employees who met the definition of “Millennial” were invited to complete

the survey questionnaire for this study. Of these, 189 full-time Millennial employees were

invited and 101 (53%) completed the survey, 88 (47%) did not respond. Of the 387 eligible part-

time employees only 76 (20%) completed the survey, 311 (80%) did not respond. Overall, 25

(.04%) of the 576 invited employees either terminated or did not complete the survey by clicking

the “submit” button. There were 10 terminated surveys. A terminated survey was one where the

respondent answered “no” to one of the following questions: “I have read and understand the

purpose, and the terms and conditions for my participating in this study as described in the Letter

85

of Invitation” or “I certify that I am 18 years old or older. I was born between 1981 and 2000

and I am currently employed as either a part-time or full-time employee at Humber.” The survey

would have been terminated as well if the respondent clicked “I do NOT wish to participate.” In

addition, there were 15 incomplete surveys that were eliminated as I could not tell if it was their

intention to go back and complete the survey at a later time or whether they did not want their

data included in the survey even though they had the option to click on “discard data and exit the

survey” at any point while they were completing the survey. Because the survey was anonymous

and there was no way to verify whether these participants simply forgot to return to complete the

questionnaire, or whether they actually withdrew from the study, the responses in these partially

completed surveys were not included in this study. In addition, I removed one invalid survey

response as it was clear that the answers provided were not appropriate (all responses selected

were not important and the respondent indicated that he/she was the President). As a result, the

number of valid employee responses was a total of 177 completed surveys for an overall

response rate of 31%.

Of the completed responses, about one quarter (23%; n=40) identified as male; three

quarters (74%; n=131) as female and three percent (n=6) did not identify their gender (Figure 9).

Figure 9: Millennial Employee Participation Rate by Gender

74%

23% 3%

Female Male Prefer not to disclose

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Almost three quarters (72%; n=127) of the respondents were born between the years of

1981 – 1985 and at the time the survey was distributed would have been between the ages of 28

and 32; just over one quarter (27%; n=47) were born between the years of 1986-1990 and would

have been between the ages of 23 and 27; and two percent (n=3) were born between the years of

1991 – 1996 and would have been between the ages of 17 and 22 (Figure 10).

Figure 10: Millennial Employee Participation Rate by Birth Year

Just over one half identified as support staff (51%; n=91); approximately one third (32%;

n=57) identified as faculty; and the remainder (16%; n=29) identified as administration (Figure

11).

Figure 11: Millennial Employee Participation Rate by Employee Group

72%

27% 2%

1981 - 1985 (Age 28 - 32) 1986 - 1990 (Age 23 - 27)

1991 - 1996 (Age 17 - 22)

51% 32%

16%

Support Faculty Administration

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Figure 12 shows that the majority of the participants were employed full-time (57%;

n=101) and the remaining 43% (n=76) was made up of part-time (16%; n=28); partial load (14%;

n=25); sessional (3%; n=5); and a small group of participants (10%; n=18) identified themselves

as “other.”

Figure 12: Millennial Employee Participation Rate by Employee Status

As the participants had been asked to specify what “other” meant I was able to determine

that the majority were full-time contract employees (n=9); part-time contract (n=3); contract,

type not specified (n=4); clinical facilitator (n=1); and partial load/sessional interchangeably

(n=1).

Over three quarters (79%; n=139) had one or more years of service and the remainder

(21%; n= 38) had less than one year’s service (Figure 13).

Figure 13: Millennial Employee Participation Rate by Length of Service

57% 16%

14%

10% 3% Full-time

Part-time

Partial-Load

Other

Sessional

21%

48%

20%

11%

Less than one year 1 - 3 years 4 - 5 years More than 5 years

88

Human Resource Leaders in Participating Colleges

At the close of the survey September 13, 2013, 15 of the Human Resources leaders (from

the 22 CAATs that had provided REB approval to participate in this study) had completed the

online survey for a response rate of 68% (n=15). This response rate included only surveys that

were completed and where respondents clicked the “submit” button at the end of the survey,

regardless of the type or number of questions they may have omitted.

Almost three quarters (73%; n=11) of these indicated that they had worked in the Ontario

college system for more than five years; one had worked in the system for four to five years and

20% (n=3) had been employed in the system for 1 to 3 years.

Just under half (40%; n=6) of the Human Resources leaders were currently working in a

large sized college (over 18,001 students), about one third (33%; n=5) were working in a

medium sized college (7,001 – 18,000 students) and just over one quarter (27%; n=4) were

located in a small sized college (0 – 7,000 students). The majority of the Human Resources

leaders (60%; n=9) worked at colleges located in an urban area and the remainder (40%; n=6)

were located in a rural area.

Just over one quarter (27%; n=4) reported that their employee profile was very diverse,

over half (60%; n=9) reported their employee profile as somewhat diverse and a couple (13%,

n=2) identified their employee profile as not diverse.

Findings

The findings are reported in response to the research questions. The initial discussion

reports the main findings for the variables the Millennial employees reported as being very

important or not important. Where appropriate, these discussions are followed by a figure or

table of graphic presentation of the findings relevant to the research question. In addition, each

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of the variables rated very important or not important is examined by comparing the responses of

the Millennial employees to those of the Human Resources leaders to identify any misalignments

between what the Millennial employees’ value and what the colleges either currently provide or

might consider providing. I thought it important to look at the variables that were identified as

very important and not important as these might have the biggest impact on the ability of

college’s to attract and retain their workforces. Finally, the variables that were rated important

are discussed.

Research Question #1: To what extent are the current “terms and conditions of

employment” consistent with the employment preferences of Millennial employees as

perceived by the study participants?

The Millennial employees were asked to rate 61 variables that were clustered in five

categories: Financial Rewards; Recognition Awards; Skill Development; Career Development;

and Quality of Work/Life.

Financial Rewards

By using a benchmark of 50% percent or more of respondents selecting very important as

their response to each variable, I was able to identify eight of the 19 “Financial Rewards” most

frequently identified as very important to the Millennial employees. The percentages of the

responses for the top eight very important variables range from 52% (n=92) for personal days off

to 75% (n=133) for competitive benefits. The three variables most frequently identified as very

important were: competitive benefits (75%; n=133); salary increases (70%; n=124); and

competitive salary (69%; n=123). It is interesting that competitive benefits were deemed to be

slightly more important than both salary increases and competitive salaries. The following

variables were ranked very important to more than 50% (n=88) of the respondents but fewer than

for the former three variables: 62% (n=109) of the respondents indicated that competitive

90

vacation time was very important to them; 59% (n=104) of respondents selected RRSP, company

matches contributions; 58% (n=103) identified defined pension plan, 54% (n=95) tuition

reimbursement, and 52% (n= 92) indicated personal days off were very important to them.

As to the least important Financial Rewards identified by the survey respondents, based

on a score of 25% or more of the respondents selecting the not important category were: signing

bonuses was identified as least important with 56% (n=100) of respondents electing not

important; a flexible/cafeteria benefit plan was next least important (45%; n=80); followed by

retirement saving plan (RRSP), no company contributions (35%; n=62); subsidized

transportation (34%; n=61); free fitness memberships (28%; n=50), and subsidies for

professional association membership (26%; n=46).

Figure 14 depicts the Millennial employees’ responses to all 19 variables in the Financial

Rewards category. The following colour coding has been used: the blue bars show the

percentages of those who selected the not important ranking; the red bars depict selection of

important and the green bars the selection of very important.

A detailed table of the findings for all 19 of the Financial Rewards variables, including

frequency and percent of responses is presented in Appendix G.

As depicted in Figure 15, the comments made by the Millennial employees in the

Financial Rewards category were coded and categorized into six themes using FluidSurveys Text

Analysis tool. This tool allowed me to define and assign categories for each comment and filter

them into the following six themes: Health/Wellness; Compensation; Subsidies; Professional

Development; Recognition; and Advancement.

91

Figure 14: Importance of Financial Rewards Summary (n=177)

1%

0%

1%

6%

5%

6%

11%

5%

11%

10%

8%

23%

17%

28%

26%

35%

34%

45%

56%

24%

30%

30%

33%

37%

36%

35%

43%

41%

47%

50%

47%

54%

44%

51%

44%

46%

40%

31%

75%

70%

69%

62%

59%

58%

54%

52%

49%

44%

42%

30%

29%

28%

23%

21%

19%

15%

13%

0% 25% 50% 75% 100%

1k Competitive Benefits

1c Salary Increases

1a Competitive Salary

1f Competitive Vacation Time

1s Retirement Savings Plan (RRSP), Company…

1q Defined Pension Plan

1h Tuition Reimbursement

1g Personal Days Off

1i Time Off to Upgrade Education

1p Long-Term Disability Coverage

1o Short-Term Disability Coverage

1b Performance Based Bonuses

1e Incentive Programs

1m Free Fitness Memberships

1j Subsidies for Professional Association…

1r Retirement Savings Plan (RRSP), No…

1n Subsidized Transportation

1l Flexible/Cafeteria Benefit Plan

1d Signing Bonuses

Not Important Important Very Important

92

The top three Financial Rewards themes were: Health/Wellness; Compensation; and

Subsidies. These align with the quantitative results from Figure 14 that show the top three very

important variables as: competitive benefits; salary increases; and competitive salaries.

Figure 15: Financial Rewards Identified in Millennial Employees’ Comments (33) Categorized

in Themes (6)

The following comments made by Millennial respondents reveal their feelings about

compensation practices at Humber, particularly for rewarding high performance:

ME17029683 said he/she wanted:

Anything tied to performance, especially bonuses. In the college

structure now, there is very little incentive for me to advance within the

college. The difference in gross pay between pay bands is peanuts and

they are filled with a lot more responsibility. I'm still aggressively

looking to pursue advancing, but the pay is not the driving factor and

may be a hindrance down the road.

1

1

4

9

13

13

0 2 4 6 8 10 12 14

Advancement

Recognition

Professional Development

Subsidies

Compensation

Health/Wellness

Financial Rewards"I would suggest the following Financial Rewards would

be of value to me:"

93

ME16898403 suggested a “Bonus for going the extra mile [and the] manager can

increase pay based on performance.”

The following comments capture the overriding patterns of the Millennial respondents in

the Health/Wellness theme. ME16902080 recommended “having personal days,” ME17030510

proposed “massage therapy allowance or spa therapy allowance,” would be valued and

ME17035831 advised that “on-site child care/child care subsidy” would be valued as well.

Ranking third in the Financial Rewards category was Subsidies and the following

statements give life to the participants’ responses: ME20048836 indicated that “Subsidized

transportation (TTC) would be incredibly valuable;” ME17883735 provided some insight into

the part-time employees’ thoughts, “I think we as part-time [employees] must be provided with

at least tuition reimbursement to upgrade the education side by side, paid vacation for at least 10

days in a year, subsidized transportation as I pay double fare for 2 cities, and bonus or incentive

program;” ME17910530 proposed that “Subsidized day care, parking” would be beneficial.

Respondent ME17041801 provided suggestions focussing on both Subsidies and

Health/Wellness categories as follows:

Subsidized/Discounted CHILD DAY-CARE especially on-campus or

within close proximity to workplace. Personal Days-off in terms for

FAMILY/PARENTAL CARE/emergency situations. (e.g., Telus has

good personal days off that such [sic] purpose.) Discounted Employee

PARKING on campus, which may not be part of transportation

category ($900/year can be decreased with the length of employed

time). Much broader selection of discounted Humber COURSES, as

94

the $20/per only applies to small amount of courses which are not

easily labelled as such.

Table 11 provides more detail on the range of suggestions that the Millennial employees

provided under each theme.

Table 11:

Millennial Employee Suggestions Categorized in Themes

Compensation Health/

Wellness

Subsidies

Bonus

Competitive salary

Free parking

Merit performance

based increases

Paid vacation

Pension

Raise in pay band

RRSP with company

match

Alternative medicine

coverage

Health benefits

Massage Therapy

On-site day care

Personal days off

Spa therapy

Gym membership

Cafeteria food plan

Discounted parking

Larger discount for travel

Subsidized day care

Subsidized TTC

Professional

Development

Recognition Advancement

Increase tuition

assistance program

More $20 CE courses

Paid conferences

Paid professional

development

Tuition reimbursement

Research funding

Divisional employee awards Advancement opportunities

Recognition Awards

None of the three variables in this category were selected 50% or more of the time in the

very important category and only one was ranked above 25% for not important. Figure 16

depicts the Millennial employees’ responses to all three of the Recognition Awards variables.

When the important and very important scores were combined for each of the three variables

95

distinguished service awards is slightly more important than leadership awards at 87% (n=154)

and 84% (n= 149) respectively. Long-service awards scored 72% (n=127).

A detailed table of the findings for all three of the Recognition Rewards variables,

including frequency and percent of responses is presented in Appendix H.

Figure 16: Importance of Recognition Awards (n=177)

In order to determine if perhaps the part-time respondents may have skewed the results

because they felt they would not be eligible for these awards, I ran reports based on employee

status as either full-time or part-time and found that the percentage scores were all very similar

as shown in Figure 17.

Figure 17: Recognition Awards Ranked Important or Very Important by Employee Status

16%

14%

28%

49%

55%

47%

35%

32%

25%

0% 25% 50% 75% 100%

2c Leadership Awards

2b Distinguished Service Awards

2a Long-Service Awards

Not Important Important Very Important

89% 88% 75%

83% 79% 68%

0%

20%

40%

60%

80%

100%

2b DistinguishedService Awards

2c LeadershipAwards

2a Long-ServiceAwards

Full-time

Part-time

96

As to the least important Recognition Awards identified by the survey respondents, based

on a score of 25% or more of the respondents selecting not important, the only variable

identified as less than important was long-service awards at 28% (n=50). This score was fairly

consistent even when the employee groups and employment status were separated out.

Unfortunately great insight was not created for the faculty group through the comments

as the only suggestion provided by a full-time faculty (ME20048836) was that “Departmental

service or leadership awards. Currently, such recognition in my department is non-existent.”

The full-time support employees provided more suggestions on how to recognize

employees, including: peer recognition and performance based awards; being able to receive an

award more than once (it is a practice at Humber to only allow employees to win a specific

award once); vacation/lieu day/college service certificates (i.e., for the spa, college restaurant);

year-end holiday party with partners to build community (employee paid).

Similar to the faculty group, there was only one comment from a full-

time administrative employee, ME24683677, who suggested that the college

should provide:

Awards for individuals who are relatively new to the college. ‘Rising

Star’ awards of some sort. These are particularly important considering

how many new employees are coming into the college right now.

When I separated out the part-time faculty from the part-time support staff I was able to

see that the part-time faculty group were more interested in performance based awards and

recognition such as sharing and celebrating effective teaching; leadership and innovative

practices; program development and being provided with references regarding their work. Not

surprisingly, job seniority was also mentioned.

97

The part-time support group indicated they would like recognition for leadership and

distinguished work; genuine appreciation and thanks for service.

After coding the 19 comments provided by the Millennial employees the only theme that

received more than one response was “recognition for junior/sessional staff.” In additon to the

suggestion identified above from the full-time administrative employee the following two

suggestions were made:

ME16963888, a sessional faculty employee expressed it this way:

There should be more structures and opportunities to recognise the

contributions of junior and sessional staff. Often they do not have the

opportunity to participate in the sorts of activities that are recognised

(e.g., are not paid to do research, are junior and therefore not eligible

for long-service awards, often required to work in multiple institutions

simultaneously, therefore not able to exercise much leadership, for lack

of time and also because not encouraged to do so by permanent

colleagues).

And, ME1709974, a support staff employee voiced concern that:

often time [sic] new employees are not rewarded - it might be of interest

to look into a ‘Rookie of the Year’ type new award to add value to the

new employee process as well as start the foundation for long term

success.

Skill Development

Using the benchmark of 50% or more of respondents selecting very important as their

response to each variable in the Skill Development section I identified the top three variables

98

identified by the Millennial employees as very important. The top three very important variables

identified in this category were: meaningful work opportunities that contribute to the College’s

mission (60%; n=106); in-house training opportunities (58%; n=102); and external training and

development opportunities (53%; n=93).

As to the least important Skill Development variable identified by the survey

respondents, based on a score of 25% or more of the respondents selecting not important

category - there was only one: to have a coach (31%; n=55). Figure 18 depicts the Millennial

employees’ responses to all six of the Skill Development variables.

Figure 18: Importance of Skill Development (n=177)

A detailed table of the findings for all six of the Skill Development variables, including

frequency and percent of responses is presented in Appendix I.

3%

5%

5%

8%

22%

31%

37%

38%

42%

53%

45%

46%

60%

58%

53%

39%

33%

23%

0% 25% 50% 75% 100%

3f Meaningful work opportunities that contributeto the College's mission

3a In-house training opportunities

3c External training and developmentopportunities

3b On-line training opportunities

3d To have a mentor

3e To have a coach

Not Important Important Very Important

99

The comments provided by the Millennial employees were coded and themes identified.

The top themes that emerged were: continuing education opportunities (5); mentoring, coaching

and professional development (3 each) and more on-line courses (2). The following comments

illustrate these themes.

Continuing education opportunities.

Support (full-time) ME17030653 indicated that: “Having the ability to improve my

credentials through my company (Humber) is an incredible asset to my professional

development. No one wants to be trapped where they are indefinitely.” Support (full-time)

ME24821392 said “It would be nice if the college could offer training programs (professional

development) that may be recognized more as education (i.e., the HR training be made more of a

curriculum, including testing so that it could be put towards certificates/diplomas etc.).”

Mentoring, coaching and professional development.

Support (full-time) ME17044129 commented, “To have a mentor or coach would be a

great benefit to help support and guide me. The ability to do training and improve myself is

great as education is very important to me.”

Faculty (sessional) ME16963888 put it this way:

Sessional staff are often encouraged to participate in training provided

by educational developers. I am strongly opposed to these initiatives

and feel it is the responsibility of more senior faculty to mentor

incoming faculty: this promotes a sense of integration and belonging,

and also attunes the junior instructor to the department’s dynamics,

culture and specific needs.

100

Support (full-time contract) ME20054662 stated, “All of the above with opportunities

pertaining to training and development in areas of technology, communication and life skills

coaching.”

More on-line courses.

Faculty (part-time) ME 26764372 said: “Additional online training opportunities or

courses available within (or outside of) the college would be a great opportunity to further our

knowledge.”

An Administrator (full-time) ME17041801 commented, “The above are excellent

suggestions. Especially the mentor/coach and further on-line courses similar to SkillSoft would

be beneficial.”

Career Development

By using a cut-off of 50% percent or more of respondents selecting very important as

their response to each variable I was able to identify the top four of the eight Career

Development variables identified by the Millennial employees. The three very important

variables identified were: advancement opportunities (83%; n=147); internal job postings (65%;

n=115); and new challenges, variety of interesting projects (63%; n=111). All of these

percentages suggest that these three variables are closest to very important to the Millennial

employees who participated in this study. Of importance but not really very important was the

fourth variable: promotion programs (50%; n=88).

None of the variables were identified as being not important based on a score of 25% or

more of the respondents selecting the not important category.

A detailed table of the findings for all six of the Skill Development variables, including

frequency and percent of responses is presented in Appendix J.

101

The comments from the Millennial employees regarding Career Development

opportunities were coded and themed. The top themes were: performance based bonuses (3);

performance reviews (3); hiring full-time from part-time (2); and career planning (2).

Figure 19 depicts the Millennial employees’ responses to all eight of the Career

Development variables.

Figure 19: Importance of Career Development (n=177)

The following comments provide suggestions on practices colleges could explore and

consider for their employees:

Performance based bonuses.

Support (full-time) ME16902080 stated, “It would nice to get awards based on job

performance.”

1%

5%

6%

6%

6%

9%

12%

22%

16%

33%

29%

44%

45%

46%

47%

54%

83%

63%

65%

50%

49%

45%

40%

24%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

4g Advancement Opportunities

4f New Challenges, Variety of Interesting Projects

4a Internal Job Postings

4b Promotion Programs

4h Annual Performance Reviews

4c Career Planning

4d Succession Planning

4e Sabbaticals

Not Important Important Very Important

102

Support (full-time) ME 17037280 commented, “Annual performance reviews would be

more meaningful if tied to a monetary amount.”

Performance review.

Faculty (part-time) ME17423428 reported, “Yearly evaluation of teaching performance

with helpful suggestion[s] for improvement.”

Support (part-time) ME17883735 said,

I believe for me it is very important to have annual performance

reviews so that your manager [can] discuss your strengths and areas of

improvement as it gives you a drive to do the best. Very important if

you are equally considered for internal job opportunities and given new

projects to learn.

Faculty (sessional) ME16963888 commented,

Annual performance reviews are simply ways of forcing faculty to

respect the status quo and are the surest way to make the academic

profession obsolete. They are particularly damaging to faculty

members who are not yet tenured, since they are effectively the only

people for whom such reviews are of any serious consequence in terms

of career advancement. Instead, faculty should take collective

responsibility for populating their department with colleagues that

contribute to the dynamic they wish to create, instead of trying to waive

responsibility through reports and reviews that measure and prove

nothing at all.

103

Hiring full-time from part-time.

Faculty (partial-load) ME19137814 said, “Priority hiring of part-time staff for full-time

jobs.” Furthermore, faculty (part-time) ME26764372 commented that, “Full-time faculty

postings or preference for Humber postings opened to the public.” I have assumed that this

respondent was trying to say that employees who are currently working at Humber should be

considered for full-time positions before the postings are opened to the public.

Career planning.

One Support (part-time) employee ME17004443 advised that “Performance reviews to

let you know how well you are doing. As well, as to let you know what the next step in your

career could be.” Support (full-time contract) ME20054662 indicated that all of the variables

were important; however there should be “specific attention to career planning and new

challenges.”

Quality of Work/Life

Only one variable out of 25 received a score of 50% or more in the very important

category. That was flexible start/finish work hours (61%; n=108).

In contrast, 14 of the Quality of Work/Life variables received a score of 25% or more of

respondents selecting not important as their response. The three least important variables

identified were: shortened work week (fewer hours, less pay) (67%; n=119); on-site elder care

(61%; n=108); part-time work (49%; n=86). All of these percentages suggest that these three

variables are closest to not important to the Millennial employees who participated in this study.

Indicating that the following variables were not quite as not important as the former three

variables, were: how important is it for you to have access to social media from your work

computer (e.g., Facebook, Twitter, etc.)? (43%; n=76); suggestion box (42%; n=75); casual dress

104

(42%; n=74); how important is it for you to be a member of a union? (41%; n=72); company

newsletter (36%; n=63); I would like to be involved in choosing the [local] charity(s) (35%;

n=61); telecommuting opportunities (32% ; n=57); intranet site (32%; n=56); employee

engagement surveys (30%; n=53); corporate support of global charities and causes (27%; n=47);

and reduced summer hours (26%; n=46). Figure 20 depicts the Millennial employees’ responses

to all 25 of the Quality of Work/Life variables.

Figure 20: Importance of Quality of Work/Life Summary (n=177

11%

11%

11%

16%

16%

20%

20%

23%

23%

23%

24%

26%

27%

30%

32%

32%

34%

36%

41%

42%

42%

43%

48%

61%

67%

28%

43%

50%

48%

50%

47%

53%

42%

45%

49%

41%

37%

58%

55%

38%

55%

41%

54%

33%

40%

42%

29%

39%

31%

20%

62%

47%

39%

36%

34%

33%

27%

35%

33%

29%

36%

37%

16%

15%

29%

14%

24%

11%

26%

19%

15%

28%

12%

8%

14%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%

5e Flexible Start/Finish Work Hours

5k Opportunity to bank hours for time off

5p Corporate sustainability/green initiatives

5a Employee Assistance Program

5b Formal Orientation Program

5r On-site fitness facilities

5m Corporate support of local charities and…

5g Compressed Work Week (same hours,…

5s Employee lounge

5t Fun, inclusive social activities at work

5j Opportunity to bank hours for future payout

5l Reduced summer hours

5o Corporate support of global charities and…

5d Employee Engagement Surveys

5i Telecommuting Opportunities

5v Intranet site

5n I would like to be involved in choosing the…

5u Company newsletter

5y How important is it for you to be a…

5c Casual Dress

5w Suggestion box

5x How important is it for you to have access…

5h Part-Time Work

5q On-site elder care

5f Shortened Work Week (fewer hours, less…

Not Important Important Very Important

105

A detailed table of the findings for all 25 of the Quality of Work/Life variables, including

frequency and percent of responses is presented in Appendix K.

The comments from the Millennial employees regarding Quality of Work/Life

opportunites were coded and themed. The top themes were: flexible work hours (3); social

activities (2) and better workspace (2); on-site daycare (1).

Flexible work hours.

The following comments made by Millennial respondents provide examples of how

colleges could provide flexible working hours for their employees. Support (full-time)

ME17035192 said, “Flexible work hours and reduced summer hours would be nice.”

Administrative staff (full-time) ME16899635 expressed appreciation for the flexibility in his/her

job:

I also really appreciate the ability to have flex hours - if I need to stay

home an extra 2 hours in the morning, it's nice that it's ok to work from

home those 2 hours online, or work 2 hours later at the office that day,

or some time that week.

Social activities.

The following comments suggest that employees would appreciate opportunities to be

involved with their colleagues. Support (part-time) ME17883735 said, “Some involvement with

all the other employees of Humber. Some involvement with the charity or work organisation”

and Administrative (full-time) ME16899635 stated that, “It is valuable to have ways to meet

other like-minded employees, through activities at work, etc.”

106

Better workspace.

There were two comments provided by partial load faculty regarding having better

workspaces. ME17249401 stated that he/she would like, “A work space designated to the

individual for the length of a semester - especially if you are a frequent user of that physical

space, such as the staff work lounge E140. It would be conducive to more productivity” and

ME19137814 said, “A place to keep my things while I'm teaching. Currently there are not

enough lockers or desks to accommodate all part-time staff.”

On-site daycare.

Only one participant commented on the variable “on-site day care.” This was an

Administrative (full-time) employee (ME16899635) who said: “It is valuable to me to have on-

site child care on-site.” There are no data to determine the level of importance of this variable to

other participants as “on-site child day care” was not included as a variable in the Millennial

employee survey.

Survey Question: What do you Like Best About Working at Humber?

Using an open-ended question, the Millennial employees were asked to provide responses

to the question: “What do you like best about working at Humber?” There were 130 responses

to the question that when analyzed created 261 separate comments. I reviewed all of the

responses and categorized them in 53 different themes (using key words), then I put those themes

into one or more of the five categories: Financial Rewards; Recognition; Skill Development;

Career Development; and Quality of Work/Life. There were a few negative comments about

compensation and career development opportunities.

A full-time administrative employee (ME17041801) expressed disappointment with their

compensation, but indicated satisfaction with the work environment by responding: [it is] “not

107

the pay, but the bells and whistles that come with the work environment.” A full-time support

staff (ME17044129) also expressed discontent with compensation practices, “although I know

that we are not paid as much as employees at some of the other colleges, added benefits (the

President's Breakfast, tuition reimbursements, support staff week, etc.) makes it worthwhile to be

here.”

There was one comment made by a full-time support staff (ME17035192) about a lack of

career development opportunities: “full-time support workshops and learning opportunities are

good, but there is no room for growth in this organization. Looking for a new job! No room to

move to other positions.”

Figure 21 shows the results of categorizing the 130 responses into five themes, and it is

interesting to note that when the 261 comments were grouped into 53 categories, the results

somewhat contradict the results of the survey presented above.

Figure 21: Categorized Responses to Question: What do you like best about working at Humber

College?

108

The greatest number of comments about what they liked best about working at Humber

were related to Quality of Work/Life and yet, the participants’ responses only identified one

variable that was very important in the survey: “flexible start/finish work hours.” The following

categories had 10 or more positive comments: culture (51); colleagues (35); professional

development opportunities (20); benefits (15); student interaction (14); competitive salaries (10).

Three of the categories: culture; colleagues; and student interaction fell into the Quality of

Work/Life category. The remaining three were categorized as follows: benefits and competitive

salaries (Financial Rewards category); and professional development opportunities (Skill

Development category).

The employees who indicated they were either part-time, partial load or sessional were

asked to indicate how hopeful they were that they would get a full-time job in the college system.

They were presented with the following options: not hopeful, hopeful; and do not want to work

full-time in the college system. 63% (n=29) of the faculty indicated that they were hopeful they

would get a full-time position; 22% (n=10) were not hopeful and 15% (n=7) indicated they did

not want to work full-time in the college system. 65% (n=17) of the support staff indicated that

they were hopeful they would get a full-time position; 35% (n=9) were not hopeful and none

indicated that they did not want to work full-time in the college system. 100% (n=3) of the

administrative employees indicated that they were hopeful they would get a full-time position.

Summary of Phase 1 Results

The survey results from Phase 1 of this study indicate that Financial Rewards and Career

Advancement hold value for the Millennial employee respondents as they were the categories

with the most variables ranked as very important. A more detailed analysis of Phase 1 is

presented in Chapter 5.

109

Research Question #2: What are the perceptions of the Human Resources leaders in the

participating English language Ontario colleges regarding their college’s responsiveness to

the needs expressed by the Millennial employees surveyed?

Findings

Of the 22 Human Resources leaders invited (one from each college), 91% (n=20) started

the survey and 68% (n=15) completed the survey. The five incomplete surveys have not been

included in the analysis as there was no way to verify whether these participants simply forgot to

return to complete the questionnaire, or whether they actually withdrew from the study because

they did not click the “submit” button.

As some of the variables were covered under either the Academic or Support Staff

Collective Agreements or under the Template Terms and Conditions of Employment for

Administrative Staff, the Human Resources leaders were asked if they did anything beyond the

requirements of the respective agreement (yes or no). If they answered yes, they were asked to

describe what they were doing.

For variables that were not covered under an agreement, the Human Resources leaders

were asked to rate the variable on a different response scale, specifically, they were asked to

indicate whether they had already implemented, or were currently implementing, currently

considering, would consider, would not consider implementing the variable. All of the variables

fell into one of the five categories, that is: (i) Financial Rewards; (ii) Recognition Awards; (iii)

Skill Development; (iv) Career Development; and (v) Quality of Work/Life.

Detailed tables of the findings for all questions presented to the Human Resources

leaders, including frequency and percent of responses are presented in Appendices L-X

110

The following discussion summarizes the results relevant to the variables presented in the

category “Financial Rewards” that are covered under either a collective agreement or the

Template Terms and Conditions of Employment for Administrative Staff.

Financial Rewards – Human Resources Leaders Responses (Covered)

Competitive salary.

Almost all of the Human Resources leaders indicated that they do not do anything beyond

what is needed to meet their salary requirements for faculty or support (93%; n=14) or

administrative employees (80%; n=12). The one college that indicated they go beyond what is

required in the collective agreement for faculty denoted that they use: two step allowances;

increased release time; strategic project release time and special allowances. Comments

provided regarding practices for administrative staff included: paying outside Council’s pay grid

if needed (n=2); providing bonus payments and a differentiated salary grid (n=1); and

exceptional performance payments (n=1).

Salary increases.

No colleges responded that they go beyond the requirements of the collective agreements

for this question. However, 80% (n=12) of the leaders provided comments about salary

increases for their administrative staff. 53% (n=8) colleges made reference to the Broader

Public Sector Accountability Act, 2010 that has placed restrictions on how administrative

employees are compensated, particularly senior level employees (Pay band 14 and above). Four

college leaders suggested that salary increases were based on performance and the College

Employer Council’s guidelines and one indicated they provide economic increases.

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Signing bonuses.

Although 93% (n=14) colleges indicated they do not do anything beyond the Academic

Collective Agreement with regard to signing bonuses; 33% (n=5) Human Resources leaders

commented that they use discretionary steps to provide “signing bonuses” for faculty. No one

reported providing signing bonuses for support staff; however, 20% (n=3) indicated they do for

their administrative employees and commented that they: use transition payments; ensure

administrative employees are paid higher than faculty; provide an increase at six months for

performance; use signing bonuses for hard to fill positions; in unique circumstances; and for

senior positions.

Competitive vacation time.

None of the participating colleges do anything beyond the Academic Collective

Agreement for vacation. Comments provided implied that flexibility with regard to vacation is

used for grievance settlements; compassionate reasons and that there is some allowances for

borrowing from future vacation allotment for support staff and that senior administrative roles

may require some flexibility in the vacation time provided.

Personal days off.

The majority of Human Resources leaders (93%; n=14 for faculty; 87%; n=13 for support

and administrative staff) indicated that they do not go beyond what is required in the collective

agreements or the Template Terms and Conditions of Employment for Administrative

Employees. All of these agreements provide for days off for personal reasons at the discretion of

the college. One college indicated that they provide “employee recognition days.”

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Tuition reimbursement.

Almost all of the college leaders (80%; n=12) indicated that they provide tuition

reimbursement programs beyond what is required in the collective agreements, which is that

employees can take Ministry funded courses offered at the college for $20.00. Generally, the

comments were similar for all employee groups as follows: Reimburse 50% of post-secondary

course (2); internal professional development conference (1); professional development leave

(1); tuition reimbursement max. $15,000 lifetime (1); personal spending account $500/year, max.

$2,000 (1); staff/family free tuition (1); tuition reimbursement [no specifics] (1); $10/course on

Ministry funded courses (1); tuition reimbursement plan max. $1000/year (1); OPSEU tuition

program (1). There were two other programs indicated for administrative employees: credential

studies funding max $2500/year (1) and full tuition paid for staff on succession plan (1).

Time off to upgrade education.

Twelve of the college leaders indicated they did not do anything beyond the Academic

Collective Agreement. Three leaders commented that they provided time off to upgrade

education based on individual needs and one indicated that their college provided a flexible work

schedule. Five provided the following examples of how they accommodate their support and

administrative staff: determined on individual basis (2); flexible work schedule (2); one-third

time required for Masters with pay (1); sabbatical (1).

Competitive benefits.

20% (n=3) of the Human Resources leaders indicated they do more than what is required

in the collective agreements and four indicated they do more than is required for their

administrative staff. The comments were the same for all employee groups except the bolded

comment that was only in the administrative employee group: Employee assistance program (2);

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$500 tuition reduction for family (1); tuition reimbursement [no details] (1); allowance paid to

contract administrative staff when not in pension (1); Best Doctors program (1); free gym

membership (1); RRSP/financial advisor (1); discounted spa and massage services on site (1);

professional development 100% paid (1); staff recognition awards (1) computer purchase plan

(1); discounted TTC passes (1); discounted computer software (1); car insurance (1).

Subsidized transportation.

The majority of respondents (87%; n=13) for faculty and support; and 67% (n=12) for

administrative staff indicated that they do not do anything extra for their employees. Those that

do provided the following examples: discounted TTC passes (2); subsidized parking at some

locations (1); accommodation for medical reasons (1); car allowance for senior positions

(administrative staff only) (1).

Short-term disability coverage.

All but one college (93%; n=14) responded that they do not do anything beyond what is

required. The one college that indicated they do commented that they assess the employee’s

individual requirements.

Long-term disability coverage.

All college leaders indicated that they do not do anything beyond what is required in the

respective agreements.

Defined pension plan.

All of the Ontario CAATs belong to the CAAT Pension Plan. It is mandatory for all full-

time employees to participate in the pension plan and part-time employees have the option to

join. The pension plan is not part of the collective agreements. Having said that, it was

interesting to see that five college leaders indicated they do something beyond the pension plan

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requirements. Only one college indicated what that might be: namely, that an RRSP is available

to their employees.

Financial Rewards – Human Resources Leaders Responses (Not Covered)

In the Financial Rewards section there were seven variables that the Human Resources

leaders were asked to provide feedback on that were not covered under either a collective

agreement or the Template Terms and Conditions of Employment for Administrative Staff.

Human Resources leaders were asked to rate how likely their college would be implementing the

variables presented in the questions using the following scale: already implemented, currently

implementing, currently considering, would consider, would not consider implementing. The

following discussion summarizes the results relevant to those variables.

There were two variables that most colleges indicated that they would not consider:

retirement savings plan (RRSP), company matches contributions and performance based

bonuses:

Retirement savings plan (RRSP), company matches contributions.

The highest negative response was for “Retirement Savings Plan (RRSP), Company

Matches Contributions.” The majority of the college leaders (80%; n=12) indicated they would

not consider such a program; one college leader indicated they have already implemented such a

program for each of the employee groups and one college indicated they would consider it for

faculty and support and two indicated they would for administrative employees. There were four

comments that pointed out that this would not be feasible while the CAAT pension plan was in

place and one that it would be too costly.

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Performance based bonuses.

The Human Resources leaders were also not enthusiastic about considering “performance

based bonuses” particularly for faculty. 60% (n=9) would not consider and 33% (n=5) would

consider for faculty; 67% (n=10) would not consider and 27% (n=4) would consider for their

support staff. In contrast, 67% (n=10) college leaders indicated that they have already

implemented performance based bonuses for their administrative staff; 13% (n=2) are currently

implementing; 13% (n=2) would consider; and 7% (n=1) would not consider.

The five other variables: incentive programs; flexible/cafeteria benefits plan; free fitness

membership; subsidies for professional association membership; and retirement saving plan

(RRSP), no company contributions did not provide such definitive results.

Incentive programs.

About half (40%; n=6 for faculty and support; 47%; n=7 for administrative) of the

college leaders indicated that they would consider “incentive programs” and approximately 30%

(33%; n=5 for faculty and support; 217%; n=4 for administrative) indicated they would not

consider such a program. One college (7%; n=1) indicated they have already implemented

incentive programs for their faculty and support employees and two colleges (13%; n=2)

indicated they have for their administrative employees. The comments were vague and indicated

“small incentive program” and “retirement incentives.”

Flexible/cafeteria benefits plan.

The comments by the Human Resources leaders provided some insight into the

challenges in implementing a flexible/cafeteria benefits plan: [would consider] if employees

want flexible benefits (7%; n=1); if cost effective (7%; n=1); if few implementation issues (7%;

n=1); have to follow system (7%; n=1).

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Free fitness membership.

College leaders indicated that they are already subsidizing fitness memberships (13%;

n=2); they don’t have budget available (7%; n=1); or their staff already have access to the

facilities (7%; n=1).

Subsidies for professional association membership.

20% (n=3) of colleges indicated that they would not consider providing subsidies for

professional association memberships; the remainder (80%; n=12) had already implemented,

were currently implementing or considering this variable.

Retirement saving plan (RRSP), no company contributions.

Similarly, 27% (n=4) colleges indicated that they would not consider providing a

retirement saving plan (RRSP), no company contributions and the remainder (73%; n=11) would

consider, were considering or had already implemented this type of program for their staff.

Recognition Awards – Human Resources Leaders Responses (Not Covered)

The following discussion summarizes the results relevant to the variables presented in the

category “Recognition Awards.” The variables presented were not covered under either a

collective agreement or the Template Terms and Conditions of Employment for Administrative

Staff. Human Resources leaders were asked to rate the variables presented in the questions using

the following scale already implemented, currently implementing, currently considering, would

consider, would not consider implementing.

The following discussion summarizes the results relevant to those variables. Detailed

tables of the findings for these variables, including frequency and percent of responses are

presented in Appendix N.

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Long-service awards.

All of the college leaders (n=15) responded that they have already implemented a long-

service awards program for all of their employee groups.

Distinguished service awards.

The majority of college leaders (87%; n=13 for faculty and support; 80%; n=12 for

administrative) indicated that they have already implemented a distinguished service awards

program for all of their employee groups. The remaining 13% (n=2) replied that they would

consider such a program.

Leadership awards.

A slightly smaller number of Human Resources leaders specified that they had already

implemented a leadership program for their employees (67%; n=10). One leader (7%; n=1)

indicated that their college was currently considering such a program and 27% (n=4) colleges

would consider a leadership awards program.

Skill Development – Human Resources Leaders Responses (Not Covered)

The following discussion summarizes the results relevant to the variables presented in the

category “Skill Development.” The variables presented were not covered under either a

Collective Agreement or the Terms and Conditions of Employment for Administrative Staff.

Human Resources leaders were asked to rate how likely their college would be implementing the

variables presented in the questions using the following scale: already implemented, currently

implementing, currently considering, would consider, would not consider implementing.

The following discussion summarizes the results relevant to those variables. Detailed

tables of the findings for these variables, including frequency and percent of responses are

presented in Appendix O.

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In-house training opportunities.

The majority (80%; n=12) of the Human Resources leaders confirmed that they currently

have in-house training opportunities available to all employee groups. None of the leaders

indicated that they would not consider this variable, one (7%; n=1) would consider and the other

two (13%; n=2) were either currently considering or currently implementing in-house training

opportunities.

On-line training opportunities.

A slightly smaller number of Human Resources leaders (67%; n=10 for faculty and

administrative staff and, 60%; n=9 for support staff) indicated that they have already

implemented on-line training opportunities for their employees. The remaining are either

currently implementing (7%; n=1); currently considering (13%; n=2) or would consider (13%;

n=2 for faculty and administrative staff; and 20%; n=3 for support staff) this type of skill

development opportunity.

External training and development opportunities.

The majority of the Human Resources leaders (80%; n=12) indicated that they are

already implementing external training and development opportunities for all of their employee

groups. Two (13%; n=2) indicated they are currently implementing, one (7%; n=1) is currently

considering for their support staff and one (7%; n=1) would consider for their faculty and

administrative employees.

A mentorship program.

The responses from the Human Resources leaders show that only four (27%; n=4)

colleges currently have a mentorship program for their faculty and support staff and seven (47%;

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n=7) colleges have one for their administrative staff. Six (40%; n=6) would consider and two

(13%; n=2) are either currently considering or currently implementing a mentorship program.

Coaches are provided for employees.

This variable is also inconsistent between the employee groups and the majority of

Human Resources leaders indicate that they would consider providing coaching for their faculty

and support (67%; n=10) and, 73%; n=11 respectively), five (33%; n=5) would consider for their

administrative staff. One (7%; n=1) college is currently considering; one (7%; n=1) college is

currently implementing coaching for their administrative staff. Of the colleges who said they

have already implemented coaching three (20%; n=3) have a program for faculty; two (13%;

n=2) for support staff and eight (53%; n=8) for administrative staff. Only one (7%; n=1) college

said they would not consider coaching for their faculty or support staff.

Career Development – Human Resources Leaders Responses (Covered)

The following discussion summarizes the results relevant to the variables presented in the

category “Career Development” that are covered under either a collective agreement or the

Template Terms and Conditions of Employment for Administrative Staff.

Detailed tables of the findings for these variables, including frequency and percent of

responses are presented in Appendices Q and R.

Internal job postings.

Three (20%; n=3) of the Human Resources leaders indicated that they do something

beyond what is required in the Template Terms and Conditions of Employment for

Administrative Staff. The template suggests that colleges post notice of job opportunities for

administrative employees, but it is at the discretion of the college. None of the Human

Resources leaders indicated they do anything beyond the requirements of Article 17 (Job

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Postings/Promotions) of the Support Staff Collective Agreement. One comment was provided

that revealed that on occasion an employee may be seconded into a position in lieu of a posting

(with the union’s approval). This variable was not asked with respect to faculty, as all full-time

faculty positions must be posted as determined in Article 27.11 (Postings) of the Academic

Collective Agreement.

Sabbaticals.

Although the term “Sabbaticals” is not officially used in either of the collective

agreements, it is commonly used to describe an official leave that college employees may apply

for in order to further their professional skills and/or education.

Article 20 (Professional Development Leave) of the Academic Collective Agreement

covers the requirement of the college to provide such development leaves for its faculty. One

(7%; n=1) college indicated that it goes beyond the agreement and has reduced faculty contact

time on the faculty’s Standard Workload Form (SWF) for faculty completing formal education

opportunities such as a PhD.

Article 9 (Education), specifically Article 9.3 (Developmental Leaves) of the Support

Staff Collective Agreement specifies the college’s obligation to provide professional

development leaves for its support staff. Two (13%; n=2) colleges indicated that they go beyond

the requirements of the Support Staff Collective Agreement, but the examples they provided are

both within the established parameters of Article 9.3.

Section 3.7(g) (Professional Development Leave) of the Template Terms and Conditions

of Employment for Administrative Staff provides guidelines for college leaders to consider when

determining a leave (sabbatical) for its administrative staff. Three (20%; n=3) colleges indicated

they go beyond these guidelines and provided examples such as paying both salary and tuition.

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Advancement opportunities.

The term “Advancement Opportunities” is not directly addressed in the agreements;

however, several clauses address the spirit of advancement.

Articles 27.11A and B of the Academic Collective Agreement provide language that

addresses the requirement to “consider” academic employees covered under the collective

agreement (full-time faculty and partial load faculty) both at the college posting the position and

from other academic employees laid off at other CAATs.

For faculty an “Advancement Opportunity” could be a permanent move or secondment

into an administrative role such as School Chair/Associate Dean or Dean.

Article 17 (Job Postings/Promotions) in the Support Staff Collective Agreement

articulates the requirements on how support staff positions will be posted, including the notice

period and consideration of bargaining unit employees; job reversal; promotion/re-evaluation;

temporary assignments; and transfers. Generally an “Advancement Opportunity” for support

staff would be obtaining a job or secondment at a higher pay band either within the union or a

move to faculty or administrative staff.

The Template Terms and Conditions of Employment for Administrative Staff does not

directly address advancement opportunities. It does advise that administrative job opportunities

should be posted.

All of these practices are expressed in the comments provided by the college leaders who

indicated they provide advancement opportunities.

One (7%; n=1) college leader pointed out that the “category is too broadly defined to

answer clearly.”

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Annual performance reviews.

The majority of the Human Resources leaders (80%; n=12 faculty; 87%; n=13 support;

80%; n=12 administrative staff) indicated that they do not go beyond the requirements of the

agreements for their employees. One of the two leaders who indicated they are going beyond the

Academic Collective Agreement said that they have a program under implementation. Two

(13%; n=2) leaders indicated that they are going beyond the requirements for support staff and

three leaders are for their administrative employees.

Career Development – Human Resources Leaders Responses (Not Covered)

The following discussion summarizes the results relevant to the variables presented in the

category “Career Development.” The variables presented were not covered under either a

collective agreement or the Template Terms and Conditions of Employment for Administrative

Staff. Human Resources leaders were asked to rate how likely their college would be

implementing the variables presented in the questions using the following scale: already

implemented, currently implementing, currently considering, would consider, would not consider

implementing.

Detailed tables of the findings for these variables, including frequency and percent of

responses are presented in Appendix R.

Promotion programs.

One (7%; n=1) college leader indicated that it has already implemented a “promotion

program” for all three of the employee groups. Two (13%; n=2) colleges are currently

considering, eight (53%; n=8) would consider for faculty; nine (60%; n=9) for support staff; and

10 (67%; n=10) for administrative staff. Three (20%; n=3) would not consider for faculty; two

(13%; n=2) for support staff and one (7%; n=1) for administrative staff. The comments provided

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for this variable imply that there is difficulty in implementing promotion programs in a unionized

environment and a second comment that it was unclear what the program would entail.

Career planning.

Only a few of the Human Resources leaders (20%; n=3 for faculty; 33%; n=5 for support

and 33%; n=5 for administrative staff) have implemented a career planning program. Two

(13%; n=2) are currently implementing a program for administrative staff; four (27%; n=4) are

currently considering for faculty; four (27%; n=4) for support and three (20%; n=3) for

administrative staff; seven (47%; n=7) would consider for faculty and five (33%;n = 5) would

consider for support and administrative staff and one (7%; n=1) would not consider for faculty or

support.

Once again there was a comment about the difficulty of implementing such a program in

a unionized environment. One college leader specified that career planning was part of the

performance review process and one said that there are general options available for their

employees.

Succession planning.

It would appear from the results that few colleges are doing any succession planning

activity for their faculty. Two (13%; n=2) colleges responded with already implementing; four

(27%; n=4) currently considering; seven (47%; n=7) would consider and two (13%; n=2) would

not consider.

The results were generally the same for support staff. Three (20%; n=3) colleges

responded with already implementing; four (27%; n=4) currently considering; six (40%; n=6)

would consider and two (13%; n=2) would not consider.

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Seven (47%; n=7) colleges are already implementing succession planning for their

administrative staff roles; four (27%; n=4) are currently implementing; one (7%; n=1) is

currently considering; and three (20%; n=3) would consider.

New challenges, variety of interesting projects.

Eight (53%; n=8) college leaders indicated that they are already implementing or are

currently implementing a program that provides new challenges and a variety of interesting

projects for their faculty and support staff; nine (60%; n=9) are for administrative staff. Seven

(47%; n=7) are either currently considering or would consider this variable for their faculty and

support; (six (40%; n=6) are for their administrative staff. There were comments in this section

that implied that the changing environment provide opportunities for staff to participate in

projects.

Quality of Work/Life – Human Resources Leaders Responses (Covered)

The following discussion summarizes the results relevant to the variables presented in the

category “Quality of Work/Life” that are covered under either a collective agreement or the

Template Terms and Conditions of Employment for Administrative Staff. These four variables

are not applicable to faculty as their workload is governed under Article 11 of the Academic

Collective Agreement.

Detailed tables of the findings for these variables, including frequency and percent of

responses are presented in Appendices S and T.

Flexible start/finish work hours.

Five college leaders indicated that they go beyond the requirements of the Support Staff

Collective Agreement and 10 indicated they did not. It appears from the comments that it is not

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a regular practice to provide flexible hours and schedules are arranged as operationally needed.

The results were the same for the administrative staff.

Compressed work week (same hours, same pay, fewer days/week).

Two college leaders indicated that they are implementing this variable for their support

staff and one college leader indicated that they are implementing for their administrative staff.

The comments provided again focus on the operational needs and it appears there may be

agreements with individual college Locals and that there are implications around the system’s

benefit plans.

Opportunity to bank hours for future payout.

Only one college said they go beyond the agreements and commented that their support

and administrative staff can bank their hours for “lieu time.”

Opportunity to bank hours for time off.

Two colleges said they go beyond the agreements and one commented that it was

applicable to all support staff pay bands. One college stated that their program for administrators

was “unofficial” and one said they do this for their administrative employees at the lower pay

bands.

Quality of Work/Life – Human Resources Leaders Responses (Not Covered)

The following discussion summarizes the results relevant to the variables presented in the

category “Quality of Work/Life.” The variables presented were not covered under either a

Collective Agreement or the Terms and Conditions of Employment for Administrative Staff.

Human Resources leaders were asked to rate how likely their college would be

implementing the variables presented in the questions using the following scale: already

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implemented, currently implementing, currently considering, would consider, would not consider

implementing.

Detailed tables of the findings for these variables, including frequency and percent of

responses are presented in Appendices U - X.

Employee assistance program.

All participating college leaders indicated they have an Employee Assistance Program.

Formal orientation program.

All college leaders said they had a formal orientation program for their faculty and

support staff. Fourteen (93%; n=14) said they have a program for their administrative staff and

one (7%; n=1) indicated they were currently implementing one.

Casual dress.

Twelve (80%; n=12) of the college leaders responded that they have a casual dress

program; two (13%; n=2) said they would consider one; and one (7%; n=1) said they would not

consider one. The one comment provided indicated that it is expected that college employees

will dress appropriately.

Employee engagement surveys.

Nine (60%; n=9) colleges are already implementing an employee engagement survey for

all employee groups; two (13%; n=2) are currently implementing; one (7%; n=1) is currently

considering; and three (20%; n=3) would consider.

Shortened work week (fewer hours, less pay).

Three (20%; n=3) Human Resources leaders indicated they have shortened work weeks

for their faculty and support staff and two (13%; n=2) for their administrative staff. One (7%;

n=1) indicated they are currently considering such a program for their administrative group;

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eleven (73%; n=11) said they would consider it for all their employee groups and one (7%; n=1)

said they would not consider such a program.

Telecommuting opportunities.

One (7%; n=1) Human Resources leader said that their college has already implemented

telecommuting opportunities for all their employee groups and one (7%; n=1) indicated a

program for their administrative group. One (7%; n=1) is currently considering for

administrative employees and 11 (73%; n=11) would consider for faculty and support and 10

(67%; n=10) would consider for administrative staff. Three (20%; n=3) indicated they would not

consider for faculty and support and two (13%; n=2) would not consider for their administrative

staff.

Reduced summer hours.

Five (33%; n=5) college leaders indicated they have reduced summer hours for their

faculty; five (33%; n=5) said they would consider it and five (33%; n=5) said they would not

consider reduced summer hours for their faculty.

Six (40%; n=6) college leaders said they have reduced summer hours for their support

staff; six (40%; n=6) said they would consider it and three (20%; n=3) said they would not

consider reduced summer hours for their support staff.

Similarly, six (40%; n=6) leaders said they have reduced summer hours for their

administrative staff; seven (47%; n=7) would consider it and two (13%; n=2) said they would not

consider reduced summer hours for their administrative staff.

Corporate support of local charities and causes.

Thirteen (87%; n=13) leaders indicated their colleges already provide corporate support

of local charities and causes and two (13%; n=2) said they would consider it

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Employees are involved in choosing the [local]charity(s) (Q5m).

Nine (60%; n=9) college leaders indicated all employee groups are involved in choosing

the [local] charity(s) and six (40%; n=6) said they would consider having their employees

involved in choosing the charity.

Corporate support of global charities and causes.

Four (27%; n=4) colleges indicated that for all employee groups they currently provide

support to global charities and causes; one (7%; n=1) said they are currently considering; nine

(60%; n=9) said they would consider; and one (7%; n=1) said they would not consider.

Employees are involved in choosing the [global] charity(s).

Four (27%; n=4) colleges indicated all employee groups are involved in choosing the

[global] charity(s); nine (60%; n=9) said they would consider having all employee groups

involved and two (13%; n=2) said they would not consider having any of the employee groups

involved in the decision.

Corporate sustainability/green initiatives.

Ten (67%; n=10) college leaders indicated that they have already implemented corporate

sustainability/green initiatives at their college with all employee groups; two (13%; n=2) are

currently implementing with all employee groups; one (7%; n=1) is currently considering and

two (13%; n=2) would consider initiatives with all employee groups.

On-site elder care.

Six (40%; n=6) Human Resources leaders said they would consider an on-site elder care

program for their employees; nine (60%; n=9) said they would not consider such a program. The

comments provide some insight, specifically, that there would have to be a good business case or

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link to student programming; not all initiatives can be implemented and they have to fit with

priorities and budgets.

On-site child care.

Eight (53%; n=8) colleges currently have on-site day care; two (13%; n=2) would

consider it; and five (33%; n=5) indicated they would not consider it.

On-site fitness facilities.

All college leaders (100%; n=15) indicated they have on-site fitness facilities available to

all employee groups.

Employee lounge.

Fourteen (93%; n=14) college leaders indicated their college has an employee lounge for

faculty and support staff and 13 (87%; n=13) college leaders indicated they have a lounge for

their administrative staff. One (7%; n=1) college leader indicated they would consider an

employee lounge for all their employee groups. One (7%; n=1) Human Resources leader did not

respond for their administrative staffing group.

Fun, inclusive social activities at work.

All Human Resources leaders (100%; n=15) indicated that they provide a fun, inclusive

social activities at work for all their employee groups.

Company newsletter.

Fourteen (93%; n=14) college leaders indicated there is a company newsletter for their

faculty and support staff; 12 (80%; n=12) indicated there is one for their administrative staff.

One (7%; n=1) indicated they are currently considering a company newsletter for their

administrative staff and one (7%; n=1) said they would consider one for all of their employee

groups. One (7%; n=1) leader did not respond for their administrative group.

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Intranet site.

Thirteen (87%; n=13) Human Resources leaders said they have already implemented an

intranet site for all of their employee groups and two (13%; n=2) said they are currently

considering one.

Suggestion box.

Eight (53%; n=8) Human Resources leaders said they have already implemented a

suggestion box for all their employee groups. One (7%; n=1) said they are currently considering

for faculty; three (20%; n=3) are currently considering for support staff and two (13%; n=2) are

currently considering for administrative employees. Five (33%; n=5) indicated they would

consider for faculty; three (20%; n=3) for support and four (27%; n=4) for administrative staff.

One (7%; n=1) Human Resources leader indicated they would not consider a suggestion box for

any of their employee groups and commented that there were other ways that solicit information

from their employees.

Our employees have access to social media from their work computer (e.g.,

Facebook, Twitter, etc.).

All of the Human Resources leaders (100%; n=15) indicated their employees have access

to social media from their computer except one Human Resources leader did not respond for

their administrative employee group.

Research Question #3: To what extent do current human resources policies at Humber

College reflect the issues addressed by the study participants who are Millennial employees

and Human Resources leaders?

A review of the Academic Employees and Support Staff Collective Agreements and the

Template Terms and Conditions of Employment for Administrative Employees was conducted,

focusing on the 16 variables that had a percentage score of 50% or greater for very important

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from the Millennial employee survey. Table 12 identifies the variables and the corresponding

article or section where they are addressed in the Academic Collective Agreement, the Support

Staff Collective Agreement or the Template Terms and Conditions of Employment for

Administrative Staff. Items that are not covered under an agreement are marked N/A (Not

Applicable). Appendix Y provides a detailed description of the referenced articles and sections.

Table 12:

Variables covered in an agreement with Percentage Score of 50% or Greater Reported by

Survey Participants (n=177)

Item

Percent

(50%

or

above)

Academic

Employees

Collective

Agreement Sept.

1, 2012 – Aug. 31,

2014

Support Staff

Collective

Agreement

Sept. 1, 2011 –

Aug. 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

Advancement

opportunities

85% Article 27 Article 17 N/A

Competitive

benefits

75% Articles 16 – 19 Article 8 Section 3

Salary increases 70% See “Competitive

Salary”

See “Competitive

Salary”

See “Competitive

Salary”

Competitive salary 69% Articles 14 and 26 Article 7 Section 2

Internal job

postings

65% Article 27.11 Article 17 Section 1.5

New Challenges,

Variety of

Interesting Projects

63% N/A N/A N/A

Competitive

vacation time

62% Article 15 Article 11 Section 3

Flexible start/finish

work hours

62% N/A Article 6 N/A

Meaningful work

opportunities that

contribute to the

College's mission

60% N/A N/A N/A

132

Item

Percent

(50%

or

above)

Academic

Employees

Collective

Agreement Sept.

1, 2012 – Aug. 31,

2014

Support Staff

Collective

Agreement

Sept. 1, 2011 –

Aug. 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

Retirement Savings

Plan (RRSP),

Company Matches

Contributions

59% N/A N/A N/A

In-house training

opportunities

58% N/A N/A N/A

Defined pension

plan*

58% N/A N/A

Section 3.4

Tuition

Reimbursement

54% Article 12 Article 9

N/A

External training

and development

opportunities

53% Article 11

Article 9

Section 3.7

Personal days off 52% Articles 17 and 21 Article 12 Section 3.7

Promotion

Programs

50% N/A Article 17

Section 1.5

*CAAT Pension Plan

Colleges of Applied Arts & Technology (CAAT) Pension Plan

On June 1, 1967 the Colleges of Applied Arts & Technology (CAAT) Pension Plan was

established to provide pension and other benefits to eligible employees of participating Colleges

of Applied Technology. It is jointly governed by members and employers and there is a shared

responsibility for the stability and security and cost of the plan. All full-time employees of the

CAATs have to join the pension plan and part-time employees have the option of joining. At

retirement, members will receive a pension based on their earnings and service (CAAT Pension

Plan, 2013).

133

Comparison of Millennial Employee Responses to the Human Resources Leader Responses

The focus of the discussion that follows is on comparing the Millennial employee

responses with the Human Resources leaders responses for the variables that were identified as

very important (16 variables) or not imporant (22 variables) to the Millennial employees. In

addition, the remaining 23 variables that were rated as important will be reviewed in order to get

a complete picture of the survey results. This analysis will determine where the colleges are

meeting or exceeding the Millennial employees’ needs and where there are gaps that could be

looked at by individual colleges and/or the CAAT system.

Variables Ranked Very Important by the Millennial Employees

The Millennial employees identified 16 variables that they considered to be very

important to them. Of those 16 variables 11 are covered in one or more of the agreeements.

Table 13 identifies these variables, presented using the percentage score from highest to lowest

score and the variables that are not part of a current Academic or Support Staff Collective

Agreement or the Template Terms and Conditions of Employment for Administrative Staff are

highlighted in blue. The following discussion looks at these top 16 variables and compares them

to the data provided by the Human Resources leaders and explores their relation to what is

indicated in the literature.

The highest ranked variable was “advancement opportunities” with 83% (n=147) of the

participants ranking it as very important.

This is clearly an area that colleges can have a direct impact on their recruitment and

retention practices. Less than one quarter of the colleges are doing anything that goes beyond

what they are required to do in the Collective Agreements or the Terms and Conditions of

Employment for Administrative Staff.

134

Table 13:

Variables ranked Very Important by Millennial Employees

Category

Percent

Score

4c Advancement opportunities Career Development 83%

1h Competitive benefits Financial Rewards 75%

1b Salary increases Financial Rewards 70%

1a Competitive salary Financial Reward 69%

4a Internal job postings Career Development 65%

4h New challenges, variety of interesting projects Career Development 63%

1d Competitive vacation time Financial Rewards 62%

5e Flexible start/finish work hours

Quality of

Work/Life 61%

3f Meaningful work opportunities that contribute to

the college’s mission Skill Development 60%

1s Retirement savings plan (RRSP), company

matches contributions Financial Rewards 59%

1l Defined pension plan Financial Rewards 58%

3a In-house training opportunities Skill Development 58%

1e Tuition reimbursement Financial Rewards 54%

3c External training and development opportunities Skill Development 53%

1g Personal days off Financial Rewards 52%

4e Promotion programs Career Development 50%

Table 14 shows the breakdown of the Millennial employees responses and the Human

Resources leaders responses.

The Academic Collective Agreement does not directly address advancement

opportunities, but does provide language addressing the requirement to “consider” academic

employees covered under the collective agreement (full-time faculty and partial load faculty)

both at the college posting the position and from other academic employees laid off at other

CAAT colleges (Article 27.11A and B). Consideration is defined in the collective agreement as:

“Consideration will include review of the competence, skill and experience of the applicants

135

Table 14:

Advancement Opportunities - Comparison Millennial Employees/Human Resources Leaders

in relation to the requirements of the vacant position (College Employer Council and Ontario

Public Sector Employees Union, 2012, p. 68). Advancement opportunities for faculty would be

considered transferring into an administrative role such as Associate Dean or Chair and then into

a Dean’s position and possibly into an executive role as Vice President or President. Two of the

Human Resources leaders commented that secondments were one way they provided

advancement opportunities to faculty.

Article 17 of the Support Staff Collective Agreement addresses Job Postings/Promotions.

Within the article the requirement of the college is to post support staff positions for a period of

five days (excluding weekends and statutory holidays). Bargaining unit employees must be

considered first before external candidates (probationary employees are not included). If an

employee has been selected for a posting and it is subsequently determined that they cannot

satisfactorily perform the requirements of the new job, the employee will be returned to their

former position. Article 17.1.3 deals with Resultant Vacancies if an employee is returned to their

former position.

4c.

Faculty 0 0.0% 15 26.3% 42 73.7% 57 32.2% 3 21.4% 11 78.6% 14 100.0%

Support 0 0.0% 10 11.0% 81 89.0% 91 51.4% 3 21.4% 11 78.6% 14 100.0%

Admin 1 3.4% 4 13.8% 24 82.8% 29 16.4% 4 28.6% 10 71.4% 14 100.0%

Total 1 0.6% 29 16.4% 147 83.1% 177 100.0%

Advancement Opportunities

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond

what is required in the respective

agreements:

Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

136

Article 17.2 (Promotion/Re-evaluation) addresses how the employee will be compensated

in their new role, Article 17.3 - Temporary Assignments and Article 17.4 - Transfers.

Support Staff employees may also seek out advancement opportunities by applying for

administrative or teaching positions as they become available.

The Template Terms and Conditions of Employment for Administrative Staff does not

directly address advancement opportunities. It does advise that administrative job opportunities

should be posted (please see the variable internal job postings on page 143 for details). The

comments provided by the Human Resources leaders provide some insight into practices for

administrative employees:

HR3: “senior positions are often filled by managers already at the college”; HR4:

“Provide acting or secondment opportunities”; HR17: “Succession planning opportunities and

secondments”; HR21: “Professional development opportunities, secondments - goal to promote

from within.”

In my personal experience as a facilitator of our New Employee Orientation workshops,

which are held monthly for new support and administrative employees, undoubtedly career

advancement is brought forward as a “concern.”

Based on the information provided by the Human Resources leaders it would appear

there is an opportunity to develop “career development/pathing” programs at many of the

colleges.

Competitive benefits (75%; n=133).

Table 15 shows that 20% (n=3) colleges are doing something beyond what is required in

the collective agreements for faculty and support staff. Just over one quarter (n=4) are going

beyond what is required for administrative staff.

137

Table 15:

Competitive Benefits – Comparison Millennial Employees/Human Resources Leaders

The following comments provided by the Human Resources leaders provide some insight

into the types of competitive benefits they feel they are providing their employees (some of these

clearly belong in a different variable, however, it is assumed that because this was the first

question asked, items were included that would not have been if the Human Resources leaders

had knowledge of all of the questions prior to completing the survey): employee assistance

program (2); $500 tuition reduction for family (1); tuition reimbursement no details (1);

allowance paid to contract administrative staff when not in pension (1); Best Doctors program

(1); free gym membership (1); RRSP/financial advisor (1); discounted spa and massage services

on site (1); professional development 100% paid (1); staff recognition awards (1); computer

purchase plan (1); discounted TTC passes (1); discounted computer software (1); car insurance

(1).

The Ontario CAATs currently have a benefits program that is jointly developed by the

CAATs, the Council and representatives from the insurance company, Sun Life.

Although the mandatory/optional benefits, premiums, and waiting periods is slightly

different for each employee group (full-time academic, support staff. administrative and partial

1h.

Faculty 0 0.0% 19 33.3% 38 66.7% 57 32.2% 3 20.0% 12 80.0% 15 100.0%

Support 1 1.1% 17 18.7% 73 80.2% 91 51.4% 3 20.0% 12 80.0% 15 100.0%

Admin 1 3.4% 6 20.7% 22 75.9% 29 16.4% 4 26.7% 11 73.3% 15 100.0%

Total 2 1.1% 42 23.7% 133 75.1% 177 100.0%

Competitive Benefits

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond what is

required in the respective agreements:

Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

138

load faculty) coverage may include: Basic Life Insurance; Accidental Death & Dismemberment

(AD&D) Insurance; Long Term Disability Insurance; Extended Health Care; Dental Care;

Vision Care; Hearing Care; Supplementary Life Insurance; Employee Pay-All Life Insurance;

Dependent Life Insurance; and Critical Illness Insurance.

The CAATs have a very robust health benefits program for their employees and are not

immune to the increasing costs that all organizations are facing for their benefits programs.

There is a real opportunity for college leadership to use their benefits plans to attract and

retain employees and at the same time explore some of the recommendations from the Sanofi

Canada survey results that are discussed in more detail in Chapter 5.

Salary increases (70%; n=124).

Salary increases for faculty and support staff are provided for within their respective

collective agreements and so the Human Resources leaders were only asked to respond for the

administrative employee group. Table 16 shows that 86% (n=12) of colleges reported going

beyond the Template Terms and Conditions of Employment for Administrative Staff

requirements.

The comments provided by the Human Resources leaders (8) clearly indicated that the

Broader Public Sector Accountability Act, 2010 is impacting their ability to address salary

increases. Additional comments indicated that salary increases are based on guidelines provided

by the Council, were based on performance and/or economic increases were provided. Leader

HR5 described their college’s practices for administrative employee salaries as follows: “we

created a salary schedule from the min[imum] and max[imum] provided by Council. We move

employees through the grid based on satisfactory performance.”

139

Table 16:

Salary Increases – Comparison Millennial Employees/Human Resources Leaders

It was not surprising that salary increases was ranked as either important or very

important by all of the Millennial employees. The challenge for colleges will be working within

the constraints of the Broader Public Sector Accountability Act, 2010, particularly, since both the

Academic and Support Staff Collective Agreements expire on August 31, 2014 and the

government is not showing any signs of loosening the public purse strings any time soon.

Competitive salary (69%; n=123).

As depicted in Table 17, one college is doing something beyond what is required in the

collective agreement for faculty, namely using two step allowances; increased release time; and

strategic release time. The college that reported going beyond the collective agreement for

support staff explained that they give special allowances to support staff.

Three (20%; n=3) colleges reported going beyond the Template Terms and Conditions of

Employment for Administrative Staff by paying outside Council’s pay grid, if needed; providing

bonus payments and having a differentiated salary grid; and providing exceptional performance

payments.

1b.

Faculty 0 0.0% 20 35.1% 37 64.9% 57 32.2% N/A N/A N/A

Support 0 0.0% 23 25.3% 68 74.7% 91 51.4% N/A N/A N/A

Admin 0 0.0% 10 34.5% 19 65.5% 29 16.4% 12 85.7% 2 14.3% 14 100.0%

Total 0 0.0% 53 29.9% 124 70.1% 177 100.0%

HR Leaders Responses

Does your college do anything beyond what

is required in the respective agreements:

Salary Increases

Not

Important Important

Very

Important

Total

Responses

Millennial Employee Responses by Employee Group

Yes No

Total

Responses

140

Table 17:

Competitive Salary – Comparison Millennial Employees/Human Resources Leaders

To illustrate how important it is to be able to offer competitive salaries, particularly in

order to attract the best faculty I will use a comparison of wages for nurses. The study college

offers nursing baccaleurate degrees (in a collaborative agreement with the University of New

Brunswick). The Dean of the School of Health Sciences at Humber College advised that when a

salary calculation to determine the starting wage of a nurse hired to teach is completed the salary

range is ususally determined to be between $75,000 - $80,000 (Personal communication with

Jason Powell, Dean, School of Health Sciences, Humber, April 5, 2014). The highest starting

salary that a faculty member can make based on the Academic Collective Agreement is $102,186

(Step 21). (Appendix Z provides details on how salaries are calculated for full-time professors.)

In order to be paid this rate, the employee would have to have a significant combination of years

of experience and education that would place them into Step 21 of the salary grid. I use the

following information to illustrate this: “hiring into Step 21 has been done [at the study college],

however, the applicant would have to have a PhD and 31 years of relevant experience or a

Masters degree and 32 years of relevant experience (Personal communication with Christa

Hinds, HR Manager, Humber, April 29, 2014). Powell further advised that more realistically a

1a.

Faculty 0 0.0% 17 29.8% 40 70.2% 57 32.2% 1 6.7% 14 93.3% 15 100.0%

Support 1 1.1% 29 31.9% 61 67.0% 91 51.4% 1 6.7% 14 93.3% 15 100.0%

Admin 0 0.0% 7 24.1% 22 75.9% 29 16.4% 3 20.0% 12 80.0% 15 100.0%

Total 1 0.6% 53 29.9% 123 69.5% 177 100.0%

Competitive Salary

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond what

is required in respective agreements:

Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

141

nurse with a Masters degree and 14 years of nursing experience would be hired between Step 9 –

12 ($69,769 - $77,885). The hiring manager would have the ability to grant up to three

discretionary steps which could place them at Step 15 ($86,003).

In comparison, registered nurses in hospitals can make significantly more than

professors. A quick review of the 2013 Disclosure for Hospitals and Boards of Public Health

(http://www.fin.gov.on.ca/en/publications/salarydisclosure/pssd/pdf/hospitals_2013.pdf) reveals

that nurses can make above the $102,000 maximum set out in the Academic Collective

Agreement. Although there are many benefits of working as a professor at a college, such as

receiving 43 days vacation/year and a defined pension plan, many of the applicants for the

nursing professor positions cannot get past the disparity in the salaries (Personal communication

with Jason Powell, Dean, School of Health Sciences, Humber, April 5, 2014).

Internal job postings (65%; n=115).

The Academic Collective Agreement and the Support Staff Collective Agreement both

address the requirement for college’s to post all full-time positions as set out in the following

clauses:

Academic collective agreement.

27.11 A Postings

Notice will be posted in the College of all vacancies of full-time

positions in the bargaining unit. Such notice will be posted for at least

five working days. At the same time, notice of these vacancies will be

sent to the Union Local President and shall be forwarded to the

electronic Central Registry, maintained by the Council, where the

notice shall remain posted for at least five working days. [website:

142

http://ontariocollegeemployment.ca]. (College Employer Council and

Ontario Public Sector Employees Union, 2012, p. 66)

Support staff collective agreement.

17.1 Notices

Notice shall be posted of a vacancy in a position within a pay band

covered by the Agreement for a period of five (5) days at each Campus

and, at the same time, shall be sent to other locations of the College. No

outside advertising for the position shall be conducted and no employee

shall be hired from outside the College until the position has been

posted the said five (5) days. Such notice shall contain position title,

pay band, hourly rate range, current Campus location, current hours of

work, current shift(s), and an outline of the basic qualifications. Such

notice shall be posted in appropriate locations accessible to employees.

For the purposes of this Section, reference to days shall exclude

Saturdays, Sundays, and statutory holidays. Copies of all posted

vacancies shall be sent to the Local Union President at the time of

distribution for posting. (College Employer Council and Ontario Public

Service Employees Union, 2011, p. 56)

Template terms and conditions of employment for administrative staff.

1.5 Job Opportunities

The College will normally post notice of job opportunities (exclusive of

temporary secondments) that result from vacant or newly created

positions in order to permit application from current employees. Such

143

notice will be posted within the College for a period of not less than

five (5) working days. The College has the sole discretion to determine

when a vacancy exists. (College Employer Council, 2010, p. 4)

Table 18 indicates that three (20%; n=3) colleges indicated that they do something

beyond what is required in the Template Terms and Conditions of Employment for

Administrative Staff. One college leader (HR15) indicated that depending on the position it may

or may not get posted; one college leader (HR4) pointed out that they may do “secondments in

lieu of postings” and Human Resources leader (HR21) stated the “duration [was] at the

employer’s discretion.”

Table 18:

Internal Job Postings - Comparison Millennial Employees/Human Resources Leaders

This variable is closely tied to the highest ranked variable “Advancement Opportunities.”

Based on my experience, college leadership must be very cognizant of their responsibilities to

post jobs that are covered under the collective agreements. Failure to do so will result in a

grievance being filed, which has negative consequences for the college, particularly financially

and for the reputation of their management team around creating positive labour relations.

4a.

Faculty 4 7.0% 15 26.3% 38 66.7% 57 32.2% 0 0.0% 15 100.0% 15 100.0%

Support 3 3.3% 22 24.2% 66 72.5% 91 51.4% 0 0.0% 15 100.0% 15 100.0%

Admin 3 10.3% 15 51.7% 11 37.9% 29 16.4% 3 20.0% 12 80.0% 15 100.0%

Total 10 5.6% 52 29.4% 115 65.0% 177 100.0%

Internal Job Postings

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond

what is required in the respective

agreements:

Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

144

The literature indicates that Millennial employees value transparency

(PricewaterhouseCoopers, 2012; Buahene & Kovary, 2007). Posting available positions in all

employee groups goes a long way creating a trusting and transparent environment.

New challenges, variety of interesting projects (63%; n=111).

The Human Resources leaders’ responses clearly indicate that they feel this is important

as well. Almost half of the respondents replied that they are already implementing this variable

for all employee groups and the remainder are currently implementing, currently considering or

would consider this variable (Table 19).

Table 19:

New Challenges, Variety of Interesting Projects - Comparison Millennial Employees/Human

Resources Leaders

Unfortunately, there was only one comment provided from the Human Resources leaders

that really did not provide much insight into what their college was doing. Human Resources

leader (HR4) described that providing new challenges and variety of interesting projects was

“part of the changing organization.”

4h.

Faculty 5 8.8% 23 40.4% 29 50.9% 57 32.2% 6 40.0% 2 13.3% 1 6.7% 6 40.0% 0 0.0% 15 100.0%

Support 2 2.2% 28 30.8% 61 67.0% 91 51.4% 6 40.0% 2 13.3% 1 6.7% 6 40.0% 0 0.0% 15 100.0%

Admin 1 3.4% 7 24.1% 21 72.4% 29 16.4% 8 53.3% 1 6.7% 1 6.7% 5 33.3% 0 0.0% 15 100.0%

Total 8 4.5% 58 32.8% 111 62.7% 177 100.0%

AI=Already Implemented; CI=Currently Implementing;

CC=Currently Considering; WC=Would Consider; WNC=Would

Not Consider

WC WNC

Total

Responses

New Challenges, Variety of Interesting Projects

Millennial Employee Responses by Employee Group HR Leader ResponsesNot

Importan

t Important

Very

Important

Total

Responses AI CI CC

145

Competitive vacation time (62%; n=109).

Table 20 shows that no colleges go beyond what is required in the Academic Collective

Agreement and HR4 leader explained that they “sometimes we will give discretionary vacation

as part of a grievance settlement or for compassionate reasons [for support staff].” Another

college stated that they allow support staff to borrow future vacation allotment.

Table 20:

Competitive Vacation Time – Comparison Millennial Employees/Human Resources Leaders

Four colleges adapt policy for their administrative staff on an exception basis and/or for

senior positions as HR15 leader explained,“Depending on the position and candidate

qualifications, vacation time may be increased.”

The CAAT system currently has a very generous vacation policy for all employee

groups. Article 15 of the Academic Collective Agreement specifies vacation entitlement for

faculty. Full-time faculty receive 43 vacation days.

Article 11 of the Support Staff Collective Agreement states that after completing one year

of service, support staff will receive 15 days vacation and will accumulate additional days until

they reach the maximum allotment of 30 days after 25 years of service.

1d.

Faculty 6 10.5% 19 33.3% 32 56.1% 57 32.2% 0 0.0% 15 100.0% 15 100.0%

Support 3 3.3% 32 35.2% 56 61.5% 91 51.4% 1 6.7% 14 93.3% 15 100.0%

Admin 1 3.4% 7 24.1% 21 72.4% 29 16.4% 4 26.7% 11 73.3% 15 100.0%

Total 10 5.6% 58 32.8% 109 61.6% 177 100.0%

No

Total

Responses

Competitive Vacation Time

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond

what is required in the respective

agreements:

Not

Important Important

Very

Important

Total

Responses Yes

146

Administrative employees receive 22 days vacation after completing one year of service.

They then receive one additional day per year until they reach the maximum allotment of 30

days.

Flexible start/finish work hours (61%; n=108).

Table 21 shows that the majority of Human Resources leaders participating in this study

do not do anything beyond what is required.

Table 21:

Flexible Start/Finish Work Hours -- Comparison Millennial Employees/Human Resources

Leaders

Faculty workload is set out in Article 11 of the Academic Collective Agreement and there

are four factors that are taken into consideration when a schedule is created for a faculty

member: (i) teaching contact hours; (ii) attributed hours for preparation; (iii) attributed hours for

evaluation

and feedback; and (iv) attributed hours for complementary functions. Article 11.01 B1 states

that the:

Total workload assigned and attributed by the College to a teacher shall

not exceed 44 hours in any week for up to 36 weeks in which there are

teaching contact hours for teachers in post-secondary programs and for

5e.

Faculty 5 8.77% 22 38.60% 30 52.63% 57 32.20% N/A N/A N/A

Support 13 14.29% 23 25.27% 55 60.44% 91 51.41% 5 33.33% 10 66.67% 15 100.00%

Admin 1 3.45% 5 17.24% 23 79.31% 29 16.38% 5 33.33% 10 66.67% 15 100.00%

Total 19 10.73% 50 28.25% 108 61.02% 177 100.00%

Flexible Start/Finish Work Hours

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond what is

required in the respective agreements:

Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

147

up to 38 weeks in which there are teaching contact hours in the case of

teachers not in post-secondary programs. The balance of the academic

year shall be reserved for complementary functions and professional

development. (College Employer Council and Ontario Public Sector

Employees Union, 2012, p. 11)

The start/finish work hours for faculty will vary depending on the scheduling of courses

that they teach. For this reason the Human Resources leaders were not asked if they did anything

beyond what is required in the collective agreement.

Article 6.1.1: Work Schedules of the Support Staff Collective Agreement defines the

“Normal Work Week” as:

35 hours per week or seven hours per day; thirty-six and one-quarter

hours per week or seven and one-quarter hours per day; thirty-seven

and one-half hours per week or seven and one-half hours per day; or

forty hours per week or eight hours per day as designated by the

College, and scheduled on five consecutive days except with respect to

employees engaged in continuous operations or on special shifts.

(College Employer Council and Ontario Public Service Employees

Union, 2011, p. 12)

Specifically, the Support Staff Collective Agreement addresses flexible hours

of work in Article 6.1.4 as follows:

Where a College and the Local Union agree and where affected

employees approve, the College may implement more flexible hours of

148

work and scheduling arrangements than those provided in Article 6,

such as compressed work weeks and job sharing arrangements, except

that Article 6.3.1 [Split Shifts] cannot be varied. Any such variation of

any section of Article 6 will be specified in the Local agreement. Each

agreement shall contain the position title, pay band, campus location,

shift and names of the employees affected.

Such agreements shall not provide a monetary advantage or

disadvantage to the College or to affected employees relative to

employees working regular hours. Either party may terminate the Local

agreement and return to regular schedules or hours of work with eight

(8) weeks' notice.

Such Local agreements shall be signed by the College, the Local Union

President, OPSEU Staff Representative and the employee(s) affected

and apply for the specific terms agreed upon, but in any event, shall not

continue beyond the term of this Agreement.

It appears from the comments received from the Human Resources leaders that flexibility

in the hours of work for support staff is dependent on operational needs and occurs on an

exception basis:

HR3: “union [is] not in favour of flex hours on other than exception basis”

HR4: “subject to the operational requirements of the division”

HR6: “Where feasible operationally this has been arranged from time to time”

HR16: “This occurs in pockets in the College”

149

HR17: “both groups [administrative and support staff] have the opportunity to apply for

flexible hours, especially during the summer”

HR21: “As needed based on business and personal needs”

The Template Terms and Conditions of Employment for Administrative Staff is silent

with regard to the hours of work for this employee group. For clarification I referred to the

Terms and Conditions of Emloyment for Administrative Staff at Humber College. This

agreement states: “Administrative employees are expected to schedule their working hours to

meet the needs of their Department/School. Typically, administrative employees are expected to

work 37.5 hours per week, although the number of hours may vary depending on work

requirements” (Humber College Institute of Technology & Advanced Learning, 2012, p. 7).

Comments from Human Resources leaders generally indicate that there is some

flexibility for administrative staff:

HR3: “Administrative staff do have some flexibility within their role.”

HR6: “This has never been requested but we would be open to it provided it is

operationally feasible.”

HR16: “Flexible, but dependent on manager. We are inconsistent.”

HR17: “Both groups have the opportunity to apply for flexible hours, especially during

the summer.”

HR21: “As needed based on business and personal needs.”

Meaningful work opportunities that contribute to the college’s mission (60%;

n=106).

This variable was not included in the Human Resources leaders’ survey as a job would

not exist if it didn’t contribute to the College’s mission. However, what may be significant about

150

this is that college leadership needs to ensure all of its employees understand how their role

contributes to the college’s mission. Humber’s 2013-2018 Strategic Plan states that it is a

priority that “Humber provides ongoing opportunities for employee participation in continuous

improvement initiatives, generating creative ideas, and making decisions that contribute to

Humber’s ability to realize its vision, mission and values” (Humber College Institute of

Technology & Advanced Learning, 2013, p. 26).

Retirement savings plan (RRSP), company matches contributions (59%; n=104).

Table 22 indicates that one (7%; n=1) college has already implemented an RRSP with

matching program (I believe this was an error and that the respondent thought it was “without”

matching); one (7%; n=1) college would consider for faculty and support and two (13%; n=2)

colleges would consider for their administrative employees. However, the majority of the

colleges would not consider such a program. Four (27%; n=4) college Human Resources leaders

explained that they would not consider as long as the CAAT Pension Plan was in place and one

gave the reason that it would be too costly. HR3 leader said “[we] already have contributory

pension plan - would not introduce another one while that is in effect.”

Table 22:

Retirement Savings Plan (RRSP) Company Matches Contributions - Comparison Millennial

Employees/Human Resources Leaders

1s.

Faculty 4 7.0% 25 43.9% 28 49.1% 57 32.2% 1 7.1% 0 0.0% 0 0.0% 1 7.1% 12 85.7% 14 100.0%

Support 2 2.2% 32 35.2% 57 62.6% 91 51.4% 1 7.1% 0 0.0% 0 0.0% 1 7.1% 12 85.7% 14 100.0%

Admin 2 6.9% 8 27.6% 19 65.5% 29 16.4% 1 6.7% 0 0.0% 0 0.0% 2 13.3% 12 80.0% 15 100.0%

Total 8 4.5% 65 36.7% 104 58.8% 177 100.0%

AI=Already Implemented; CI=Currently Implementing;

CC=Currently Considering; WC=Would Consider; WNC=Would

Not Consider

Retirement Savings Plan (RRSP), Company Matches Contributions

WC WNC

Total

Responses

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses AI CI CC

151

Defined pension plan (58%; n=103).

Almost tied with and directly related to RRSP, company matches contributions is defined

pension plan. The CAAT Pension Plan is not part of either of the collective agreements nor the

Template Terms and Conditions of Employment for Administrative Staff. However, it is

mandatory for all full-time employees to belong to the pension plan and part-time employees

have the option of participating. Five (33%; n=5) colleges indicated that they go beyond what is

required for the pension plan (Table 23), although the comments did not elaborate on what they

were doing except from HR4 leader who indicated that there is “opportunity for all groups to

participate in an RRSP program” at their college.

Table 23:

Defined Pension Plan - Comparison Millennial Employees/Human Resources Leaders

In 2012 the CAAT Pension Plan surveyed its members and the results showed that the

members who responded valued their pension and that the “pension benefits factor prominently

in people’s decisions to work in the college system” (Dobson, 2013).

A more fullsome discussion exploring RRSPs and Defined Pension Plans follows in Chapter 5.

1l.

Faculty 4 7.0% 24 42.1% 29 50.9% 57 32.2% 5 33.3% 10 66.7% 15 100.0%

Support 4 4.4% 28 30.8% 59 64.8% 91 51.4% 5 33.3% 10 66.7% 15 100.0%

Admin 2 6.9% 12 41.4% 15 51.7% 29 16.4% 5 33.3% 10 66.7% 15 100.0%

Total 10 5.6% 64 36.2% 103 58.2% 177 100.0%

Defined Pension Plan

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond

what is required in the respective

agreements:

Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

152

In-house training opportunities (58%; n=102).

The majority of colleges (80%; n=12) appear to have already implemented “in-house”

training opportunities for their employees (Table 24). Only two (13%; n=2) college leaders

responded that either they were currently considering a program or would consider one. One

college leader (HR4) of a college that has already implemented an in-house training program

commented that there was a “high volume of interest activity” in their program.

Table 24:

In-house Training Opportunities -- Comparison Millennial Employees/Human Resources

Leaders

Tuition reimbursement (54%; n=95).

Table 25 demonstrates that the majority (80%; n=12) of the responding colleges have a

tuition reimbursement program in place for all their employee groups. Only three (20%; n= 3)

colleges reported not having one. The comments from the Human Resources leaders were

themed and provided some insight into the various programs that are in place across the Province

(the bolded text indicates the program is only for administrative staff at one of the colleges):

reimburse 50% of post- secondary courses (2); internal professional development conference

(1); professional development leave (1); tuition reimbursement maximum $15,000 lifetime (1);

personal spending account $500/year, maximum $2,000 (1); staff family free tuition (1);

3a.

Faculty 3 5.3% 25 43.9% 29 50.9% 57 32.2% 12 80.0% 1 6.7% 1 6.7% 1 6.7% 0 0.0% 15 100.0%

Support 4 4.4% 29 31.9% 58 63.7% 91 51.4% 12 80.0% 1 6.7% 1 6.7% 1 6.7% 0 0.0% 15 100.0%

Admin 1 3.4% 13 44.8% 15 51.7% 29 16.4% 12 80.0% 2 13.3% 0 0.0% 1 6.7% 0 0.0% 15 100.0%

Total 8 4.5% 67 37.9% 102 57.6% 177 100.0%

AI=Already Implemented; CI=Currently Implementing; CC=Currently

Considering; WC=Would Consider; WNC=Would Not Consider

WC WNC

Total

Responses

In-House Training Opportunities

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses AI CI CC

153

credential studies funding max $2500/year (1); tuition reimbursement no specifics (1);

$10/course on Ministry funded courses (1); tuition reimbursement plan max $1000/year (1); full

tuition paid for staff on succession plan (1); OPSEU tuition program (1).

Table 25:

Tuition Reimbursement- Comparison Millennial Employees/Human Resources Leaders

External training and development opportunities (53%; n=93).

Once again, the majority of colleges (80%; n=12) appear to have already implemented

external training and development opportunities for their employees (Table 26). Only two

college leaders responded that they are currently implementing a program; one college is

Table 26:

External Training and Development Opportunities -- Comparison Millennial Employees/Human

Resources Leaders

1e.

Faculty 12 21.1% 13 22.8% 32 56.1% 57 32.2% 12 80.0% 3 20.0% 15 100.0%

Support 5 5.5% 43 47.3% 43 47.3% 91 51.4% 12 80.0% 3 20.0% 15 100.0%

Admin 3 10.3% 6 20.7% 20 69.0% 29 16.4% 12 80.0% 3 20.0% 15 100.0%

Total 20 11.3% 62 35.0% 95 53.7% 177 100.0%

Tuition Reimbursement

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond what

is required in the respective agreements:

Not Important Very Total Yes No Total

3c.

Faculty 5 8.8% 25 43.9% 27 47.4% 57 32.2% 12 80.0% 2 13.3% 0 0.0% 1 6.7% 0 0.0% 15 100.0%

Support 3 3.3% 39 42.9% 49 53.8% 91 51.4% 12 80.0% 2 13.3% 1 6.7% 0 0.0% 0 0.0% 15 100.0%

Admin 1 3.4% 11 37.9% 17 58.6% 29 16.4% 12 80.0% 2 13.3% 0 0.0% 1 6.7% 0 0.0% 15 100.0%

Total 9 5.1% 75 42.4% 93 52.5% 177 100.0%

AI=Already Implemented; CI=Currently Implementing;

CC=Currently Considering; WC=Would Consider;

WNC=Would Not Consider

WC WNC

Total

Responses

External Training and Development Opportunities

Millennial Employee Responses by Employee Group HR Leaders Responses

Not

Important Important

Very

Important

Total

Responses AI CI CC

154

currently considering a program for its support staff and one would consider a program for its

faculty and administrative staff. There were no comments provided by the Human Resources

leaders elaborating on these opportunities.

Personal days off (52%; n=92).

Table 27 details that the majority of colleges do not do anything beyond what is required

in the respective collective agreements or the Template Terms and Conditions of Employment

for Administrative Staff. There was one (7%; n=1) college that responded “yes” for faculty and

two (13%; n=2) colleges that responded “yes” for support staff and administrative staff.

Table 27:

Personal Days Off- Comparison Millennial Employees/Human Resources Leaders

The following two comments describe the above-mentioned college’s practices: HR4

leader: “based on discussions of the circumstances with the employee, supervisor and HR” and

HR21 leader: “For the past 12 years…has given employee appreciation days to all staff (we

close the college). Depending on the individual circumstances we allow considerable time for

bereavement and family tragedies.”

Promotion programs (50%; n=88).

Table 28 shows that the majority of participating colleges do not have “promotion

programs.”

1g.

Faculty 4 7.0% 28 49.1% 25 43.9% 57 32.2% 1 6.7% 14 93.3% 15 100.0%

Support 3 3.3% 36 39.6% 52 57.1% 91 51.4% 2 13.3% 13 86.7% 15 100.0%

Admin 2 6.9% 12 41.4% 15 51.7% 29 16.4% 2 13.3% 13 86.7% 15 100.0%

Total 9 5.1% 76 42.9% 92 52.0% 177 100.0%

Personal Days Off

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond what

is required in the respective agreements:

Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

155

Table 28:

Promotion Programs -- Comparison Millennial Employees/Human Resources Leaders

HR6 leader stated that it is “difficult to implement in a unionized environment for support

and faculty agreement [sic] environment” And HR7 leader indicated that it is “unclear what this

program would entail.”

Variables Ranked Not Important by the Millennial Employees

This section explores the variables that the Millennial employees indicated were not

important to them. A brief discussion of each of them is provided. Tables showing the

Millennial employee responses and the Human Resources leaders responses can be found in

Appendix AA.

Table 29 identifies the 22 variables that met the benchmark of 25% or more ranking of

not important and the category they were included in. The 19 variables that are not part of a

current collective agreement or terms and conditions of employment for Administrative Staff are

highlighted in blue.

4e.

Faculty 5 8.8% 22 38.6% 30 52.6% 57 32.2% 1 7.1% 0 0.0% 2 14.3% 8 57.1% 3 21.4% 14 100.0%

Support 4 4.4% 43 47.3% 44 48.4% 91 51.4% 1 7.1% 0 0.0% 2 14.3% 9 64.3% 2 14.3% 14 100.0%

Admin 2 6.9% 13 44.8% 14 48.3% 29 16.4% 1 7.1% 0 0.0% 2 14.3% 10 71.4% 1 7.1% 14 100.0%

Total 11 6.2% 78 44.1% 88 49.7% 177 100.0%

AI=Already Implemented; CI=Currently Implementing;

CC=Currently Considering; WC=Would Consider; WNC=Would Not

Consider

WC WNC

Total

Responses

Promotion Programs

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses AI CI CC

156

Table 29:

Variables Ranked Not Important by Millennial Employees

Category

Percent

Score

5f Shortened work week (fewer hours, less pay) Quality of Work/Life 67%

5q On-site elder care Quality of Work/Life 61%

1d Signing bonuses Financial Rewards 56%

5h Part-time work Quality of Work/Life 48%

1l Flexible/cafeteria benefit plan Financial Rewards 45%

5x How important is it for you to have access to social media

from your work computer (e.g., Facebook, Twitter, etc.)?

Quality of Work/Life

43%

5c Casual dress Quality of Work/Life 42%

5w Suggestion box Quality of Work/Life 42%

5y How important is it for you to be a member of a union? Quality of Work/Life 41%

5u Company newsletter Quality of Work/Life 36%

1r Retirement Savings Plan (RRSP), no company

contributions

Financial Rewards

35%

5n I would like to be involved in choosing the charity(s) Quality of Work/Life 34%

1n Subsidized transportation Financial Rewards 34%

5i Telecommuting opportunities Quality of Work/Life 32%

5v Intranet site Quality of Work/Life 32%

3e To have a coach Skill Development 31%

5d Employee engagement surveys Quality of Work/Life 30%

1m Free fitness memberships Financial Rewards 28%

2a Long-service awards Recognition 28%

5o Corporate support of global charities and causes Quality of Work/Life 27%

5l Reduced summer hours Quality of Work/Life 26%

1j Subsidies for professional association membership Financial Rewards 26%

Shortened work week (67%; n=119).

This variable was ranked as the most not important by the Millennial employees. To gain

insight into what the colleges who have implemented strategies to address this variable I used the

Human Resources leader’s comments and the only theme that I could draw from these comments

157

is that a shortened work week might be implemented on an ad hoc basis. As the colleges have

many part-time employment opportunities, if this was important to an employee, they could

apply to a part-time job. The downfall would be that for part-time positions (with the exception

of partial load faculty), the employee would have not have access to the college’s health benefits

program; however, they do have the opportunity to be part of the CAAT pension plan.

On-site elder care (61%; n=108).

On-site elder care may have been ranked not important to the Millennial employees

because of their young age and the fact that their parents are probably still able to enjoy life with

little help from their children. It was interesting to note that almost half of the Human Resources

leaders indicated that they would consider an on-site elder care program. The following

comments were provided by the Human Resources leaders:

HR2 selected would not consider for all employee groups and in the comments said

“budget,” which could be interpreted as a “lack of budget.”

HR4 selected would consider for all three employee groups “if a good business case

[were presented] or if it could be linked to a college student program.”

HR18 selected would not consider for all three groups and indicated that “it is simply a

matter of priorities and what to tackle first.”

HR20 selected would not consider and commented: “costing.”

Signing bonuses (57%; n=100).

Although the Millennial employees felt that signing bonuses were not important,

interestingly one-half of the Human Resources leaders indicated that they do provide signing

bonuses for faculty (53%; n=8) and administrative (47%; n=7) positions.

158

The comments from the Human Resources leaders provide some insight into how they

utilize “signing bonuses” for faculty positions. Five college leaders indicated that they use

discretionary steps to attract faculty to teach at their institutions and one indicated that they pay

transition payments.

For administrative positions, two Human Resources leaders indicated that they use

transition payments when faculty transition from teaching positions into administrative roles.

One leader said that they ensure administrative staff are paid higher than faculty; one college

provides increases at six months for performance. In addition, the following three examples

were provided: signing bonuses were provided for hard to fill positions; in unique

circumstances; and for senior positions.

Part-time work (48%; n=86).

The Human Resources leaders were not asked about this variable as all colleges have

part-time employees and so it would have been redundant. Although this was ranked not

important by slightly less of the Millennial employees than “Shortened Work Week, Less Hours,

Less Pay”, again, if an employee would like to work part-time there are plenty of opportunities

available.

Flexible/cafeteria benefit plan (45%; n=80).

I found it interesting that one (7%; n=1) college indicated that they have already

implemented a flexible cafeteria benefit plan because the colleges are all covered under one

benefit provider. Just over one-half (57%; n=8) of the college Human Resources leaders

indicated that they would consider a flexible/cafeteria benefit plan for their faculty and support

staff and 67% (67%; n=10) would consider such a plan for their administrative employees. The

balance (36%; n= 5 for faculty and support and 28%; n=4 for administrative staff) indicated they

159

would not consider this type of benefit plan. Although the Millennial employees did not indicate

this variable was very important to them, which may be because they do like the way the

program is set up now or they do not understand how a flexible/cafeteria plan works, the Human

Resources leaders commented that if it was cost effective and easily implemented and system-

wide they would consider it.

How important is it for you to have access to social media from your work computer

(e.g., Facebook, Twitter, etc.) (43%; n=76).

All of the colleges who responded to this variable indicated that their employees have

access to social media from their work computer. No comments were provided. One possible

explanation as to why it was ranked not important could be that many Millennial employees

have portable devices (smart phones, tablets, etc.) that allow them to access social media from

anywhere and having it on their work computer does not matter.

Casual dress (42%; n=74).

Over three-quarters (80%; n=12) of the college leaders indicated that they have a casual

dress practice. Just over 10% (13%; n=2) said they would consider it and one (7%; n=1) said

they would not consider it. There were two comments provided: HR4 said: “no policy, but

internal understanding that employees dress suitably for the work they have that day and HR21

responded that their college would not consider and noted that “… trusts it employees to dress

appropriately.”

Suggestion box (42%; n=75).

Over half (53%; n=8) of the responding college leaders indicated they have a suggestion

box, all the rest except for one (7%; n=1) college who would not consider it, indicated they were

currently considering (7%; n=1 for faculty; 20%; n=3 for support and 13%; n=2 for

160

administrative staff) or would consider (33%; n=5 for faculty; 20%; n=3 for support; and 27%;

n=4 for administrative staff) this variable. The Human Resources leaders provided the following

comments:

HR3: “suggestions [are] always welcome but [there is] no formal program.”

HR4: “employees use e-mail and ee [employee engagement] survey.”

HR7: “other avenues [are] in place that solicit information from employees.”

HR17: “Have used this from time to time.”

How important is it for you to be a member of a union? (41%; n=72).

The Human Resources leaders were not asked about this variable as all college full-time

and partial load faculty and full-time support staff have to belong to their respective unions.

Administrative employees have the option to belong to the Ontario College Administrative Staff

Association (OCASA): “a voluntary, professional association which supports and advocates for

Ontario’s community college administrators, while building and promoting administrative

excellence for the betterment of the college system” (Ontario College Administrative Staff

Association, 2013).

Buahene and Kovary (2007) shed some light on the variable: how important is it for you

to be part of a union based on their research:

There is some indication that unions struggle with growing their membership

with the Gen X and Gen Y ranks. Most unions are built on Traditionalist values,

where seniority, tenure, and obedience to the collective are the founding

principles. This model is incongruous with Gen Xers’ desires for independence

and merit-based performance rewards. It does align with Gen Ys value of

respecting the collective but is contradictory to their desire for fairness based on

161

principles of competence. For some organizations, there may be a great

opportunity to work collaboratively with unions as the next generation of union

leaders will look to negotiate using different guiding principles. (p. 160)

Company newsletter (36%; n=63).

Over 90% (93%; n=14 for faculty and support; and 86%; n=12 for administrative

employees) of the college Human Resources leaders indicated that they have a company

newsletter. There were no comments provided.

Retirement savings plan (RRSP), no company contributions (35%; n=62).

Data from the Human Resources leaders show that only three (20%; n=3) colleges have

already implemented a “RRSP, no company contribution” program for their employees, about

one half (50%; n=7 for faculty; 43%; n=6 for support; and 53%; n=8 for administrative staff)

would consider such a program and about one-quarter (29%; n=4) would not consider it.

Although this was not ranked as a very important variable for the Millennial employees, it is an

easy program to implement and can be managed outside the college and so seems like an easy

“win” for colleges. However, the Human Resources leaders who have not implemented such a

program may see it as not providing a strong enough return on investment for the effort and one

Human Resources leader (HR4) who has implemented this type of program stated: “not much

pick up on this given the CAAT pension.”

I would like to be involved in choosing the [local] charity(s) (34%; n=61).

Sixty percent (60%; n=9) of the college leaders indicated that they involve their

employees in choosing the local charities that they are involved in. The remaining forty percent

(40%; n=6) would consider involving their employees in these decisions. HR6 leader provided

162

the only comment as follows: “We have a number of charities for which we provide a payroll

deduction program based on requests from concerned employees.”

Subsidized transportation (35%; n=61).

Subsidized transportation in the agreement refers to mileage paid to employees who use

their personal vehicle for work related business. Over three quarters of the Human Resources

leaders do not do anything beyond what is required in the respective agreements. The comments

that were provided by the Human Resources leaders indicated that the “subsidies” that are

provided are through the TTC (Toronto Transit Commission) for discounted bus passes and one

college indicated that they provide a car allowance for senior positions.

Telecommuting opportunities (32%; n=57).

One college (7%; n=1) has already implemented telecommuting opportunities for all their

employee groups and one (7%; n=1) college has already implemented for only their

administrative employees. Almost seventy-five percent (73%; n=11) for faculty and support and

67%; n=10 for administrative staff) would consider and one (7%; n=1) college would not

consider this variable. One Human Resources leader comments included:

HR4: “[this is] conditional re student experience requirements and divisional

operations.”

Intranet site (32%; n=56).

Over 85% (87%; n=13) of the colleges responded that they have already implemented an

intranet site and the remaining two (13%; n=2) colleges responded that they are currently

considering one. No comments were provided.

163

To have a coach (31%; n=55).

Although this was ranked not important to the Millennial employees, it would appear by

the Human Resources leaders responses all colleges (93%; n=14) except one are either

considering, implementing or have already implemented a coaching program for their

employees.

I was a little surprised that this variable was not ranked more important to the Millennial

employees as the importance of having a coaching relationship with their managers is

highlighted in several studies (TalentKeepers, 2009; Buahene & Kovary, 2007; Meister &

Willyerd, 2010).

Employee engagement surveys (30%; n=53).

Nine (60%; n=9) of the colleges indicated that they have already implemented an

employee engagement survey; two (13%; n=2) are currently implementing; one (7%; n=1) is

currently considering and three (20%; n=3) would consider implementing one. No comments

were provided.

Free fitness membership (28%; n=50).

Human Resources leader data showed that only two colleges (13%; n=2) have

implemented this variable at their colleges. About half (50%; n=7) would consider it and just

over one-third (40%; n=6) would not consider it. The comments provided by the Human

Resources leaders reveal that they have programs for their employees, but the employees have to

pay part of the fees (n=4). Although this was not ranked as very important by most of the

Millennial employees, it seems like this would be a relatively inexpensive perk to offer

employees as colleges have the facilities already on site to service their students.

Long-service awards (25%; n=50).

164

The Human Resources leaders' responses showed that all of the colleges that participated

in the survey have a long-service awards program. One reason why this may not have been

ranked as more important to the Millennial employees could be that as they have just started their

careers they don’t see the value of this type of award.

Corporate support of global charities and causes (27%; n=46).

Just over one quarter (27%; n=4) of the responding colleges are currently supporting

global charities and about 65% (n=5) are either currently considering or would consider

supporting global charities. One (7%; n=1) college indicated that they would not consider

supporting global charities. Only one Human Resources leader (HR4) provided a comment that

indicated they provide support based on disaster situations.

Reduced summer hours (26%; n=46)).

This variable was one of two of the closest to important of the 22 not important variables

in this category. About forty percent of the college leaders (33%; n=5 for faculty; and 40%; n=6

for support and administrative staff) indicated that their college had already implemented a

reduced summer hours program. About forty percent (33%; n=5 for faculty; 40%; n=6 for

support staff and 47%; n=7 for administrative staff) indicated that they would consider this type

of program and about twenty percent (33%; n=5 for faculty; 20%; n=3 for support staff; and

13%; n=2 for administrative staff) indicated they would not consider reduced summer hours.

HR4 leader indicated that they have already implemented a reduced summer hours

program but in the comments said: “staff can book vacation to reduce their working hours in the

summer. We are a full operational college over the summer so we would not reduce our business

hours with the exception of Fridays before a long weekend.”

Other comments included:

165

HR16: “Faculty are already off in the summer”

HR21: “Faculty vacation period in July & August”

Subsidies for professional association membership (26%; n=46).

The Human Resources leader survey results showed that less than one half (27%; n=4 for

faculty; 21%; n=3 for support; and 40%; n=6 for administrative staff) of the colleges provide

subsidies for professional association membership for their employees. About one half (43%;

n=6 for faculty; 50%; n=7 for support staff; and 33%; n=5 for administrative staff) would

consider this variable and about 20% (n=3) would not consider it. The comments provided by

the Human Resources leaders indicated that if it was required that the employee belong to the

association in order to perform their duties they would consider it.

Variables Ranked Important by Millennial Employees

So far, the analysis of the data has focussed on the variables ranked very important or not

important. In addition, there were 23 variables that were identifed as important. It is important

to recognize these variables, particularly the ones that are not part of an agreement. After

reviewing the Human Resources leaders responses, and removing the ones that the majority of

colleges are addressing, the following variables are ones that I would recommend college

leadership consider implementing for their employees: incentive programs; corporate support of

local charities and causes; on-line training opportunities; corporate sustainability/green

initiatives; leadership awards; performance based bonuses; succession planning; career planning;

and mentorship program(s).

Table 30 identifies all 23 variables ranked important, presented using the percentage

score from most important to least important and the variables that are not part of a current

166

collective agreement or terms and conditions of employment for Administrative Staff are

highlighted in blue.

These variables will be discussed further in the recommendations section of Chapter 5.

Table 30:

Variables Ranked Important by Millennial Employees (n=177)

Category

Percent

Score

2b Distinguished service awards Recognition 55%

4e Sabbaticals Career Development 54%

1e Incentive programs Financial Rewards 54%

5m Corporate support of local charities and causes Quality of Work/Life 53%

3b On-line training opportunities Skill Development 53%

5b Formal orientation program Quality of Work/Life 50%

5p Corporate sustainability/green initiatives Quality of Work/Life 50%

1o Short-term disability coverage Financial Rewards 50%

5t Fun, inclusive social activities at work Quality of Work/Life 49%

2c Leadership awards Recognition 49%

5a Employee assistance program Quality of Work/Life 48%

1b Performance based bonuses Financial Rewards 47%

5r On-site fitness facilities Quality of Work/Life 47%

4d Succession planning Career Development 47%

1p Long-term disability coverage Financial Rewards 47%

4c Career planning Career Development 46%

5s Employee lounge Quality of Work/Life 45%

3d To have a mentor Skill Development 45%

4h Annual performance reviews Career Development 45%

5k Opportunity to bank hours for time off Quality of Work/Life 43%

5g Compressed work week (same hours, same pay, fewer

days/week) Quality of Work/Life 42%

5j Opportunity to bank hours for future payout Quality of Work/Life 41%

1i Time off to upgrade education Financial Rewards 41%

167

Additional Comments Made by Human Resources Leaders by Category

Financial Rewards

The Millennial employee survey identified seven variables that were very important to

them in this category: competitive benefits (75%; n=133); salary increases (70%; n=124);

competitive salary (69%; n=123); competitive vacation time (62%; n=109); retirement savings

plan (RRSP), company matches contributions (59%; n=104);defined pension plan (58%; n=103);

tuition reimbursement (54%; n=95); personal days off (52%; n=92). They also identified five

variables that were not important to them: signing bonuses (57%; n=100); flexible/cafeteria

benefit plan (45%; n=80); retirement savings plan (RRSP), no company contributions (35%;

n=62); subsidized transportation (35%; n=61); subsidies for professional association membership

(26%; n=46); free fitness membership (28%; n=50).

The following comments were provided by the Human Resources leaders and

highlight some of the Financial Rewards challenges facing colleges as they try to attract

and retain employees: HR4 leader: “we would like less government constraints on salary

administration. The current legislation is a deterrent to effect[ive] talent management

and retention as well as somewhat [of a] disincentive for people to perform at their best.”

HR6 leader: “Cost is a significant factor in whether we could or would consider these

examples. As a small college, we face significant financial challenges on an ongoing

basis.”

HR7 leader: “For unionized employees we would only consider such incentives if

the benefits were bargained centrally with clear guidelines. For administrative

employees we would want to be consistent with other colleges if such incentives were

offered.”

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HR8 leader stated:

Our college takes a conservative approach to compensation and for the unionized

groups, believe that additional ‘rights’ would need to be bargained. On the

administrative front, there does not seem to be the interest in moving beyond

what already exists.

Recognition Awards

None of the three variables: leadership awards; distinguished service awards; long-

service awards in this category were ranked as very important by the Millennial employees.

Only one Human Resources leader (HR5) provided a comment and indicated that their

college had a team award that was peer reviewed and felt it was an example of a leadership

award for their college.

Skill Development

In this category there were three variables that met the 50% benchmark score for very

important, being: meaningful work opportunities that contribute to the College’s mission (60%;

n=106)); in-house training opportunities (58%; n=102); and external training and development

opportunites (53%; n=93).

There were no additional comments provided by the Human Resources leaders

elaborating on these opportunities.

Career Development

In this category there were four variables that met the 50% benchmark score for very

important. Advancement opportunities (83%; n=147); internal job postings (65%; n=115); new

challenges, variety of interesting projects (63%; n=111); promotion programs (50%; n=88).

Only one additional comment was made from HR4 that stated: there is a great deal of turn-over

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through promotions, new jobs, etc. [sic] that providing "project assignments" is a very easy way

for us to implement new skill enhancement for our staff.

Quality of Work/Life

In this category there was only one variable that met the 50% benchmark score for very

important, which was: flexible start/finish work hours (61%; n=108). One additional comment

was made by HR8 as follows: “[we] closed our child care centre last year and so no expectation

that this will be revisited in the future. The same rationale would apply for eldercare.”

Summary of Chapter 4

In summary, this chapter focused on presenting the data from research question 1: “To

what extent are the current “terms and conditions of employment” consistent with the

employment expectations of Millennial employees, as perceived by the study participants?” The

survey asked Humber’s Millennial employees to rate 61 variables using a response scale of not

important, important or very important for each variable, divided into five categories: Financial

Rewards; Recognition; Skill Development; Career Development; and Quality of Work/Life.

Participants were also given the opportunity to add comments about other rewards/opportunities

that they would value for each of the five categories.

The data from research question 2: “What are the perceptions of the Human Resources

leaders in the participating Ontario English language colleges regarding their college’s

responsiveness to the needs expressed by the Millennial employees surveyed?”

were also presented. The 61 variables in the survey were also divided into the same five

categories, however, they were further categorized by the items that were covered and were not

covered under one of the relevant agreements (e.g., the Academic Collective Agreement, the

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Support Staff Collective Agreement, the Template Terms and Conditions of Employment for

Administrative Staff, or the CAAT pension and benefits plans).

For the variables that received a score of 50% or more as very important, a review of the

relevant agreements was presented directing the reader to the applicable clauses in response to

research question 3: “To what extent do current human resources policies at Humber reflect the

issues addressed by the study participants who are Millennial employees and Human Resources

leaders?”

In conclusion, the comments made by the Human Resources leaders were categorized

and summarized.

The findings presented in this chapter will be discussed further in Chapter 5 specifically a

comparison will be made to identify any major disconnects between the variables that the

Millennial employees indicated were very important and not important and what the Human

Resources leaders results indicated have been already implemented, are currently implementing,

currently considering, would consider or would not consider.

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Chapter 5: Conclusions and Implications

The purpose of this study was to explore and describe whether the expectations of what

the Millennial employees (employees born between January 1, 1981 and December 31, 2000)

who participated in the study wanted in the workplace aligned with what is currently offered in

the Ontario Colleges of Applied Arts and Technology (CAAT) system. More specifically, the

study examined whether the Millennials who currently worked at the CAAT that was the site of

this study, felt the current “terms and conditions” of employment met their needs, and if not,

what were their suggestions on changes that might be made to better meet their expectations. It

was anticipated that the findings of the research would provide some action items for Humber

College leadership to consider to better meet the employment needs of its Millennial generation.

The study provided Humber leaders with the perspectives of their youngest employees on

their perceptions of the current “terms and conditions” of employment and provided

recommendations on if and/or how changes could be made to better meet these employees’

needs. The research findings also provided CAAT college leadership with action items that

could help them better meet the employment needs of their Millennial employees.

By including the perspectives from three key sources of information in this study, that is,

Millennial employees, Human Resources leaders, and document analysis, the findings provided a

deeper understanding of the issues explored. Implications are identified in this chapter based on

the perceptions of the Millennial employees at Humber, the responses of the Human Resources

leaders and the document review. This chapter presents the conclusions based on the findings

and makes suggestions of implications for policy and practice as well as future research.

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Analysis of the Research Findings

As my study only looked at Millennial preferences with regard to their workplace using

five categories: Financial Rewards; Recognition; Skill Development; Career Advancement; and

Quality of Work/Life, it is difficult to compare the results with other Millennial studies as they

generally deal with a broad range of attitudes and values/beliefs of this generation (Howe &

Strauss, 2003; Tulgan, 2009; Alsop, 2008). I did find one recent research study conducted by

PricewaterhouseCoopers (PWC) that measured many of the same variables as my study and I

have used this study to compare with my results.

The following is a summary and analysis of the findings presented in Chapter Four.

Research Question 1: To What Extent are the Current “Terms and Conditions of

Employment” Consistent with the Employment Expectations of Millennial Employees, as

Perceived by the Study Participants?

In Phase 1 out of the 61 variables asked about, there were 16 variables rated by the

employees as very important: advancement opportunities (83%; n=147); followed in descending

order by: competitive benefits (75%; n=133); salary increases (70%; n=124); competitive salary

(69%; n=123); internal job postings (65%; n=115); new challenges, variety of interesting

projects (63%; n=111); competitive vacation time (62%; n=109); flexible start/finish work hours

(61%; n=108); meaningful work opportunities (60%; 106); RRSP, company matches

contributions (59%; n=104); defined pension plan (58%; n=103); in-house training opportunities

(58%; n=102); tuition reimbursement (54%; n=95); external training & development

opportunities (53%; n=93); personal days off (52%; n=92); and promotion programs (50%;

n=88).

It is also clear that Financial Rewards and Career Advancement were the categories that

had the most variables ranked very important. Of the 16 variables mentioned above, half of them

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were in the category Financial Rewards, namely: competitive benefits (75%; n=133); salary

increases (70%; n=124); competitive salary (69%; n=123) competitive vacation time (62%;

n=109); RRSP, company matches contributions (59%; n=104); defined pension plan (58%;

n=103); tuition reimbursement (54%; n=95); and personal days off (52%; n=92).

In the Skill Development category, which consisted of six variables, half of the variables

(50%; 3 of 6) were identified as very important: meaningful work opportunities (60%; n=106);

in-house training opportunities (58%; n=102); and external training and development

opportunities (53%; n=93).

The category Career Development consisted of eight variables. Half of the eight

variables (50%; 4 of 8) were ranked very important, including: advancement opportunities

(83%; n=147); internal job postings (65%; n=115); new challenges, variety of interesting

projects (63%; n=111); and promotion programs (50%; n=88).

Finally, Quality of Work/Life had only one variable (out of 25) identified as very

important: flexible start/finish work hours (61%; n=108) and the Recognition category did not

have any variables ranked above 50% as very important.

As discussed in Chapter 4 and depicted in Table 12 (page 130), 11 of the sixteen

variables ranked very important are covered in one or more of the agreements or under the

CAAT Pension and Benefits plans.

For the variables that are not included in one of those agreements there are varying

practices at individual CAATs. Generally, the current “terms and conditions” of employment are

consistent with the Millennial employees’ expectations and despite these results I was able to

make 28 recommendations for consideration by college leadership.

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Research Question 2: What are the Perceptions of the Human Resources Leaders in the

Participating Ontario English Language Colleges Regarding their College’s Responsiveness

to the Needs Expressed by the Millennial Employees Surveyed?

In Phase 2 of the study, the Human Resources leaders’ survey did not measure the

perceptions of the leaders regarding their college’s responsiveness to the needs expressed by the

Millennial employees, but rather the data from their survey provided important information

regarding the programs and rewards they currently offer their employees and those that they may

consider in the future. When the variables ranked very important by the Millennials were

compared to the results of the Human Resources leaders, who were asked to identify if they did

anything beyond what was required for the variables included in the collective agreements, the

Template Terms and Conditions of Employment for Administrative Staff or the CAAT pension

and benefits plans, or if they had already implemented, were currently implementing, currently

considering, would consider, or would not consider the following insights were gained.

An important insight was that when I looked at the variables that were ranked very

important and covered under a collective agreement or terms and conditions of employment, 11

(69%) were part of one of the agreements that the colleges work within. Five (31%) were not. In

the CAAT system changes to conditions of employment are for the most part negotiated through

the collective bargaining process, particularly for faculty and support staff. Interestingly, 41% of

the respondents indicated it was not important for them to be a member of a union even though

the majority of the variables they ranked as very important were ‘negotiated’ in collective

agreements.

Research Question 3: To What Extent do Current Human Resources Policies at Humber

Reflect the Issues Addressed by the Study Participants who are Millennial Employees and

Human Resources Leaders?

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In Phase 3, I reviewed and analyzed the Council’s Template Terms and Conditions of

Employment for Administrative Staff (this document is provided for colleges to use to create

their own Terms and Conditions of Employment for their administrative staff); the collective

agreements for both Faculty and Support Staff; and the CAAT pension and benefits documents

for administrators, faculty and support staff. This information was used to identify variables that

were included in these agreements and provide a description of them.

I found that several of the variables that were ranked as very important by the Millennials

were in one of the documents or covered under the CAAT pension plan or benefits plans and

could be easily correlated, such as competitive benefits and salary increases and some

assumptions had to be made about others, such as “advancement opportunities.” The collective

agreements only describe the process for hiring faculty and support staff (e.g., posting positions

and considering internal employees prior to external applicants) and the terms and conditions of

employment only advises that administrative jobs opportunities should be posted.

Implications for Practice and Recommendations

The following section will address the results, implications for practice and

recommendations. This study identified 16 variables that Millennial employees ranked as very

important. Using the broader five categories from Buahene and Kovary’s (2007) framework, I

present general conclusions and implications/recommendations for college leaders to consider.

In total there are 28 recommendations/suggestions and Table 31 provides a summary of them. I

will also compare my findings with those presented by PricewaterhouseCoopers (PWC) in their

report Managing Tomorrow’s People which presents the findings of their online survey of 4,364

graduates across 75 countries conducted in 2011. Their study was conducted in response to the

growing number of Millennial employees leaving PWC and measured the following drivers:

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Table 31:

Summary of Recommendations

Financial Rewards

Competitive Benefits

1. colleges ensure they communicate the benefits package that is available to employees,

including the value/cost of the program.

2. leadership explore the possibility of implementing a “flexible benefits program”

Salary increases/Competitive salary

3. it would be useful for the colleges to collectively advocate to have the government provide

allowances within the Broader Public Sector Accountability Act, 2010 that would allow some

flexibility in compensation packages particularly for faculty

4. explore breaking away from the compensation structure provided by Council for their

administrative employees similar to what Humber has already done

Competitive vacation time

5. promote the current vacation allowances as a factor in the colleges being great places to work

6. if the unions ask for an increase in vacation days during bargaining, I would propose that

colleges consider providing paid “personal days” instead

RRSP – contributions matched by company and Defined pension plan

7. colleges maintain their current defined pension plan

Tuition reimbursement

8. develop and implement or enhance supplemental programs to those covered in an agreement

Personal days off

9. consider providing personal days through negotiation

Signing bonuses

10. use discretionary steps for support staff positions and signing bonuses for administrative

positions

Subsidies for professional association membership

11. recommend that colleges should either start or continue the practice of subsidizing

association memberships.

Free Fitness Membership

12. provide free fitness memberships through Athletics departments

RRSP, no company contributions

13. provide access to a financial advisor who understands CAAT pension plan

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Recognition

14. implementation of awards program that recognizes the efforts of employees

Skill Development

Meaningful work opportunities that contribute to the college’s mission

15. leaders at all levels need to have a sound understanding of how their job contributes to the

college’s mission and

16. help their direct reports understand and be able to articulate how their position contributes to

the college’s mission as well

Career Development

Advancement opportunities; internal job postings; and new challenges, variety of interesting

projects; and promotion programs

17. ensure all job vacancies are posted and

18. that hiring practices are transparent and

19. that unsuccessful candidates receive coaching allowing them to identify what they can do so

they could be successful in obtaining positions in the future

20. develop and implement job rotation programs both within their college and with other

colleges

21. allow faculty to teach in different schools within the college they are employed at

22. implement succession planning strategies

23. provide developmental opportunities for employees so they are ready to apply and be the

successful candidate as positions become vacant

In-house training opportunities and external training and development opportunities

24. there may be an opportunity for the larger colleges to share their training opportunities with

colleges that may not have the resources to support their own training programs

To Have a Coach

25. create and implement training programs with clear objectives that mix classroom instruction,

self-directed study, coaching and group learning and

26. provide training for Millennial employees in workplace behaviours and culture

Quality of Work/Life

Flexible start/finish hours

27. create a formalized program that builds in flexibility around starting and finishing hours,

working from home, etc.

Create Strong Branding for College Sector

28. find innovative ways to communicate with both prospective and current employees about the

positive aspects of working in the postsecondary education sector and build their employer

branding so they can attract and retain the best and the brightest to provide exceptional

educational experiences for their students

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workplace culture, communication and work styles, compensation and career structure, career

development and opportunities, and work/life balance. In addition, I will draw from the Sanofi

Canada Healthcare Survey results. This survey was conducted to measure several areas of

healthcare, including Canadians overall satisfaction with their benefit plan. It provides valuable

information for health benefit administrators to make informed decisions about the kind of health

care coverage they should provide for their employees. The following sections provide specific

results and a detailed explanation of the recommendations.

Financial Rewards– Very Important

Competitive benefits.

Competitive benefits received the highest very important score in this category (75%;

n=133). The Ontario colleges currently have a very competitive benefits package for their

employees with slight variations between the employee groups which could explain why the

majority of the Human Resources leaders indicated that they would not do anything beyond the

requirements set out in the respective agreements.

The PWC study asked their Millennial participants what they believed made an

organization an attractive employer. A good benefits package was ranked fourth out of 13 items.

The Sanofi Canada Healthcare Survey (2012) found that “plan members rate the quality

of their [health] plans highly and are more willing than expected to help their employers with

cost-sharing measures in order to protect their benefits” (p. 9). The survey results also showed

“plan members’ had a heightened awareness of healthcare costs and a concern for the

sustainability of their health benefits, now and into their retirement” (p. 3). More specifically,

the Sanofi study highlights the following results:

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A majority of plan members (63%) agreed that they think more

positively of their employer because of their health benefit plan.

Almost the same number (61%) said their health benefit plan is a

strong incentive to stay with their current employer.

For plan sponsors, 91% agreed health benefits are an important

part of employee attraction and retention efforts. (p. 5)

A recent article in Benefits Canada stressed that “if you are not educating your

employees about the cost of their group benefits plan, you’re missing an important opportunity”

(Deller, 2014). Deller (2014) suggests that providing total rewards statements for employees that

displays their compensation, bonuses, pensions, benefits, vacation days and holidays will go a

long way in fostering a motivated workforce. For these reasons, I would suggest that colleges

ensure they communicate the benefits package that is available to their employees, including the

value/cost of the program.

My second suggestion would be that leadership explore the possibility of implementing a

“flexible benefits program” so that employees can personalize the benefits that they can

participate in. It is important for management to do their homework before implementing a

flexible benefit plan to ensure that it will meet their employees’ needs and not create additional

costs for either the employer or the employee. Kenneth MacDonald (2014) emphasizes the

importance of deciding whether a flexible benefit plan will increase employee satisfaction or if

making some changes to the current plan would do the same thing.

Salary increases/Competitive salary.

I have grouped these two variables together as they were ranked very closely (69% and

70%, respectively) as very important. This is one area that could prove to be a challenge for

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colleges. As they are currently constrained by the Broader Public Sector Accountability Act,

2010 there is not much leeway in changing salaries or providing increases and the responses of

the Human Resources leaders for the most part indicated that they do not do anything beyond the

requirements of the agreements.

Based on the responses of the Millennial participants in this study, it would be useful for

the colleges to collectively advocate to have the government provide allowances within the

Broader Public Sector Accountability Act, 2010 that would allow some flexibility in

compensation packages particularly for faculty in order to be competitive and be able to attract

and retain the best talent to teach students. As explored in her study, Tesa (2013) also identified

this as a challenge, particularly for those institutions that are offering baccalaureate degrees. She

suggested that these institutions will have difficulty attracting qualified faculty given the

“codified salary constraints” of the Academic Collective Agreement (p. 17). If other colleges

felt that this was also very important to their employees, they might explore breaking away from

the compensation structure provided by Council for their administrative employees similar to

what Humber has already done.

The findings of the PWC millennial survey provided similar results. Millennials were

asked what makes an organization attractive to work for. The PWC survey results showed that

“Competitive wages/other financial incentives” was the second highest ranked factor (44%).

The expressed desire for competitive salaries is in alignment with needs theorists Maslow,

Alderfer and Herzberg who posited that when the basic individual needs are met, employees will

be motivated.

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Competitive vacation time.

The college system in Ontario provides a very generous vacation package for its

employees. The vacation entitlement of each employee group is slightly different, with faculty

receiving the most amount of vacation time. All three group’s vacation entitlement is

competitive or in some cases better than what is offered in industry.

The only recommendation I have about this variable is that Human Resources leaders use

it in promoting the colleges as great places to work. In addition, if the unions ask for an increase

in “time/days off” during bargaining, I would propose that colleges consider providing paid

“personal days” instead as that was another variable rated as very important by participants in

this study.

RRSP – contributions matched by company and Defined pension plan.

I have combined these two items as they are closely related. The colleges currently have

a defined pension plan (DPP), which is becoming rare in organizations outside of public

institutions. The results of the Human Resources leaders survey showed that a couple of colleges

would consider moving to an RRSP program, however, the comments made it clear that only if

the DPP was not longer available.

It is unclear to me from the responses of the Millennial employees if they want both of

these programs. To determine which program they prefer further research would have to ask

them to rank which one was their preference. It is my opinion that the only way the college

system could afford to offer both programs would be to have employees choose one or the other

when they started working and offering the two different programs and the administration of

such would probably be very complicated and costly.

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The PWC survey results showed that 59% of Millennial employees in North America

have already thought about their retirement and how they will pay for it indicating that these

variables can have a positive impact on the colleges’ ability to attract and retain talent. I propose

that colleges maintain their current defined pension plan, particularly as it was ranked as very

important by almost 60% (58%; n=103) of the survey respondents.

Tuition reimbursement.

Based on the findings of both surveys in this study, it is clear that both Human Resources

leaders and Millennials believe this variable to be very important. The majority of Human

Resources leaders indicated that they go beyond what is required in the agreements. However,

there was little consensus on exactly what they are doing.

I would recommend that the colleges that are going beyond what is required continue to

do so and perhaps even enhance their programs and that the colleges that do not have a tuition

reimbursement program try to find the resources to support their employees in their continuing

education. An example of this is a local agreement that has been arranged between Humber and

its unions. Using funds that were set aside in the Employment Stability Fund they have created

the Humber/OPSEU Locals 562 and 563 Employee Scholarship Fund. The fund was created to

assist full-time unionized employees to improve their academic qualifications. A maximum of

$5,000 per year, for up to 4 years, is available per approved employee. This type of program

addresses the desire of the Millennial employees to be supported financially for their education

as reflected in the survey results.

The importance of this variable will be explored further under the category: Skill

Development.

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Personal days off.

Although the results of the Millennial employee survey indicate that they would like to

have personal days off, the Human Resources leaders’ responses do not indicate that they are

considering any changes. The comments seem to imply that for exceptional circumstances

personal days may be considered.

Based on the findings of Millennials preferences related to vacations, going forward

Human Resources leaders may want to consider providing personal days instead of increasing

other types of “time/days off”. However, the net effect is that is increases costs for the college

regardless of what you call it.

Financial Rewards – Not Important

There were six variables that the Millennial employees ranked as not important. In order

to provide some suggestions I compared the responses of the Millennials with those of the

Human Resources leaders to see if there were some variables that colleges might consider

stopping. The following variables indicated misalignment.

Signing bonuses.

Millennial employees did not consider signing bonuses to be important and yet one half

of the Human Resources leaders indicated they utilize them. One explanation for this could be

that the Millennial respondents did not receive a signing bonus and therefore did not value it.

Although Millennial employees ranked this variable as not important, signing bonuses may be

useful to colleges in attracting employees. For faculty positions colleges can currently use three

discretionary steps when determining starting salaries. This could be implemented for support

staff as well. Signing bonuses can be used for administrative positions.

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Subsidies for professional association membership.

For this variable the Human Resources leaders indicated that they already provide

subsidies for professional association memberships or would consider it. A small percentage

(20%) indicated they would not consider this type of program. This may not have been ranked

as very important by Millennials as they may not be part of an association yet as many

associations require you to have worked in the profession for a number of years before becoming

a member. This variable is important as association membership can assist employees in staying

current in both their knowledge and certification in their field of expertise. This variable may

become more important as the Millennials progress in their careers. I would recommend that

colleges should either start or continue the practice of subsidizing association memberships.

There were several variables in other categories that the Millennial employees ranked as

not important that merit discussion.

Free fitness membership.

Deal, et al (2010) report that obesity in the Millennial generation is at epidemic levels and

that employers need to pay attention. This obesity can have negative effects on the health of

employees and result in increased health costs due to absenteeism, decrease in productivity and

increased health claims. They suggest that providing programs such as fitness memberships

“will cost money in the short-term, but the long-term strategic consequences for employers of

not assisting their employees to deal with the issue are substantially greater than the short-term

financial implications of investing in health promotion initiatives” (p. 195).

There were only two colleges that indicated they provide free fitness memberships for

their employees and others that indicated they pay part of the fees. The variation may be because

in some colleges the athletics facilities are “owned” by the student federation and so it would

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create an additional cost to the college. Regardless, this variable would probably be relatively

cheap to implement and may assist in creating a healthier workforce.

RRSP, no company contributions.

This type of program is available to employees at a few of the colleges. A program of

this type is relatively easy to implement and usually is only a referral service to a financial

advisor and colleges may want to implement this type of program. The benefit for employees is

that the financial advisor will be familiar with the college’s defined pension plan and will be able

to provide sound advice for the college’s employees on retirement planning.

Recognition.

There were three categories presented to the Millennial employees in this category: long-

service awards, distinguished service awards, and leadership awards. None of the variables

received a score of 50% or higher on the very important option. All of the Human Resources

leaders indicated that they have a long-service awards program; the majority (83%) indicated

they have a distinguished service awards program; and over half (67%) indicated they had a

leadership awards program.

The implementation of an awards program that recognizes the efforts of employees may

assist in the attraction and retention of employees. I would also suggest that they look at having

some way of recognizing their new employees, such as a “Rising Star” award as well as finding

ways to recognize their part-time employees.

Skill Development – Very Important

There were six variables presented to the survey respondents: in-house training

opportunities; on-line training opportunities; external training and development opportunities; to

have a mentor; to have a coach; and meaningful work opportunities that contribute to the

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College’s mission. The three variables that were ranked as very important by over half of the

respondents were: meaningful work opportunities that contribute to the College’s mission

(60%); in-house training opportunities (58%); and external training and development

opportunities (53%).

Meaningful work opportunities that contribute to the college’s mission.

The variable meaningful work opportunities that contribute to the college’s mission was

not included in the Human Resources leaders’ survey as a job would not exist if it did not

contribute to the College’s mission. The results of this variable, implies that college leaders at

all levels should not only have a sound understanding of how their job contributes to the

college’s mission, but that they help their direct reports understand and be able to articulate how

their position contributes to the college’s mission as well.

In-house training opportunities and external training and development

opportunities.

The majority of colleges (80%) responded that they have both in-house and external

training and development opportunities for their employees.

Once again, the results imply that all colleges should have these types of opportunities for

their employees. There may be an opportunity for the larger colleges to share their training

opportunities with colleges that may not have the resources to support their own training

programs.

The PWC study provided similar results. “Excellent training/development programmes”

was ranked third out of the thirteen items presented to the survey participants.

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Skill Development – Not Important

There was only one variable that was identified as not important by the Millennial

employees: to have a coach (31%).

There was a great deal of inconsistency in the responses of the Human Resources leaders.

The majority indicated that they would consider providing coaching for their faculty and support

staff and about one-half indicated that they had already implemented a coaching program for

their administrative employees.

Even though this was not ranked very important by the majority of the Millennial

employees, I propose that all colleges look at how they can implement a coaching program.

The PWC survey results show that Millennials value the opportunity to work with strong

coaches and mentors. “Millennials relish the opportunity to engage, interact and learn from

senior management. Mentoring programs can be particularly effective and also help to relieve

tension between generations” (PricewaterhouseCoopers, 2012, p. 18).

In addition, PWC recommends and I support that an organization’s training programs

“mix classroom instruction, self-directed study, coaching and group learning” and that the

training program’s objectives are clear. They also recommend that organizations provide

training for Millennial employees in workplace behaviour and culture (p. 18).

Career Development – Very Important

Four of the variables in this category were ranked very important by the Millennial

employees: advancement opportunities (83%); internal job postings (65%); and new challenges,

variety of interesting projects (63%); and promotion programs (50%).

In the PWC survey 52% of the Millennial respondents said career progression is the top

priority for them. They also advise that for companies to be successful at managing the

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Millennial generation they will need to set clear targets and provide regular and structured

feedback (p. 16).

Buahene and Kovary (2007) define career-pathing as “providing employees with a road

map for career growth” (p. 108). They advise that employers should ensure their employees

understand what career options are available to them and what they need to do to develop their

skills, knowledge and experience to prepare them for future opportunities. Ideally an

organization would have “spiral career paths” that define “role expectations for jobs at different

organizational levels” (p. 109).

The majority of Human Resources leaders indicated that they do not do anything beyond

what is required in the agreements.

The results of my survey imply that college leaders should ensure that all of their job

vacancies are posted, that their hiring practices are transparent and when an employee is not a

successful candidate that there be opportunities for the candidate to receive coaching that would

allow them to identify what they can do so they could be successful in obtaining positions in the

future. I also believe there are opportunities for colleges to develop and implement programs

that would allow their employees to develop their skills and knowledge such as job rotation

programs both within their college and with other colleges. There is also an opportunity to allow

faculty to teach in different schools within the college they are employed at. College leaders

may also want to implement succession planning strategies and provide developmental

opportunities for employees so they are ready to apply and be the successful candidate as

positions become vacant.

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Career Development – Not Important

None of the variables were identified as being not important based on a score of 25% or

more of the respondents selecting the not important category.

These results suggest that career development is important to the Millennial employees

and that college leaders should try to maximize their practices in this area in order to attract and

retain the best talent.

Quality of Work/Life – Very Important

Only one variable out of 25 received a score of 50% or higher in the very important

category: flexible start/finish hours (61%).

Although the Support Staff Collective Agreement includes language regarding flexible

work hours (Article 6.1.4) these arrangements are made based on operational needs. Neither the

Academic Collective Agreement or the Template Terms and Conditions of Employment for

Administrative Staff address this variable. Recognizing that there are operational needs that may

limit the ability to incorporate flexible work arrangements, I would suggest that there is an

opportunity for college leaders try to create a formalized program that builds in flexibility around

starting and finishing hours, working from home, etc.

The PWC study recommends that Millennial employees be given flexibility in the way

they complete their work and submits that if Millennials are given clear instructions and targets it

shouldn’t matter where the work is done or when it done as long as they meet the goals set out

for them.

Quality of Work/Life – Not Important

I was quite surprised to see that 22 of the 25 variables in this category were ranked as not

important to the Millennial employees. Buahene and Kovary (2007) explain that as long as base

pay and benefits are “within the acceptable range of industry and role standards” (pp. 86-87) then

190

the Millennials will place greater value on other variables. Table 32 provides a list of those

variables that Millennials value most according to Buahene and Kovary.

Table 32:

Buahene and Kovary’s Components that Millennials Value Most

Generation Y’s (Millennials)

Corporate citizenship

Meaningfulness of work/products

Manager feedback

Casual work environment

Work-life balance

Access to senior leaders

Mentoring

Social acitivities

Customer interaction

Community involvement

Flex-time

Source: Buahene & Kovary, 2007

In addition, the PWC survey results showed that 70% of the respondents felt that

work/life balance was very important.

I suggest that Human Resources leaders not diminish the value of the variables in this

category even though they were ranked as important or not important. Many of the variables are

fundamental to good management practices and corporate citizenship. The implication for

college leaders is that they need to look at their practices in this category and develop or enhance

their current practices to address these variables.

PWC (2012) recommends that companies pay attention to the expectations that they are

placing on Millennials as they could lead to dissatisfied employees, particularly around the

number of hours worked versus outcomes. They also suggest that companies reward employees

for results and that they look at new models for how, when and where work is done.

Finally, I propose that colleges find innovative ways to communicate with both

prospective and current employees about the positive aspects of working in the postsecondary

191

education sector and build their employer branding so they can attract and retain the best and the

brightest to provide exceptional educational experiences for their students.

Suggestions for Future Research

In addition to those suggestions mentioned above, a number of additional possibilities for

further research arise from this study. The first option would be to conduct this type of survey

with Millennial employees at several or all of the CAATs. This would allow the researchers to

see if there are variations based on college size; location (rural vs. urban); and type of institution

(college vs. polytechnic).

Another option would be to conduct a longitudinal study as the Millennial employees get

older and move through the various life stages as suggested by Pilcher, 1993; Deal, Altman, &

Rogelberg, 2010; De Hauw & De Vos, 2010; Kowske, Rasch, & Wiley, 2010; Levinson, 2010;

and Ng, Schweitzer & Lyons, 2010. Future research should also include variables such as

education, family background and cultural background as suggested by Langton and Robbins

(2007). It may also be of benefit to have them identify other factors that may be influencing

their responses.

Future research could also segment the workforce to determine how what the Millennial

employees want differs from other generations (PricewaterhouseCoopers, 2012, pp. 25-26)

keeping in mind that “one size doesn’t fit all” and that they need to be creative in structuring

their rewards programs (Langton & Robbins, 2007, p. 40).

I would also recommend that a review of survey instruments that have been successfully

administered such as the Minnesota Importance Questionnaire; Work Values Inventory;

Generation X Value Survey; Generational Values in Life and Work Study be conducted to

determine if one of those might provide more informative data for analysis. I would suggest that

192

researchers attempt to reduce common method bias by using more than one data collection tool,

such as interviews to explore in depth the meaning of the survey data collected and to expand

their conclusions and recommendations (Podsakoff, MacKenzie, & Lee, 2003).

Conclusions

In conclusion, to the best of my knowledge, this study is the first of its kind in the Ontario

CAAT system in that it examined the expectations of the Millennial employees at Humber. The

data provided by the Human Resources leaders demonstrated that there are currently practices in

place that are meeting the expectations of the Millennial generation and, more importantly, there

are areas that colleges should be considering in order for them to attract and maintain this

demographic group that will play such an important role in the future of success of Ontario

colleges.

My literature review provided information on the best practices in Financial Rewards;

Recognition; Skill Development; Career Development; and Quality of Work/Life. Using this

information and the analysis of the data reported by Millennial employees and Human Resources

leaders in the on-line questionnaires I was able to identify common themes and “gaps” that

existed as reported by the study participants. These gaps formed the recommendations that

colleges might consider to create an environment that is conducive to attracting and retaining the

best faculty, support and administrative staff so that CAATs can meet the mandate set out for

them by the provincial government.

This demographic challenge means that businesses need to deal with the problem in front

of them—that is, to ensure they understand the Millennial generation and are acting to attract and

inspire the best of them (PricewaterhouseCoopers, 2012).

193

Implications for Further Theory Development

The intent of this study was not to try to prove or disprove any of the work motivation

theories but rather the theories were used to give context to the variables used in the study.

Maslow’s hierarchy of needs theory has been shunned by some scientific researchers but

it provides a useful framework for practitioners (Latham, 2005). Using Maslow’s need

hierarchy, Latham and Pinder (2005) provide a workplace needs framework that parallels

Maslow’s five needs stages. Maslow’s first level “physiological needs” is correlated to an

employee’s need for space, lighting and overall working conditions. The second level “safety

needs” encompasses work practices such as salaries, benefits and training. Maslow’s third level

“social needs” translates into “forming cohesive work teams.” Fourth level “esteem needs” is

recognized as “responsibility and recognition.” Finally, Latham and Pinder’s work uses

“Opportunities for creative and challenging work” to describe Maslow’s fifth level “self-

actualization needs.” I found that the 16 variables that were ranked very important by the

Millennial employees fell into three of the “needs” categories, namely: 1. work practices

(competitive benefits; salary increases; competitive salary; competitive vacation time; flexible

start/finish work hours; retirement savings plan (company matches contributions); defined

pension plan; in-house training opportunities; tuition reimbursement; external training and

development opportunities; and personal days off); 2. responsibility and recognition

(advancement opportunities; internal job postings; and promotion programs); and 3.

opportunities for creative and challenging work (new challenges, variety of interesting projects;

and meaningful work opportunities that contribute to the college’s mission). As my survey for

the Millennial employees was not created using Maslow’s hierarchy it is difficult to determine if

the results reflect his belief that until lower level needs (i.e., physiological and safety) are met an

194

employee would place more value on the higher order needs (social, esteem and self-

actualization). Maslow’s theory has been used as a framework for surveys (Porter cited in

Latham & Ernst, 2006) and the results indicated that employees in lower level positions were

more concerned with satisfying lower order needs and those in higher level positions were more

concerned with higher order needs. The following recommendations were made: (1) provide

pay and benefits which ensure that an employee’s physiological and security needs are met and

(2) hire people who can form cohesive work teams. “If these lower level needs are satisfied, the

theory states that the likelihood increases that a person will focus on self-esteem through

achievement as well as self-actualization, that is, finding ways to maximize one’s knowledge and

skills” (Latham & Ernst, 2006, p. 182).

Drawing from their review of work motivational theories from the 20th

century to now,

Latham and Ernst (2006) provide 10 practices that an organization’s leadership should consider

when creating a work environment that will attract and retain employees: (1) take into account a

person’s needs (Maslow); (2) create a job environment that facilitates self-motivation

(Herzberg’s job enrichment theory, Hackman and Oldham’s job characteristics theory); (3) find

ways to modify a person’s behavior using environmental reinforcers and punishers contingent

upon a person’s response (Skinner’s contingency theory); set specific high attainable goals

(Locke and Latham’s goal setting theory); (5) ensure that attainment is tied to outcomes that are

valued (Vroom’s expectancy theory) and appraised as equitable (Adam’s equity theory) by the

employee, and (6) become aware of who is seen by employees as their comparison other; (7)

understand employees expectations and the effect on their behavior (Bandura’s social cognitive

theory); create an environment that increases employee’s efficacy (Bandura’s social cognitive

195

theory); (9) ensure procedural justice (Greenberg’s organizational justice theory); (10) ensure

interactive justice (Greenberg’s organizational justice theory).

Many of the theories mentioned above go beyond the scope of this study, however,

Latham and Ernst (2006) advise that organizational decision makers should adopt a framework

that includes their employee’s needs, personality, values, cognition, affect, the environment, and

behavior when deciding which interventions to use to create a motivated workforce (p. 190).

Summary of Chapter 5

In this chapter I presented the conclusions to each of the three research questions and

specific comparisons were made to identify any major disconnects between the variables that the

Millennial employees indicated were very important and not important and what the Human

Resources leaders results indicate that their college has already implemented, are currently

implementing, currently considering, would consider or would not consider. Implications for

practice were addressed for each variable ranked very important or not important by the

Millennial employees in each of the five categories: Financial Rewards; Recognition; Skills

Development; Career Development; and Quality of Work/Life.

My conclusions address that this study is the first of its kind in the Ontario CAAT system

and that there are some “gaps” that exist between the Millennial employee’s responses and

current practices and policies at the CAATs.

I hope that the findings of this study may inform policy and practice that will create an

environment that is conducive to attracting and retaining the best faculty, support staff and

administrators so that the Ontario Colleges of Applied Arts and Technology can meet the

mandate set out for them by the provincial government, namely human capital development.

196

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Appendix A

Letter of Invitation to Participate in "“Millennial Employees’ Expectations of the Workplace: A

Case Study of Humber College”Survey

OISE

ONTARIO INSTITUTE FOR STUDIES IN EDUCATION

UNIVERSITY OF TORONTO

Invitation

You are invited to participate in a research study titled: "Millennial Employees’ Expectations of

the Workplace: A Case Study of Humber College.”

This study is being conducted by Nancey Adamson, a graduate student in the Leadership, Higher

and Adult Education Department at OISE/University of Toronto. The study is in partial

fulfillment of the requirements for her Ph.D. in Higher Education degree. It is conducted under

the supervision of Nancey’s thesis supervisor, Dr. Katharine Janzen, a faculty member at OISE.

The President of Humber College has granted his permission to name Humber in all reporting.

Purpose of this Study:

It is the mandate of Ontario’s Colleges of Applied Arts and Technology (CAATs) to provide

quality programming and services to their students. CAATs must be able to attract and retain

employees who have appropriate credentials, experience and values to meet this mandate. At the

same time, labour market research predicts that there will be a shortage of workers due to an

206

aging population and this decline will start in 2011 and continue declining through 2030 (Miner,

2010). Postsecondary institutions will not be immune to this trend.

The purpose of this study is to explore and describe whether what the Millennial employees who

participate in the study want in the workplace aligns with what is currently offered in the CAAT

system, more specifically, if the Millennials who currently work at Humber College that is the

site of this study, feel the current “terms and conditions” of employment meet their needs, and if

not, what are their suggestions on changes that might be made to better meet their expectations.

It is anticipated that the findings of the research will provide some action items for college

leadership to consider to better meet the employment needs of the Millennial generation.

This study consists of completing an on-line questionnaire survey that will take approximately

thirty (30) minutes of your time. To volunteer for this study you must meet the following criteria:

You must be at least 18 years of age and born between the years 1981 and 2000.

You must be employed as a part-time, partial load, sessional, contract or full-time

employee at Humber College.

If you would like to participate in this study, please carefully read the following information:

I understand:

why and how this study is being conducted. My questions about the study have been fully

answered

my participation is voluntary and neither participation nor non-participation will impact

on my employment now or in the future. My responses will not be judged at any time

my responses will be completely anonymous; my name will not appear anywhere on the

survey and will not be identifiable in any reporting of the findings in professional

publications or conferences

that I am free to not answer any question(s) that I do not wish to answer and may opt out

of this study at any time, by closing my browser window before I submit my responses.

All information reported by me at that point will be eliminated and not included in the

study findings

207

data reported after I click on the submit button cannot be deleted since the survey is

anonymous

the study findings will be shared with faculty and staff of Humber College Institute of

Technology & Advanced Learning

results may also be presented in educational journals or at conferences, such as the

Colleges of Applied Arts and Technology’s Human Resources Coordinating Committee

annual conference

there are no foreseeable psychological or physical risks associated with participation in

this study

although there is no direct benefit from participating in the study, my participation will

increase understanding of what Millennial employees of the Colleges want from their

workplace

all data collected will be kept confidential, secure, encrypted and on a secure server, and

only the researcher and her thesis supervisor will have access to any data collected

since the survey is on-line, there is a very slight chance that the web master for

FluidSurveys may be able to identify the source of the submitted survey, but neither the

researcher nor her supervisor will have any access to this information

the data will be removed from FluidSurveys no later than 2 months after the close of the

survey, and all data will be destroyed completely 5 years after completion of this study;

data in hard copy will be shredded and all digital data will be deleted.

If you have any questions about the study that are not addressed here, please contact Nancey

Adamson at 416-675-6622 ext. 5540 or nancey.adamson@humber.ca, or her Thesis Supervisor,

Dr. Katharine Janzen at 416-978-1232 or by email at katharine.janzen@utoronto.ca.

If you have any questions about your rights as a participant in this study, please contact the

Research Ethics Board at the University of Toronto [ethics.review@utoronto.ca or 416 946-

3273] or the Research Ethics Board at Humber College Institute of Technology & Advanced

Learning [patricia.morgan@humber.ca or 416-675-6622 ext. 4525].

Please keep a copy of this consent letter for your records.

208

You may access the findings of the study, when it is completed by accessing a copy of the

researcher’s thesis, which will be available in the University of Toronto library.

If you fully understand the information above and are interested in participating in this study,

please go to the questionnaire located at the following: http://fluidsurveys.com/s/Millennial-

Survey-Employee-Version/

On behalf of the researcher, we thank-you for considering this invitation.

209

Appendix B

Letter of Invitation for theHuman ResourcesLeaders in Ontario CAATs to Participate in

“Millennial Employees’ Expectations of the Workplace: A Case Study of Humber

College” Survey

OISE

ONTARIO INSTITUTE FOR STUDIES IN EDUCATION

UNIVERSITY OF TORONTO

“Millennial Employees’ Expectations of the Workplace: A Case Study of Humber College”

Survey

Invitation

You are invited to participate in a research study on " “Millennial Employees’ Expectations of

the Workplace: A Case Study of Humber College. “This study is being conducted by Nancey

Adamson, a graduate student in the Leadership, Higher and Adult Education Department at

OISE/University of Toronto. The study is a partial fulfillment of the requirements for her Ph.D.

in Higher Education degree. It is conducted under the supervision of Nancey’s thesis supervisor,

Dr. Katharine Janzen, a faculty member at OISE. The President of Humber College has granted

his permission to name Humber in all reporting.

Purpose of this Study:

It is the mandate of Ontario’s Colleges of Applied Arts and Technology (CAATs) to provide

quality programming and services to their students. CAATs must be able to attract and retain

employees who have appropriate credentials, experience and values to meet this mandate. At the

same time, labour market research predicts that there will be a shortage of workers due to an

210

aging population and this decline will start in 2011 and continue declining through 2030 (Miner,

2010). Postsecondary institutions will not be immune to this trend.

The purpose of this study is to explore and describe whether what the Millennial employees who

participate in the study want in the workplace aligns with what is currently offered in the CAAT

system, more specifically, if the Millennials who currently work at Humber College, the Ontario

college that is the site of this study, feel the current “terms and conditions” of employment meet

their needs, and if not, what are their suggestions on changes that might be made to better meet

their expectations. It is anticipated that the findings of the research will provide some action

items for college leadership to consider to better meet the employment needs of the Millennial

generation.

To participate in this study you must hold the position or Human Resources Director or higher at

your college.

This study consists of completing an on-line questionnaire survey that will take approximately

30 minutes of your time.

If you would like to participate in this study, you please read carefully the following information:

I understand:

why and how this study is being conducted. My questions about the study have been fully

answered.

my participation is voluntary and neither participation nor non-participation will impact

on my employment no or in the future. My responses will not be judged at any time.

my responses will be completely anonymous; my name will not appear anywhere on the

survey and neither I nor my college will be identifiable in any reporting of the findings in

professional publications or conferences.

I am free to not answer any question(s) that I do not wish to answer and may opt out of

this study at any time, by closing my browser window before I submit my responses. All

information reported by me at that point will be eliminated and not included in the study

findings.

211

data reported after I click on the submit button cannot be deleted since the survey is

anonymous.

the study findings will be shared with faculty and staff at Humber College Institute of

Technology & Advanced Learning

results may also be presented in educational journals or at conferences, such as the

Colleges of Applied Arts and Technology’s Human Resources Coordinating Committee

annual conference.

there are no foreseeable psychological or physical risks associated with participation in

this study.

although there is no direct benefit for participating in the study, my participation will

increase understanding of what Millennial employees at the study college want from their

workplace.

all data collected will be kept confidential and secure, encrypted and on a secure server

and only the researcher and her thesis supervisor will have access to any data collected

since the survey is on-line, there is a very slight chance that the web master for the

FluidSurveys may be able to identify the source of the submitted survey, but neither the

researcher nor her supervisor will have any access to this information.

the data will be removed from FluidSurveys no later than 2 months after the close of the

survey, and all data will be destroyed completely 5 years after completion of this study;

data in hard copy will be shredded and all digital data will be deleted.

If you have any questions about the study that are not addressed here please contact Nancey

Adamson at 416-675-6622 ext. 5540 or nancey.adamson@humber.ca, or her Thesis Supervisor,

Dr. Katharine Janzen at 416-978-1232 or by email at katharine.janzen@utoronto.ca.

If you have any questions about your rights as a participant in this study, please contact the

Research Ethics Board at the University of Toronto [ethics.review@utoronto.ca or 416 946-

3273] or the Research Ethics Board at Humber College Institute of Technology & Advanced

Learning [patricia.morgan@humber.ca or 416-675-6622 ext. 4525].

Please print a copy of this consent letter for your records.

If you fully understand the information above and are interested in participating in this study,

212

please go to the questionnaire located at the following: http://fluidsurveys.com/s/Millennial-

Survey-HR-Leaders/

You may access the findings of the study, when it is completed by accessing a copy of the

researcher’s thesis, which will be available in the University of Toronto library.

On behalf of the researcher, we thank-you for considering this invitation.

213

Appendix C

Survey Questionnaire for College Employees Participating in the Research Study “Millennial

Employees’ Expectations of the Workplace: A Case Study of Humber College”

Located at: http://fluidsurveys.com/s/Millennial-Survey-Employee-Version/

Researcher: Nancey Adamson, a graduate student in the Leadership, Higher and Adult

Education Department at OISE/University of Toronto.

Thesis Supervisor: Dr. Katharine Janzen, Higher Education, Department of Leadership, Higher

and Adult Education, OISE, University of Toronto

______________________________________________________________________________

I have read and understand the purpose, and the terms and conditions for my participating in this

study as described in the Letter of Invitation (Appendix A).

I certify that I am 18 years old or older. I was born between 1981 and 2000 and I am currently

employed as either a part-time or full-time employee at Humber College.

By clicking the “I agree to participate” button to enter the survey, I indicate my willingness to

voluntarily take part in the study under all the conditions described in the Letter of Invitation.

Please check your response below

I AGREE to participate

I do NOT wish to participate.

______________________________________________________________________________

There are five sections in this survey: Financial Rewards; Recognition Programs; Skill

Development Programs; Career Development Programs; and Quality of Work/Life Programs.

Please rate each item in terms of how important they are to you. At the end of each section you

will have an opportunity to provide suggestions.

214

1. Financial Rewards

In this section you are asked to rate the importance of financial rewards. Some of these

rewards are currently provided at Ontario colleges and some are not. At the end of this

section you can suggest other financial rewards that you would consider of value.

Please select only one response for each category.

Not

Important

Important Very

Important

Competitive Salary

Performance Based Bonuses

Salary Increases

Signing Bonuses

Incentive Programs

Competitive Vacation Time

Personal Days Off

Tuition Reimbursement

Time Off to Upgrade Education

Subsidies for Professional Association Membership

Competitive Benefits

Flexible/Cafeteria Benefit Plan

Free Fitness Memberships

Subsidized Transportation

Short-Term Disability Coverage

Long-Term Disability Coverage

Defined Pension Plan

Retirement Savings Plan (RRSP), No Company

Contributions

Retirement Savings Plan (RRSP), Company Matches

Contributions

215

The following additional financial rewards would be of value to me:

2. Recognition Programs In this section you are asked to rate the importance of non-financial rewards. At the end of

this section you will have the opportunity of suggesting additional non-financial rewards

that you would consider of value.

Please select only one response for each category.

Not

Important

Important Very Important

Long-Service Awards

Distinguished Service Awards

Leadership Awards

The following additional non-financial recognition awards would be of value to

me:

3. Skill Development Programs

In this section you are asked to rate the importance of opportunities for skill development.

At the end of this section you will have the option of suggesting additional skill

development opportunities that you would consider of value.

Please select only one response for each category.

Not

Important

Important Very

Important

In-house training opportunities

On-line training opportunities

External training and development opportunities

216

To have a mentor

To have a coach

Meaningful work opportunities that contribute to

the College's mission

The following additional skill development opportunities would be of value to

me:

4. Career Development In this section you are asked to rate the importance of career development opportunities.

At the end of this section you will have the option of suggesting additional career

development opportunities that you would consider of value.

Please select only one response for each category.

Not

Important

Important Very Important

Internal Job Postings

Promotion Programs

Career Planning

Succession Planning

Sabbaticals

New Challenges, Variety of Interesting Projects

Advancement Opportunities

Annual Performance Reviews

The following additional career development opportunities would be of interest

to me:

217

5. Quality of Work/Life Programs

In this section you are asked to rate the importance of quality of work/life opportunities

and programs. At the end of this section you will have the opportunity of suggesting

additional quality of work/life opportunities that you would consider of value.

Please select only one response for each category.

Not

Important

Important Very

Important

Employee Assistance Program

Formal Orientation Program

Casual Dress

Employee Engagement Surveys

Flexible Start/Finish Work Hours

Shortened Work Week (fewer hours, less pay)

Compressed Work Week (same hours, same pay, fewer

days/week)

Part-Time Work

Telecommuting Opportunities

Opportunity to bank hours for future payout

Opportunity to bank hours for time off

Reduced summer hours

Corporate support of local charities and causes

I would like to be involved in choosing the charity(s)

Corporate support of global charities and causes

Corporate sustainability/green initiatives

On-site elder care

On-site fitness facilities

Employee lounge

Fun, inclusive social activities at work

218

Company newsletter

Intranet site

Suggestion box

How important is it for you to have access to social media

from your work computer (e.g., Facebook, Twitter, etc.)?

How important is it for you to be a member of a union?

The following additional quality work/life opportunities would be of value to

me:

What do you like best about working for Humber College?

Would you recommend others to come and work for Humber College?

Yes

No

Can't say

Demographic Profile of Respondents: In order to better understand the profile of respondents, please provide the following

demographic information:

Gender

Male

Female

Prefer not to disclose

219

Please indicate the year you were born within one of the following categories:

1981 - 1985

1986 - 1990

1991 - 1996

Employee Group:

Faculty

Support

Administration

How long have you worked at Humber College?

Less than one year

1 - 3 years

4 - 5 years

More than 5 years

Current Employee Status

Part-time

Partial-Load

Sessional

Full-time

If you are part-time, partial load or sessional employee, please answer the

following question: (This question is not relevant to full-time employees.)

How hopeful are you that you will get a full-time job in the college system?

Not hopeful

Hopeful

Do not want to work full-time in the college system

Thank you for participating in this survey.

220

Appendix D

Survey Questionnaire for Human Resources Leaders Participating in the Research Study

“Millennial Employees’ Expectations of the Workplace: A Case Study of Humber

College”

Located at http://fluidsurveys.com/s/Millennial-Survey-HR-Leaders/

Researcher: Nancey Adamson, a graduate student in the Leadership, Higher and Adult

Education Department at OISE/University of Toronto.

Thesis Supervisor: Dr. Katharine Janzen, Higher Education, Department of Leadership, Higher

and Adult Education, OISE, University of Toronto.

_____________________________________________________________________________

1. I understand why and how this study is being conducted. My questions about the study have

been fully answered.

Yes

No

2. I have read and understand the purpose, and the terms and conditions for my participating in

this study as described in the Letter of Invitation. I hold the position of Human Resources

Director or higher at my Ontario college.

Yes

No

3. By clicking the “Yes” button to enter the survey, I indicate my willingness to voluntarily take

part in the study under all the conditions described in the Letter of Invitation.

Yes

No

The following survey gives you the opportunity to rate items in the following five categories:

Financial Rewards; Recognition; Skills Development; Career Development; and Quality of

Work/Life.

Where appropriate each category has been separated into 2 sections:

1. Items that are constrained by Support Staff or Faculty Collective Agreements or by the Terms

and Conditions of Employment for Administrative employees. You will be asked if your College

is doing anything beyond what is required in the agreements and, if you do, to describe what you

are doing;

221

2. Items that are not constrained by collective agreements or Terms and Conditions of

Employment. Using a Likert type scale you will be asked to rate how likely your college would

be in implementing the items.

At the end of each section you will be able to provide comments.

1. Financial Rewards

The following Financial Rewards are constrained by the collective agreements for Support Staff

and Faculty or the Terms of Reference for Administrative Staff in place for the Ontario CAATs.

Please advise if your college is doing anything beyond what is required in the agreements and, if

you do, please describe what you are doing.

1a. Competitive Salary

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

1b. Salary Increases (Admin Only)

Do you provide annual salary increases for your Administrative staff?

Yes No If Yes, please describe

Admin

1c. Signing Bonuses

For the purposes of this study, a signing bonus for faculty could mean the use of discretionary

steps. Support staff is not included in this question. Does your college do anything beyond what

is required in the agreements?

Yes No If Yes, please describe

Admin

Faculty

222

1d. Competitive Vacation Time

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

1e. Tuition Reimbursement

All full-time employees can take Continuing Education courses for $20.00. Does your college

do anything beyond this?

Yes No If Yes, please describe

Admin

Support

Faculty

1f. Time Off to Upgrade Education

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

1g. Personal Days Off

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

223

1h. Competitive Benefits

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

1i. Subsidized Transportation

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

1j. Short-Term Disability Coverage

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

224

1k. Long-Term Disability Coverage

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

1l. Defined Pension Plan

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

1. Financial Rewards (Con't)

The following Financial Rewards are not constrained by the collective agreements for Support

Staff and Faculty or the Terms of Reference for Administrative Staff in place for the Ontario

CAATs. The following questions ask you to rate how likely your college would be in

implementing the identified “Financial Rewards” for each full-time employee group using a

Likert type scale. At the end of this section you will have an opportunity to provide any

additional comments you may have about “Financial Rewards.”

If you select "Would not consider", please provide an explanation in the "Comments" area at the

end of the row.

225

1m. Performance Based Bonuses

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

1n. Incentive Programs

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

1o. Subsidies for Professional Association Membership

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

226

1p. Flexible/Cafeteria Benefit Plan

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

1q. Free Fitness Memberships

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

1r. Retirement Savings Plan (RRSP), No Company Contributions

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

227

1s. Retirement Savings Plan (RRSP), Company Matches Contribution

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

1. Financial Rewards - Additional Comments:

2. Recognition Programs

In this section you are asked to rate how likely your college would be in implementing the

identified “Recognition Programs” for each full-time employee group using a Likert type scale.

At the end of this section you will have an opportunity to provide any additional comments you

may have about “Recognition Programs.”

If you select "Would Not Consider", please provide an explanation in the "Comments" area at

the end of the row.

2a. Long-Service Awards

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

228

2b. Distinguished Service Awards

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

2c. Leadership Awards

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

2. Recognition Programs - Additional Comments:

3. Skill Development Programs

In this section you are asked to rate how likely your college would be in implementing the

identified “Skill Development Programs” for each full-time employee group using a Likert type

scale. At the end of this section you will have an opportunity to provide any additional comments

you may have about “Skill Development Programs.”

If you select "Would Not Consider", please provide an explanation in the "Comments" area at

the end of the row.

229

3a. In-house training opportunities

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

3b. On-line training opportunities

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

3c. External training and development opportunities

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

3d. A mentorship program

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

230

Admin

Support

Staff

Faculty

3e. Coaches are provided for employees

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

3. Skill Development - Additional Comments:

4. Career Development

The following Career Development opportunities are constrained by the collective agreements

for Support Staff and Faculty or the Terms of Reference for Administrative Staff in place for the

Ontario CAATs. Please advise if your college is doing anything beyond what is required in

these agreements and, if you do, please describe what you are doing.

4a. Internal Job Postings

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

231

4b. Sabbaticals

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

4c. Advancement Opportunities

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

4d. Annual Performance Reviews

Does your college do anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

Faculty

4. Career Development (Con't)

The following "Career Development Programs" are not constrained by the collective agreements

for Support Staff and Faculty or the Terms of Reference for Administrative Staff in place for the

Ontario CAATs. The following questions ask you to rate how likely your college would be in

implementing the identified programs for each full-time employee group using a Likert type

232

scale. At the end of this section you will have an opportunity to provide any additional

comments you may have about “Career Development programs.”

If you select "Would Not Consider", please provide an explanation in the "Comments" area at

the end of the row.

4e. Promotion Programs

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

4f. Career Planning

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

4g. Succession Planning

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

233

4h. New Challenges, Variety of Interesting Projects

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

4. Career Development - Additional Comments:

5. Quality of Work/Life Programs

The following Quality of Work/Life Programs are constrained by the collective agreements for

Support Staff and Faculty or the Terms of Reference for Administrative Staff in place for the

Ontario CAATs. Please advise if your college is doing anything beyond what is required in the

agreements and if you do, please describe what you are doing.

5a. Flexible Start/Finish Work Hours

The Faculty group has been removed as this program is not applicable. Does your college do

anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

5b. Compressed Work Week (same hours, same pay, fewer days/week)

234

The Faculty group has been removed as this program is not applicable. Does your college do

anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

5c. Opportunity to bank hours for future payout

The Faculty group has been removed as this program is not applicable. Does your college do

anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

5d. Opportunity to bank hours for time off

The Faculty group has been removed as this program is not applicable. Does your college do

anything beyond what is required in the agreements?

Yes No If Yes, please describe

Admin

Support

5. Quality of Work/Life Programs (Con't)

The following Quality of Work/Life Programs are not constrained by the collective agreements

for Support Staff and Faculty or the Terms of Reference for Administrative Staff in place for the

Ontario CAATs. The following questions ask you to rate how likely your college would be in

implementing the identified “Quality of Work/Life Programs” for each full-time employee group

using a Likert type scale. At the end of this section you will have an opportunity to provide any

additional comments you may have about “Quality of Life/Work Programs.”

235

If you select "Would Not Consider", please provide an explanation in the "Comments" area at

the end of the row.

5e. Employee Assistance Program

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5f. Formal Orientation Program

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5g. Casual Dress

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

236

5h. Employee Engagement Surveys

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5i. Shortened Work Week (fewer hours, less pay)

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5j. Telecommuting Opportunities

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

237

5k. Reduced Summer Hours

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5l. Corporate support of local charities and causes

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5m. Employees are involved in choosing the charity(s)

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

238

5n. Corporate support of global charities and causes

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5o. Employees are involved in choosing the charity(s)

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5p. Corporate sustainability/green initiatives

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

239

5q. On-site elder care

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5r. On-site child care

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5s. On-site fitness facilities

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

240

5t. Employee lounge

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5u. Fun, inclusive social activities at work

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5v. Company newsletter

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

241

5w. Intranet site

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5x. Suggestion box

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5y. Our employees have access to social media from their work computer (e.g., Facebook,

Twitter, etc.)?

Already

Implemented

Currently

Implementing

Currently

Considering

Would

Consider

Would

Not

Consider

Comments

Admin

Support

Staff

Faculty

5. Quality of Work/Life Programs - Additional Comments

242

Demographic Profile of Participants in this Survey

6. How long have you worked in the Ontario College system?

Less than one year

1 - 3 years

4 - 5 years

More than 5 years

7. Please indicate all that apply to your College below:

Small College (0 - 7,000 students)

Medium College (7,001 - 18,000 students)

Large College (over 18,001 students)

8. My college is located in a:

rural area

urban area

9. Current Employee Profile is Multiculturally:

Not Diverse

Somewhat Diverse

Very Diverse

243

Appendix E

Authorization from President Whitaker to use Humber College’s Name in the Study:

“Millennial Employees’ Expectations of the Workplace: A Case Study of Humber

College”

244

Appendix F

CAAT Pension Plan Projected Retirements and Terminations 2013-2029

Full-

Tim

e M

emb

ers

(4%

gro

wth

)

Bas

ed o

n m

embe

rshi

p da

ta a

s at

Dec

embe

r 31

, 201

2 an

d pr

ojec

ted

mem

bers

hip

grow

th

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

2023

2024

2025

2026

2027

2028

2029

Tota

l

Ad

min

istr

atio

n

Pro

ject

ed h

ead

cou

nt

at b

egin

nin

g o

f ye

ar (

BO

Y)2,

584

2,68

82,

795

2,90

73,

023

3,14

43,

270

3,40

13,

537

3,67

83,

826

3,97

94,

138

4,30

34,

475

4,65

44,

841

Pro

ject

ed r

etir

emen

ts in

yea

r65

7175

8391

9510

310

511

412

012

213

013

014

114

515

015

91,

899

Ret

irem

ents

as

% o

f h

ead

cou

nt

at B

OY

2.52

%2.

64%

2.68

%2.

86%

3.01

%3.

02%

3.15

%3.

09%

3.22

%3.

26%

3.19

%3.

27%

3.14

%3.

28%

3.24

%3.

22%

3.28

%

Pro

ject

ed t

erm

inat

ion

s (a

ttri

tio

n)

in y

ear

4243

4444

4647

4951

5355

5759

6164

6669

7292

2

Term

inat

ion

s as

% o

f h

ead

cou

nt

at B

OY

1.63

%1.

60%

1.57

%1.

51%

1.52

%1.

49%

1.50

%1.

50%

1.50

%1.

50%

1.49

%1.

48%

1.47

%1.

49%

1.47

%1.

48%

1.49

%

Facu

lty

Pro

ject

ed h

ead

cou

nt

at b

egin

nin

g o

f ye

ar7,

388

7,68

47,

991

8,31

18,

643

8,98

99,

348

9,72

210

,111

10,5

1610

,936

11,3

7411

,829

12,3

0212

,794

13,3

0613

,838

Pro

ject

ed r

etir

emen

ts in

yea

r25

326

327

128

529

730

732

033

234

034

736

137

739

240

841

943

745

85,

867

Ret

irem

ents

as

% o

f h

ead

cou

nt

at B

OY

3.42

%3.

42%

3.39

%3.

43%

3.44

%3.

42%

3.42

%3.

41%

3.36

%3.

30%

3.30

%3.

31%

3.31

%3.

32%

3.27

%3.

28%

3.31

%

Pro

ject

ed t

erm

inat

ion

s (a

ttri

tio

n)

in y

ear

9810

411

011

612

212

913

514

114

815

416

116

817

518

219

019

820

62,

537

Term

inat

ion

s as

% o

f h

ead

cou

nt

at B

OY

1.33

%1.

35%

1.38

%1.

40%

1.41

%1.

44%

1.44

%1.

45%

1.46

%1.

46%

1.47

%1.

48%

1.48

%1.

48%

1.49

%1.

49%

1.49

%

Sup

po

rt

Pro

ject

ed h

ead

cou

nt

at b

egin

nin

g o

f ye

ar7,

521

7,82

28,

135

8,46

08,

799

9,15

19,

517

9,89

710

,293

10,7

0511

,133

11,5

7912

,042

12,5

2313

,024

13,5

4514

,087

Pro

ject

ed r

etir

emen

ts in

yea

r15

516

717

919

521

323

824

926

027

929

531

132

233

935

938

240

342

04,

766

Ret

irem

ents

as

% o

f h

ead

cou

nt

at B

OY

2.06

%2.

13%

2.20

%2.

30%

2.42

%2.

60%

2.62

%2.

63%

2.71

%2.

76%

2.79

%2.

78%

2.82

%2.

87%

2.93

%2.

98%

2.98

%

Pro

ject

ed t

erm

inat

ion

s (a

ttri

tio

n)

in y

ear

186

180

175

172

170

170

170

171

173

176

179

182

186

190

196

201

208

3,08

5

Term

inat

ion

s as

% o

f h

ead

cou

nt

at B

OY

2.47

%2.

30%

2.15

%2.

03%

1.93

%1.

86%

1.79

%1.

73%

1.68

%1.

64%

1.61

%1.

57%

1.54

%1.

52%

1.50

%1.

48%

1.48

%

All

Mem

ber

s

Pro

ject

ed h

ead

cou

nt

at b

egin

nin

g o

f ye

ar17

,494

18,1

9418

,921

19,6

7820

,465

21,2

8422

,135

23,0

2123

,942

24,8

9925

,895

26,9

3128

,008

29,1

2930

,294

31,5

0532

,766

Pro

ject

ed r

etir

emen

ts in

yea

r47

350

152

556

360

164

067

269

773

376

279

482

986

190

894

699

01,

037

12,5

32

Ret

irem

ents

as

% o

f h

ead

cou

nt

at B

OY

2.70

%2.

75%

2.77

%2.

86%

2.94

%3.

01%

3.04

%3.

03%

3.06

%3.

06%

3.07

%3.

08%

3.07

%3.

12%

3.12

%3.

14%

3.16

%

Pro

ject

ed t

erm

inat

ion

s (a

ttri

tio

n)

in y

ear

326

327

329

332

338

346

354

363

374

385

397

409

422

436

452

468

486

6,54

4

Term

inat

ion

s as

% o

f h

ead

cou

nt

at B

OY

1.86

%1.

80%

1.74

%1.

69%

1.65

%1.

63%

1.60

%1.

58%

1.56

%1.

55%

1.53

%1.

52%

1.51

%1.

50%

1.49

%1.

49%

1.48

%

Year

Source: Personal e-mail communication from Matt Kerbel, Senior Actuarial

Analyst, CAAT Pension Plan, December 5, 2013

245

Appendix G

Findings for Financial Rewards Q1a-s by frequency and percent (n=177)

Financial Rewards Q 1a - 1s

Frequency

Not Important

(1 point)

Frequency

Important

(2 points)

Frequency

Very Important

(3 points) Total

1a Competitive Salary 1 53 123 177

Valid Percent 0.6 29.9 69.5 100

1b Performance Based Bonuses 40 84 53 177

Valid Percent 22.6 47.5 29.9 100

1c Salary Increases 0 53 124 177

Valid Percent 0.0 29.9 70.1 100

1d Signing Bonuses 100 54 23 177

Valid Percent 56.5 30.5 13.0 100

1e Incentive Programs 30 96 51 177

Valid Percent 16.9 54.2 28.8 100

1f Competitive Vacation Time 10 58 109 177

Valid Percent 5.6 32.8 61.6 100

1g Personal Days Off 9 76 92 177

Valid Percent 5.1 42.9 52.0 100

1h Tuition Reimbursement 20 62 95 177

Valid Percent 11.3 35.0 53.7 100

1i Time Off to Upgrade Education 19 72 86 177

Valid Percent 10.7 40.7 48.6 100

1j Subsidies for Professional Association Membership46 90 41 177

Valid Percent 26.0 50.8 23.2 100

1k Competitive Benefits 2 42 133 177

Valid Percent 1 24 75 100

1l Flexible/Cafeteria Benefit Plan 80 70 27 177

Valid Percent 45 40 15 100

1m Free Fitness Memberships 50 78 49 177

Valid Percent 28 44 28 100

1n Subsidized Transportation 61 82 34 177

Valid Percent 35 46 19 100

1o Short-Term Disability Coverage 15 88 74 177

Valid Percent 9 50 42 100

1p Long-Term Disability Coverage 17 83 77 177

Valid Percent 10 47 44 100

1q Defined Pension Plan 10 64 103 177

Valid Percent 6 36 58 100

1r Retirement Savings Plan (RRSP),

No Company Contributions 62 77 38 177

Valid Percent 35 44 22 100

1s Retirement Savings Plan (RRSP),

Company Matches Contributions 8 65 104 177

Valid Percent 5 37 59 100

246

Appendix H

Findings for Recognition Awards Q2a-c by frequency and percent of responses (n=177)

Column1

Frequency

Not

Important

Frequency

Important

Frequency

Very

Important Total

2a Long-Service Awards 50 83 44 177

Valid Percent 28 47 25 100

2b Distinguished Service Awards 24 97 56 177

Valid Percent 14 55 32 100

2c Leadership Awards 28 87 62 177

Valid Percent 16 49 35 100

247

Appendix I

Findings for Skill Development Q3a-f by frequency and percent (n=177)

Column1

Frequency

Not

Important

Frequency

Important

Frequency

Very

Important Total

3a In-house training opportunities 8 67 102 177

Valid Percent 5 38 58 100

3b On-line training opportunities 15 93 69 177

Valid Percent 9 53 39 100

3c External training and

development opportunities 9 75 93 177

Valid Percent 5 42 53 100

3d To have a mentor 39 79 59 177

Valid Percent 22 45 33 100

3e To have a coach 55 82 40 177

Valid Percent 31 46 23 100

3f Meaningful work opportunities

that contribute to the College's

mission 5 66 106 177

Valid Percent 3 37 60 100

248

Appendix J

Findings for Career Development Q4a-4h by frequency and percent (n=177)

Column1

Frequency

Not

Important

Frequency

Important

Frequency

Very

Important Total

4a Internal Job Postings 10 52 115 177

Valid Percent 6 29 65 100

4b Promotion Programs 11 78 88 177

Valid Percent 6 44 50 100

4c Career Planning 16 82 79 177

Valid Percent 9 46 45 100

4d Succession Planning 22 84 71 177

Valid Percent 12 48 40 100

4e Sabbaticals 39 96 42 177

Valid Percent 22 54 24 100

4f New challenges, variety of

interesting projects 8 58 111 177

Valid Percent 5 33 63 100

4g Advancement Opportunities 1 29 147 177

Valid Percent 1 16 83 100

4h Annual Performance Reviews 11 79 87 177

Valid Percent 6 45 49 100

249

Appendix K

Findings for Quality of Work/Life Q5a-y by frequency and percent (n=177)

Quality of Work/Life Questions 5a – 5n

Frequency

Not

Important

Frequency

Important

Frequency

Very

Important Total

5a Employee Assistance Program 28 86 63 177

Valid Percent 16 49 36 100

5b Formal Orientation Program 29 88 60 177

Valid Percent 16 50 34 100

5c Casual Dress 74 70 33 177

Valid Percent 42 40 19 100

5d Employee Engagement Surveys 53 98 26 177

Valid Percent 30 55 15 100

5e Flexible Start/Finish Work Hours 19 50 108 177

Valid Percent 11 28 61 100

5f Shortened Work Week (fewer

hours, less pay) 119 34 24 177

Valid Percent 67 19 14 100

5g Compressed Work Week (same

hours, same pay, fewer days/week) 40 75 62 177

Valid Percent 23 42 35 100

5h Part-time work 86 69 22 177

Valid Percent 49 39 12 100

5i Telecommuting Opportunities 57 68 52 177

Valid Percent 32 38 29 100

5j Opportunity to bank hours for

future payout 42 72 63 177

Valid Percent 24 41 36 100

5k Opportunity to bank hours for

time off 18 76 83 177

Valid Percent 10 43 47 100

5l Reduced summer hours 46 65 66 177

Valid Percent 26 37 37 100

5m Corporate support of local

charities and causes 35 94 48 177

Valid Percent 20 53 27 100

5n I would like to be involved in

choosing the charity(s) 61 73 43 177

Valid Percent 35 41 24 100

250

5o Corporate support of global

charities and causes 47 102 28 177

Valid Percent 27 58 16 100

5p Corporate sustainability/green

initiatives 19 89 69 177

Valid Percent 11 50 39 100

5q On-site elder care 108 55 14 177

Valid Percent 61 31 8 100

5r On-site fitness facilities 34 84 58 176

Valid Percent 20 48 33 100

5s Employee Lounge 40 79 58 177

Valid Percent 23 45 33 100

5t Fun, inclusive social activities at

work 40 86 51 177

Valid Percent 23 49 29 100

5u Company newsletter 63 95 19 177

Valid Percent 36 54 11 100

5v Intranet Site 56 97 24 177

Valid Percent 32 55 14 100

5w Suggestion Box 75 75 27 177

Valid Percent 42 42 15 100

5x How important is it for you to

have access to social media from your

work computer (e.g., Facebook,

Twitter, etc.) 176 responses 76 51 49 176

Valid Percent 43 29 28 99

5y How important is it for you to be a

member of a union? 72 59 46 177

Valid Percent 41 33 26 100

251

Appendix L

Financial Rewards - Human Resources leaders responses to variables:

Q1a, b, c, d, e f, g, h, i, j, k, and l

1a

Frequency Percent Frequency Percent

Faculty 1 6.7% Use Step 2 allowance; increased

release time; strategic project release

time

14 93.3% 0 15 100.0%

Support 1 6.7% Give special allowances 14 93.3% 0 15 100.0%

Admin 3 20.0% Pay outside Council's pay grid, if

needed (2); provide bonus payments

and has a differentiated salary grid

(1); exceptional performance

payments (1)

12 80.0% 0 15 100.0%

1b

Frequency Percent Frequency Percent

Faculty N/A N/A 0 N/A N/A

Support N/A N/A 0 N/A N/A

Admin

12 85.7% Subject to Broader Public Sector

directive (8) Performance bases (4)

CEC guidelines (4) Economic

increases (1)

2 14.3% 1 14 100.0%

1c

Frequency Percent Frequency Percent

Faculty 1 6.70% Use discretionary steps (5);

transition payments (1); occasionally

only (1)

14 93.3% 0 15 100.0%

Support N/A N/A 0 N/A N/A

Admin 3 20.0% Transition payments (2); ensure

admin paid higher than faculty (1);

increase at 6 months for perfomance

(1); for hard to fill positions (1); for

unique circumstances (1); for senior

positions (1)

12 80.0% 0 15 100.0%

Does your college do anything beyond what is required in the agreements for the following variables? (by employee group) n=15

Variable

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Salary Increases

Yes No

Comments Missing Percent

Total

Responses

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Competitive Salary

Signing Bonuses

252

1d

Frequency Percent Frequency Percent

Faculty N/A N/A 0 N/A N/A

Support 1 6.7% Grievance settlements (1);

compassionate reasons (1); allow

borrowing of future vacation

allotment (1)

14 93.3% 0 15 100.0%

Admin 4 26.7% Exceptional basis (2); for senior

positions (2)

11 73.3% 0 15 100.0%

1g

Frequency Percent Frequency Percent

Faculty 1 6% Employee recognition days (1);

based on individual needs (1)

14 93.3% 0 15 100.0%

Support 2 13.3% Employee recognition days (1);

based on individual needs (1)

13 86.7% 0 15 100.0%

Admin 2 13.3% Employee recognition days (1);

based on individual needs (2)

13 86.7% 0 15 100.0%

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Personal Days Off

Competitive Vacation Time

253

1e Tuition Reimbursement

Frequency Percent Frequency Percent

Faculy 12 80.0% Reimburse 50% of post-sec course

(2); internal professional

development conference (1);

professonal development leave (1);

tuition reimbursement max. $15,000

lifetime (1); personal spending

account $500/year, max. $2,000 (1)

staff family free family tuition (1);

tuition reimbursement no specifics

(1); $10/course on Ministry funded

courses (1); tuition reimbursement

plan max $1000/year(1); OPSEU

tuition program (1)

3 20.0% 0 15 100.0%

Support 12 80.0% Reimburse 50% of post-sec course

(2); internal professional

development conference (1);

professonal development leave (1);

tuition reimbursement max. $15,000

lifetime (1); personal spending

account $500/year, max. $2,000 (1)

staff family free family tuition (1);

tuition reimbursement no specifics

(1); $10/course on Ministry funded

courses (1); tuition reimbursement

plan max $1000/year(1); OPSEU

tuition program (1)

3 20.0% 0 15 100.0%

Admin 12 80.0% Reimburse 50% of post-sec course

(2); internal professional

development conference (1);

professonal development leave (1);

tuition reimbursement max. $15,000

lifetime (1); personal spending

account $500/year, max. $2,000 (1)

staff family free family tuition (1);

credential studies funding max

$2500/year (1); tuition

reimbursement no specifics (1);

$10/course on Ministry funded

courses (1); tuition reimbursement

plan max $1000/year(1); full tuition

paid for staff on succession plan

(1); OPSEU tuition program (1)

3 20.0% 0 15 100.0%

Variable

Yes

Comments

No

Missing

Total

Responses Percent

254

1f

Frequency Percent Frequency Percent

Faculty 2 14.3% Based on individual needs (3);

flexible work schedule (1)

12 85.7% 1 14 100.0%

Support 5 33.3% Determined on individual basis (2);

flexible work schedule (2); one-third

time required for Masters with pay

(1); sabbatical (1)

10 66.7% 0 15 100.0%

Admin 5 33.3% Determined on individual basis (3);

flexible work schedule (1); one-third

time required for Masters with pay

(1); sabbatical (1)

10 66.7% 0 15 100.0%

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Time Off to Upgrade Education

255

1h

Frequency Percent Frequency Percent

Faculty 3 20% Employee assistance program (2);

$500 tuition reduction for family (1);

tuition reimbursement no details (1);

Best Doctors program (1); Free gym

membership (1); RRSP/Financial

Advisor (1); Discounted spa and

massage services on site (1);

professional development 100% paid

(1); staff recognition awards (1)

computer purchase plan (1);

discounted TTC passes (1);

discounted computer software (1);

car insurance (1)

12 80.0% 0 15 100.0%

Support 3 20% Employee assistance program (2);

$500 tuition reduction for family (1);

tuition reimbursement no details (1);

Best Doctors program (1); Free gym

membership (1); RRSP/Financial

Advisor (1); Discounted spa and

massage services on site (1);

professional development 100% paid

(1); staff recognition awards (1)

computer purchase plan (1);

discounted TTC passes (1);

discounted computer software (1);

car insurance (1)

12 80.0% 0 15 100.0%

Admin 4 26.7% Employee assistance program (2);

$500 tuition reduction for family (1);

tuition reimbursement no details (1);

Allowance paid to contract admin

when not in pension (1); Best

Doctors program (1); Free gym

membership (1); RRSP/Financial

Advisor (1); Discounted spa and

massage services on site (1);

professional development 100% paid

(1); staff recognition awards (1)

computer purchase plan (1);

discounted TTC passes (1);

discounted computer software (1);

car insurance (1)

11 73.3% 0 15 100.0%

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Competitive Benefits

256

1i

Frequency Percent Frequency Percent

Faculty 2 13.3% Discounted TTC passes (2);

subsidized parking at some locations

(1); accommodation for medical

reasons (1)

13 86.7% 0 15 100.0%

Support 2 13.3% Discounted TTC passes (2);

subsidized parking at some locations

(1); accommodation for medical

reasons (1)

13 86.7% 0 15 100.0%

Admin 3 20.0% Discounted TTC passes (2);

subsidized parking at some locations

(1); accommodation for medical

reasons (1); car allowance for

senior positions (1)

12 80.0% 0 15 100.0%

1j

Frequency Percent Frequency Percent

Faculty 1 6.7% Employee needs assessed to

determine individual requirements

14 93.3% 0 15 100.0%

Support 1 6.7%

Employee needs assessed to

determine individual requirements

(1)

14 93.3% 0 15 100.0%

Admin 1 6.7%

Employee needs assessed to

determine individual requirements

(1)

14 93.3% 0 15 100.0%

1k

Frequency Percent Frequency Percent

Faculty 0 0.0% N/A 15 100.0% 0 15 100.0%

Support 0 0.0% N/A 15 100.0% 0 15 100.0%

Admin 0 0.0% N/A 14 100.0% 1 14 100.0%

1l

Frequency Percent Frequency Percent

Faculty 5 33.3% CAAT Pension Plan (1) 10 66.7% 0 15 100.0%

Support 5 33.3% CAAT Pension Plan (1) 10 66.7% 0 15 100.0%

Admin 5 33.3% CAAT Pension Plan (2); RRSP

available to employees (1)

10 66.7% 0 15 100.0%

Variable

Yes

Comments

No

Missing

Variable

Yes

Comments

No

Missing

Variable

Total

Responses Percent

Variable

Yes

Comments

No

Missing

Short-Term Disability Coverage

Yes

Comments

No

Missing

Total

Responses Percent

Total

Responses Percent

Defined Pension Plan

Long-Term Disability Coverage

Total

Responses

Subsidized Transportation

Percent

257

Appendix M

Financial Rewards - Human Resources leaders responses to variables Q1m, n, o, p, q, r, and s

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

1m

Faculty 0 0.0% 0 0.0% 0 0.0% 5 35.7% 9 64.3% 0 14

Support 0 0.0% 0 0.0% 0 0.0% 4 28.6% 10 71.4% 0 14

Admin 10 66.7% 2 13.3% 0 0.0% 2 13.3% 1 6.7% 0 15

Comments: Would cause union issues (5); too subjective (1)

1n

Faculty 1 8.3% 0 0.0% 0 0.0% 6 50.0% 5 41.7% 3 12

Support 1 8.3% 0 0.0% 0 0.0% 6 50.0% 5 41.7% 3 12

Admin 2 15.4% 0 0.0% 0 0.0% 7 53.8% 4 30.8% 2 13

Comments: Small incentive program (1); retirement incentives (1)

1o

Faculty 4 28.6% 1 7.1% 0 0.0% 6 42.9% 3 21.4% 1 14

Support 3 21.4% 1 7.1% 0 0.0% 7 50.0% 3 21.4% 1 14

Admin 6 40.0% 1 6.7% 0 0.0% 5 33.3% 3 20.0% 0 15

Comments: If required for job (2); employees use personal spending account (1); not sure there is a need (10)

1p

Faculty 1 7.1% 0 0.0% 0 0.0% 8 57.1% 5 35.7% 1 14

Support 1 7.1% 0 0.0% 0 0.0% 8 57.1% 5 35.7% 1 14

Admin 1 6.7% 0 0.0% 0 0.0% 10 66.7% 4 26.7% 0 15

Comments: If employees want flexible benefits (1); if cost effective (1); if few implementation issues (1); have to follow system (1)

1q

Faculty 2 14.3% 0 0.0% 0 0.0% 7 50.0% 5 35.7% 1 14

Support 2 14.3% 0 0.0% 0 0.0% 7 50.0% 5 35.7% 1 14

Admin 2 13.3% 0 0.0% 0 0.0% 7 46.7% 6 40.0% 0 15

Comments: Currently subsidize membership (2); budget (1); fitness program at nominal fee (1); staff have access to college facilities (1)

1r

Faculty 3 21.4% 0 0.0% 0 0.0% 7 50.0% 4 28.6% 1 14

Support 3 21.4% 0 0.0% 1 7.1% 6 42.9% 4 28.6% 1 14

Admin 3 20.0% 0 0.0% 0 0.0% 8 53.3% 4 26.7% 0 15

Comments:

1s

Faculty 1 7.1% 0 0.0% 0 0.0% 1 7.1% 12 85.7% 1 14

Support 1 7.1% 0 0.0% 0 0.0% 1 7.1% 12 85.7% 1 14

Admin 1 6.7% 0 0.0% 0 0.0% 2 13.3% 12 80.0% 0 15

Comments: Not while CAAT pension plan in place (4); too costly (1)

No interest because of CAAT pension (1)

Additional Comments: The themes identified include: college facing financial challenges (2); rewards have to be negotiated (1); lack of college-

wide interest (1); need consistency (1); need less government constraint on salary administration (1)

Free Fitness Memberships

Retirement Savings Plan (RRSP), No Company Contributions

Retirement Savings Plan (RRSP), Company Matches Contributions

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

Performance Based Bonuses

Incentive Programs

Subsidies for Professional Association Membership

Flexible/Cafeteria Benefit Plan

258

Appendix N

Recognition Awards - Human Resources leaders responses to variables Q2a, b, and c

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

2a

Faculty 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Support 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Admin 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Comments: We have 20 year club and are reviewing our service pin recognition practices

2b

Faculty 13 86.7% 0 0.0% 0 0.0% 2 13.3% 0 0.0% 0 15

Support 13 86.7% 0 0.0% 0 0.0% 2 13.3% 0 0.0% 0 15

Admin 12 85.7% 0 0.0% 0 0.0% 2 14.3% 0 0.0% 1 14

Comments: No comments provided

2c

Faculty 10 66.7% 0 0.0% 1 6.7% 4 26.7% 0 0.0% 0 15

Support 10 66.7% 0 0.0% 1 6.7% 4 26.7% 0 0.0% 0 15

Admin 10 66.7% 0 0.0% 1 6.7% 4 26.7% 0 0.0% 0 15

Comments: No comments provided

Additional Comments: This is an important part of our employee engagement program (1); We have the usual employee awards of excellence -

but insist that students are nominators along with co-workers. We also have a team award - each year the previous

year's winners select then next recipients; I feel that is an example of a leadership award (1)

Leadership Awards

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

Long-Service Awards

Distinguished Service Awards

259

Appendix O

Skill Development - Human Resources leaders responses to variables Q3a, b, c, d, and e

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

3a

Faculty 12 80.0% 1 6.7% 1 6.7% 1 6.7% 0 0.0% 0 15

Support 12 80.0% 1 6.7% 1 6.7% 1 6.7% 0 0.0% 0 15

Admin 12 80.0% 2 13.3% 0 0.0% 1 6.7% 0 0.0% 0 15

Comments:

3b

Faculty 10 66.7% 1 6.7% 2 13.3% 2 13.3% 0 0.0% 0 15

Support 9 60.0% 1 6.7% 2 13.3% 3 20.0% 0 0.0% 0 15

Admin 10 66.7% 1 6.7% 2 13.3% 2 13.3% 0 0.0% 0 15

Comments:

3c

Faculty 12 80.0% 2 13.3% 0 0.0% 1 6.7% 0 0.0% 0 15

Support 12 80.0% 2 13.3% 1 6.7% 0 0.0% 0 0.0% 0 15

Admin 12 80.0% 2 13.3% 0 0.0% 1 6.7% 0 0.0% 0 15

Comments:

3d

Faculty 4 26.7% 2 13.3% 2 13.3% 6 40.0% 1 6.7% 0 15

Support 4 26.7% 1 6.7% 2 13.3% 7 46.7% 1 6.7% 0 15

Admin 7 46.7% 2 13.3% 1 6.7% 5 33.3% 0 0.0% 0 15

Comments:

3e

Faculty 3 20.0% 0 0.0% 1 6.7% 10 66.7% 1 6.7% 0 15

Support 2 13.3% 0 0.0% 1 6.7% 11 73.3% 1 6.7% 0 15

Admin 8 53.3% 1 6.7% 1 6.7% 5 33.3% 0 0.0% 0 15

Comments:

High volume of interest and activity (1)

Done informally now based on need (1); right now coaches for administrators but mentors for other two groups (1)

Business case needs to be developed and buy-in to the program. Coaches and mentor programs are somewhat ad-hoc,

but they are available for people. Coaching and mentoring is part of our "learning culture" (1); For both mentoring and

coaching aspects - this is done informally based on need and varies across the College. These are not formal programs

(1); This is an opportunity area for our College and we are moving to implement on a number of fronts (1); Critical area

and have a robust program that incorporates succession planning (1)

Additional Comments:

A mentorship program

Coaches are provided for employees

External training and development opportunities

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

In-house training opportunities

On-line training opportunities

260

Appendix P

Career Development - Human Resources leaders responses to variables Q4 a, and b

4a

Frequency Percent Frequency Percent

Faculty N/A N/A 0 N/A N/A

Support 0 0.0% sometimes will do a secondment in

lieu of a posting with union

agreement

15 100.0% 0 15 100.0%

Admin 3 20.0% secondments in lieu of postings (1);

depending upon the position (1);

duration at employer's discretion (1)

12 80.0% 0 15 100.0%

4b

Frequency Percent Frequency Percent

Faculty 1 7.0% Faculty contact time on SWF has

been reduced for employees

completing PhD etc. (1)

14 93.0% 0 15 100.0%

Support 2 13.0% 2 per year (1); provide sabbatical

opportunities each year for support

staff (1)

13 87.0% 0 15 100.0%

Admin 3 20.0% 2 per year (1); Staff have been

freed up on occasion to do research

and completed higher degrees for

short term periods (1); At employers

discretion. Example, length of

sabbatical, dermination of wages and

benefits covered cost share.

Marjority are 100% paid for by the

college (1)

12 80.0% 0 15 100.0%

Sabbaticals

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Internal Job Postings

Variable

Yes

Comments

No

Missing

Total

Responses Percent

261

Appendix Q

Career Development - Human Resources leaders responses to variables Q4c, and d

4c

Frequency Percent Frequency Percent

Faculty 3 21.0% Chair positions are often filled by

interested faculty (1); This category

is too broadly defined to answer

clear (1); secondments (1);

Professional development

opportunities, secondments - goal to

promote from within (1)

11 79.0% 1 14 100.0%

Support 3 21.0% This category is too broadly defined

to answer clearly (1);

Developmental positions (1);

Professional development

opportunities, secondments - goal to

promote from within (1)

11 79.0% 1 14 100.0%

Admin 4 29.0% Senior positions are often filled by

managers already at the college (1);

provide acting or seconment

opportunities (1); This category is

too broadly defined to answer

clearly (1); succession planning

opportunities and secondments (1);

Professional development

opportunities, secondments - goal to

promote from within (1)

10 71.0% 1 14 100.0%

4d

Frequency Percent Frequency Percent

Faculty 2 14.0% Under implementation 12 86.0% 1 14 100.0%

Support 2 13.0% 13 87.0% 0 15 100.0%

Admin 3 20.0% Robust performance review

processes for all employees (1);

partly with the inclusion of people

and operational objectives and a 5

point scale (1)

12 80.0% 0 15 100.0%

Annual Performance Reviews

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Advancement Opportunities

Variable

Yes

Comments

No

Missing

Total

Responses Percent

262

Appendix R

Career Development - Human Resources leaders responses to variables Q4e, f, g, and h

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

4e

Faculty 1 7.1% 0 0.0% 2 14.3% 8 57.1% 3 21.4% 1 14

Support 1 7.1% 0 0.0% 2 14.3% 9 64.3% 2 14.3% 1 14

Admin 1 7.1% 0 0.0% 2 14.3% 10 71.4% 1 7.1% 1 14

Comments:

4f

Faculty 3 20.0% 0 0.0% 4 26.7% 7 46.7% 1 6.7% 0 15

Support 5 33.3% 0 0.0% 4 26.7% 5 33.3% 1 6.7% 0 15

Admin 5 33.3% 2 13.3% 3 20.0% 5 33.3% 0 0.0% 0 15

Comments:

4g

Faculty 2 13.3% 0 0.0% 4 26.7% 7 46.7% 2 13.3% 0 15

Support 3 20.0% 0 0.0% 4 26.7% 6 40.0% 2 13.3% 0 15

Admin 7 46.7% 4 26.7% 1 6.7% 3 20.0% 0 0.0% 0 15

Comments:

4h

Faculty 6 40.0% 2 13.3% 1 6.7% 6 40.0% 0 0.0% 0 15

Support 6 40.0% 2 13.3% 1 6.7% 6 40.0% 0 0.0% 0 15

Admin 8 53.3% 1 6.7% 1 6.7% 5 33.3% 0 0.0% 0 15

Comments:

Difficult to implement in a unionized environment for support and faculty agreement environment (1); Unclear what this program

would entail (1)

Difficult to implemlnt in unionized environment for support and faculty (1); General options for employees offered (1); Part of

Performance Review (1)

informally done at this time for support and faculty (1); Difficult to implement in unionized environment for support and faculty (1);

Very challenging for unionized workforce (1)

Part of the changing organization (1)

Additional Comments: There is a great deal of turn-over through promotions, new jobs etc. that providing "project assignments" is a very easy

way for us to implement new skill enhancement for our staff (1)

Career Planning

Succession Planning

New Challenges, Variety of Interesting Projects

Promotion Programs

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

263

Appendix S

Quality of Work/Life - Human Resources leaders responses to variables Q5a and b

5a

Frequency Percent Frequency Percent

Faculty N/A N/A 0 N/A N/A

Support 5 33.0% Union not in favour of flex hours on

other than exception basis (1);

subject to the operational

requirements of the division (1);

Where feasible operationally this has

been arranged from time to time (1);

This occurs in pockets in the College

(1); both groups have the

opportunity to apply for flexible

hours, especially during the summer

(1); As needed based on business

and personal needs (1)

10 67.0% 0 15 100.0%

Admin 5 33.0% Admin staff do have some flexibility

within their role (1); This has never

been requested but we would be

open to it provided it is operationally

feasible (1); Flexible, but dependend

on manager We are inconsistant (1);

both groups have the opportunity to

apply for flexible hours, especially

during the summer (1); As needed

based on business and personal

needs (1)

10 67.0% 0 15 100.0%

5b

Frequency Percent Frequency Percent

Faculty N/A N/A 0 N/A N/A

Support 2 13.0% We would consider this if it was

operationally feasible (1); Subject to

local agreement. Language drafted

and sent to Employer Council for

review in 2012 but implications

around benefit plan not yet

communicated (1); currently have a

comprehensive program (1)

13 87.0% 0 15 100.0%

Admin 1 7.0% We would consider this if it was

operationally feasible (1); currently

have a comprehensive program (1)

14 93.0% 0 15 100.0%

Compressed Work Week (same hours, same pay, fewer days/week)

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Flexible Start/Finish Work Hours

Variable

Yes

Comments

No

Missing

Total

Responses Percent

264

Appendix T

Quality of Work/Life - Human Resources leaders responses to variables Q5c and d

5c

Frequency Percent Frequency Percent

Faculty N/A N/A 0 N/A N/A

Support 1 7.0% Lieu time (1) 14 93.0% 0 15 100.0%

Admin 1 7.0% Lieu time (1) 14 93.0% 0 15 100.0%

5d

Frequency Percent Frequency Percent

Faculty N/A N/A 0 N/A N/A

Support

2 13.0% Employees bank time and then take

it off at a later date (1); At all

paybands (1)

13 87.0% 0 15 100.0%

Admin 2 13.0% Unofficially (1); At the lower

paybands (1)

13 87.0% 0 15 100.0%

Opportunity to bank hours for future payout

Opportunity to bank hours for time off

Variable

Yes

Comments

No

Missing

Total

Responses Percent

Variable

Yes

Comments

No

Missing

Total

Responses Percent

265

Appendix U

Quality of Work/Life - Human Resources leaders responses to variables Q5e, f, g, h, and i

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

5e

Faculty 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Support 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Admin 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Comments:

5f

Faculty 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Support 14 93.3% 1 6.7% 0 0.0% 0 0.0% 0 0.0% 0 15

Admin 14 93.3% 1 6.7% 0 0.0% 0 0.0% 0 0.0% 0 15

Comments:

5g

Faculty 12 80.0% 0 0.0% 0 0.0% 2 13.3% 1 6.7% 0 15

Support 12 80.0% 0 0.0% 0 0.0% 2 13.3% 1 6.7% 0 15

Admin 12 80.0% 0 0.0% 0 0.0% 2 13.3% 1 6.7% 0 15

Comments:

5h

Faculty 9 60.0% 2 13.3% 1 6.7% 3 20.0% 0 0.0% 0 15

Support 9 60.0% 2 13.3% 1 6.7% 3 20.0% 0 0.0% 0 15

Admin 9 60.0% 2 13.3% 1 6.7% 3 20.0% 0 0.0% 0 15

Comments:

5i

Faculty 3 20.0% 0 0.0% 0 0.0% 11 73.3% 1 6.7% 0 15

Support 3 20.0% 0 0.0% 0 0.0% 11 73.3% 1 6.7% 0 15

Admin 2 13.3% 0 0.0% 1 6.7% 11 73.3% 1 6.7% 0 15

Comments:

Shortened Work Week (fewer hours, less pay)

no policy, but internal understanding that employees dress suitably for the work they have that day (1); trusts it employees to dress

appropriately (1)

based on operational needs, and if student learning was not negatively impacted (1); on an ad hoc basis (1); We have a large number

of part time roles (1)

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

Employee Assistance Program

Formal Orientation Program

Casual Dress

Employee Engagement Surveys

266

Appendix V

Quality of Work/Life - Human Resources leaders responses to variables Q5j, k, l, m, and n

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

5j

Faculty 1 6.7% 0 0.0% 0 0.0% 11 73.3% 3 20.0% 0 15

Support 1 6.7% 0 0.0% 0 0.0% 11 73.3% 3 20.0% 0 15

Admin 2 13.3% 0 0.0% 1 6.7% 10 66.7% 2 13.3% 0 15

Comments:

5k

Faculty 5 33.3% 0 0.0% 0 0.0% 5 33.3% 5 33.3% 0 15

Support 6 40.0% 0 0.0% 0 0.0% 6 40.0% 3 20.0% 0 15

Admin 6 40.0% 0 0.0% 0 0.0% 7 46.7% 2 13.3% 0 15

Comments:

5l

Faculty 13 86.7% 0 0.0% 0 0.0% 2 13.3% 0 0.0% 0 15

Support 13 86.7% 0 0.0% 0 0.0% 2 13.3% 0 0.0% 0 15

Admin 13 86.7% 0 0.0% 0 0.0% 2 13.3% 0 0.0% 0 15

Comments:

5m

Faculty 9 60.0% 0 0.0% 0 0.0% 6 40.0% 0 0.0% 0 15

Support 9 60.0% 0 0.0% 0 0.0% 6 40.0% 0 0.0% 0 15

Admin 9 60.0% 0 0.0% 0 0.0% 6 40.0% 0 0.0% 0 15

Comments:

5n

Faculty 4 26.7% 0 0.0% 1 6.7% 9 60.0% 1 6.7% 0 15

Support 4 26.7% 0 0.0% 1 6.7% 9 60.0% 1 6.7% 0 15

Admin 4 26.7% 0 0.0% 1 6.7% 9 60.0% 1 6.7% 0 15

Comments:

Conditional re student experience requirements and divisional operations (1); Not sure what this means (1)

Staff can book vacation to reduce their working hours in the summer. We are a full operational college over the summer so we

would not reduce our business hours with the exception of Fridays before a long weekend (1); Faculty are already off in the summer

(1); Faculty vacation period in July & august (1)

We have a number of charities for which we provide a payroll deduction program based on requests from concerned employees (1)

Usually based only on disaster situations (1)

Reduced Summer Hours

Corporate support of local charities and causes

Employees are involved in choosing the charity(s)

Corporate support of global charities and causes

Telecommuting Opportunities

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

267

Appendix W

Quality of Work/Life - Human Resources leaders responses to variables Q5o, p, q, 4, s, and t

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

5o

Faculty 4 26.7% 0 0.0% 0 0.0% 9 60.0% 2 13.3% 0 15

Support 4 26.7% 0 0.0% 0 0.0% 9 60.0% 2 13.3% 0 15

Admin 4 26.7% 0 0.0% 0 0.0% 9 60.0% 2 13.3% 0 15

Comments:

5p

Faculty 10 66.7% 2 13.3% 1 6.7% 2 13.3% 0 0.0% 0 15

Support 10 66.7% 2 13.3% 1 6.7% 2 13.3% 0 0.0% 0 15

Admin 10 66.7% 2 13.3% 1 6.7% 2 13.3% 0 0.0% 0 15

Comments:

5q

Faculty 0 0.0% 0 0.0% 0 0.0% 6 40.0% 9 60.0% 0 15

Support 0 0.0% 0 0.0% 0 0.0% 6 40.0% 9 60.0% 0 15

Admin 0 0.0% 0 0.0% 0 0.0% 6 40.0% 9 60.0% 0 15

Comments:

5r

Faculty 8 53.3% 0 0.0% 0 0.0% 2 13.3% 5 33.3% 0 15

Support 8 53.3% 0 0.0% 0 0.0% 2 13.3% 5 33.3% 0 15

Admin 8 53.3% 0 0.0% 0 0.0% 2 13.3% 5 33.3% 0 15

Comments:

5s

Faculty 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Support 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Admin 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Comments:

5t

Faculty 14 93.3% 0 0.0% 0 0.0% 1 6.7% 0 0.0% 0 15

Support 14 93.3% 0 0.0% 0 0.0% 1 6.7% 0 0.0% 0 15

Admin 13 92.9% 0 0.0% 0 0.0% 1 7.1% 0 0.0% 1 14

Comments:

Unclear on what this would entail. Is this volunteering time? Money? (1)

Employees are involved in choosing the charity(s)

Corporate sustainabilty/green initiatives

On-site elder care

On-site child care

On-site fitness facilities

Employee lounge

Budget (1); if a good business case or if it could be linked to a college student program (1); it is simply a matter of priorities and what

to tackle first (1); costing (1)

Through Early Childhood Schools, we have two day care centres open to employees and the public (1); costing (1)

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

268

Appendix X

Quality of Work/Life - Human Resources leaders responses to variables Q5u, v, w, x, and y

Frequency

AI Percent

Frequency

CI Percent

Frequency

CC Percent

Frequency

WC Percent

Frequency

WNC Percent Missing

Total

Responses

5u

Faculty 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Support 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Admin 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Comments:

5v

Faculty 14 93.3% 0 0.0% 0 0.0% 1 6.7% 0 0.0% 0 15

Support 14 93.3% 0 0.0% 0 0.0% 1 6.7% 0 0.0% 0 15

Admin 12 85.7% 0 0.0% 1 7.1% 1 7.1% 0 0.0% 1 14

Comments:

5w

Faculty 13 86.7% 0 0.0% 2 13.3% 0 0.0% 0 0.0% 0 15

Support 13 86.7% 0 0.0% 2 13.3% 0 0.0% 0 0.0% 0 15

Admin 13 86.7% 0 0.0% 2 13.3% 0 0.0% 0 0.0% 0 15

Comments:

5x

Faculty 8 53.3% 0 0.0% 1 6.7% 5 33.3% 1 6.7% 0 15

Support 8 53.3% 0 0.0% 3 20.0% 3 20.0% 1 6.7% 0 15

Admin 8 53.3% 0 0.0% 2 13.3% 4 26.7% 1 6.7% 0 15

Comments:

5y

Faculty 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Support 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 15

Admin 14 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 14

Comments:

HR Leaders were asked to rate how likely their college would be in implementing the following variables

AI = Already Implemented; CI = Currenly Implementing; CC = Currently Considering; WC = Would Consider; WNC = Would Not Consider

Fun, inclusive social activities at work

Company newsletter

Intranet site

Suggestion box

Our employees have access to social media from their work computer (e.g., Facebook, Twitter, etc.)

Through our recreation association (1)

Suggestions always welcome but not formal program (1); employees use e-mail and ee survey (1); other avenues in place that solicit

information from employees (1); have used this from time to time (1)

269

Appendix Y:

Variables With Percentage Score of 50% or Greater Reported by Survey Participants (n=177)

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

Advancement

opportunities

85% Article 27.11A and

B – Postings.

The Academic

Employees

Collective

Agreement does

not directly

address

advancement

opportunities, but

does provide

language

addressing the

requirement to

“consider”

academic

employees covered

under the

collective

agreement (full-

time faculty and

partial load

faculty) both at the

college posting the

position and from

other academic

employees laid off

at other CAAT

colleges.

Article 17 – Job

Postings/Promotions

The Support Staff

Collective

Agreement

articulates how

support staff

positions will be

posted, including

the notice period

(17.1);

consideration of

bargaining unit

employees (17.1.1);

job reversal

(17.1.2);

promotion/re-

evaluation (17.2);

temporary

assignments (17.3);

and transfers (17.4).

The Template

Terms and

Conditions of

Employment for

Administrative

Staff does not

directly address

advancement

opportunities. It

does advise that

administrative job

opportunities

should be posted.

Competitive

benefits

75% Articles 16 – 19

address the

following benefits:

holidays; short-

term disability;

long-term

Article 8 of the

Support Staff

Collective

Agreement provides

the language around

the benefits

Section 3 of the

Template Terms

and Conditions of

Employment for

Administrative

Staff stipulates that

270

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

disability; and

other insurance

plans. Detailed

information

pertaining to

benefit coverage is

contained in either

the Group

Insurance Benefit

Plan Booklet for

full-time academic

staff or the Group

Insurance Benefit

Plan Booklet

partial load

academic staff.

provided to support

staff. Detailed

information

pertaining to benefit

coverage is

contained in the

Group Insurance

Benefit Plan

Booklet for support

staff.

all full-time

administrative staff

will participate in

the group insurance

benefits (3.1).

Detailed

information

pertaining to

benefit coverage is

contained in the

Group Insurance

Benefit Plan

Booklet for

administrative

employees.

Under the Broader

Public Sector

Accountability Act,

2010 there is a

freeze on benefits

for “designated”

executives.

Salary increases 70% Please refer to

“Competitive

Salary”

Please refer to

“Competitive

Salary”

Please refer to

“Competitive

Salary”

Competitive salary 69% Article 14.01A

Faculty starting

salaries and

progression with

the salary

schedules are

determined by the

Job Classification

Plan. There are

two salary

schedules in the

agreement. Article

14.03 applies to

Article 7 deals with

wages and the

related topics

including: wage

rates (7.1); position

description forms

(7.2); progression

(7.3); pay period

(7.4); shift premium

(7.5); Lead Hand

premiums for

temporary

assignments (7.6);

Section 2 of the

Template Terms

and Conditions of

Employment for

Administrative

Staff provides

guidance for the

salary component

of an

administrative

employee position,

including job

evaluation (2.1);

271

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

faculty teaching

more than 12

hours on a regular

basis (full-time

faculty) and

Article 26.04

applies to faculty

teaching over six

and up to and

including 12 hours

on a regular basis

(partial load

faculty).

All compensation

factors are

negotiated when a

collective

agreement expires.

special allowances

(7.7).

In addition,

effective March 1,

2007 a new job

evaluation system

was implemented by

the CAAT system.

All support staff

positions were

evaluated at that

time and pay bands

adjusted as needed.

On an ongoing basis

support staff

positions are

evaluated when the

core duties of a

position have

changed and may

warrant a change in

the pay band either

up or down.

All compensation

factors are

negotiated when a

collective

agreement expires.

administration of

salaries (2.2); re-

evaluation to a

lower pay band

(2.3).

The College

Employer Council

also provides

recommendations

with regard to

Administrative

positions. In 2010

the Ontario

government

introduced the

Broader Public

Sector

Accountability Act,

2010 which

impacted the ability

of colleges to

provide increases

for its

administrative

staff. Essentially

salary grids/ranges

are frozen,

however,

administrative staff

(excluding

executives) can be

moved through

their job range and

receive re-earnable

incentive pay based

on existing

compensation

plans.

272

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

Internal job

postings

65% Article 27.11

stipulates that all

vacancies of full-

time positions

covered under the

collective

agreement will be

posted for a

minimum of five

working days.

Article 17 stipulates

that all vacancies of

positions covered

under the collective

agreement will be

posted for a

minimum of five

working days.

Section 1.5 states

that the College

will normally post

notice of job

opportunities

(exclusive of

temporary

secondments) that

result from vacant

or newly created

positions in order

to permit

application from

current employees.

Such notice will be

posted within the

College for a

period of not less

than five working

days. The College

has the sole

discretion to

determine when a

vacancy exists.

New Challenges,

Variety of

Interesting Projects

63% N/A N/A N/A

Competitive

vacation time

62% Article 15

specifies the

vacation

entitlement for all

full-time faculty.

Article 11 specifies

the vacation

entitlement for all

full-time support

staff covered in the

collective

agreement.

Appendix D

employees are paid

8% of their salary in

lieu of benefits and

Section 3 specifies

the vacation and

carry-over

entitlements for all

full-time

administrative

employees.

273

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

vacation.

Flexible start/finish

work hours

62% N/A Articles 6.1.4

Flexible Hours of

Work and 6.1.5

Compressed Work

Week specify that

where a College and

the Local Union

agree and where

affected employees

approve, the

College may

implement more

flexible hours of

work and

scheduling

arrangements than

those provided in

Article 6, such as

compressed work

weeks and job

sharing

arrangements,

except that Article

6.3.1 cannot be

varied. Any such

variation of any

section of Article 6

will be specified in

the local agreement.

Each agreement

shall contain the

position title, pay

band, campus

location, shift and

names of the

employees affected.

N/A

274

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

Meaningful work

opportunities that

contribute to the

College's mission

60% N/A N/A N/A

Retirement Savings

Plan (RRSP),

Company Matches

Contributions

59% N/A N/A N/A

In-house training

opportunities

58% N/A N/A N/A

Defined pension

plan*

58% There is no

specific clause in

the collective

agreement that

deals with the

pension plan.

However, the

pension plan is

referenced

throughout the

agreement

There is no specific

clause in the

collective

agreement that deals

with the pension

plan. However, the

pension plan is

referenced

throughout the

agreement when it

impacts on other

terms such as

retirement benefits.

Article 8.2 directs

Colleges to provide

Pension Plan

documentation.

Section 3.4 states

that all employees

are required to

contribute to a

College pension

plan administered

by the CAAT

Pension Plan and in

accordance with the

terms of the CAAT

pension plan.

Normal retirement

under the plan is

age 65.

Tuition

Reimbursement

54% Article 12 –

Tuition Subsidy

allows all

employees in the

bargaining unit to

take Ministry

funded programs

or courses or other

programs or

courses as

mutually agreed

Article 9.1 –

Reimbursement for

Tuition allows

employees who

successfully

complete

educational courses

with the prior

approval of the

College to be

reimbursed by the

N/A

275

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

upon that the

college currently

offers for not more

than $20.

College for all or

part of the tuition

fees paid by the

employee.

Article 9.4: Tuition

Fees states that an

employee in the

bargaining unit may

take, for a fee of

twenty dollars

($20.00) per course

plus the cost of

required course

materials, on the

employee's own

time:

(a) approved

programs or

courses, with

regulated tuition

fees; or,

(b) other courses or

programs as are

mutually agreed,

which the College

currently offers. The

employee must meet

the College entrance

and admission

requirements and is

subject to academic

policies.

External training

and development

opportunities

53% Article 11.01H1:

The College shall

allow each teacher

at least ten

working days of

professional

Article 9.3

Developmental

Leave and more

specifically 9.3.1:

Purpose and Length

of Leave

Section 3.7(g)

states that

professional

development leave

may be granted

subject to the

276

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

development in

each academic

year.

Article 11.01H2:

Unless otherwise

agreed between

the teacher and the

supervisor, the

allowance of ten

days shall include

one period of at

least five

consecutive

working days for

professional

development.

Article 20:

Professional

Development

Leave (please see

Appendix BB for

details)

The College

recognizes that it is

in the interests of

employees and the

College that

employees be given

the opportunity by

the College to

pursue

developmental

activities to further

academic or

technical skills

where such

activities will

enhance the ability

of the employee

upon return to

employment with

the College. A leave

application should

normally be for

between one (1) to

twelve (12) months.

Article 9.5:

Professional

Development Days.

Each employee will

be entitled to take

up to three paid

professional

development days

per year. Such

leave shall be used

to enhance the

employee’s

transferable job

condition that an

employee return to

the College upon

termination of the

leave and also

provided that: an

employee has been

continuously

employed within

the College for a

period of not less

than six (6) years;

the College is able

to identify and

place a suitable

substitute in the

employee’s

position for the

duration of the

leave; the purpose

of the leave is for

College-approved

professional

development; the

length of the leave

will usually be for

a period of up to

twelve (12)

months; upon

completion of the

leave, the employee

will return to the

College for a

period of one (1)

year, failing which

he/she shall repay

the College all

salaries and cost of

277

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

skills and can

include such

activities as

attending seminars,

participating in

College staff

development

activities, job

shadowing, and

other legitimate

training and

education activities.

The employee will

submit a written

application to

his/her Supervisor

outlining the

purpose of the

professional

development and

the expected skill

enhancement

contemplated from

the activity. Such

requests will not be

unreasonably

denied.

employee benefits

received by

him/her while on

the leave.

The salary paid to

the employee will

be based on the

following scale,

except as otherwise

mutually agreed:

55% of his/her

normal salary after

6 years of

employment with

the College,

increasing by 5%

per year of

additional service

to a maximum of

70% of his/her

normal salary after

nine years;

It is understood that

the College’s

payment is subject

to reduction if the

aggregate of the

College’s payment

and compensation

or payments from

other sources

during the period

exceed the amount

of an employee’s

normal salary, and

the employee has a

duty to advise the

College of all

278

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

sources of

employment-

related

compensation

during the term of

the leave; An

application for

professional

development leave

shall be submitted

in writing to an

employee’s

supervisor at least 6

months prior to the

proposed

commencement

date; All applicants

will be notified in

writing by the

President or

designate, as to the

disposition of the

application for

professional

development leave;

An applicant who

is denied

professional

development leave

shall be notified in

writing of the

reasons for the

denial.

Personal days off

52% Article 17.02

states that if a full-

time employee is

absent from work

for the purpose of

Article 12.1 states

that support staff

can be granted a

leave of absence

without pay for

Section 3.7 (a)

indicates that a

personal leave

without pay may be

granted by the

279

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

caring for a

member(s) of their

immediate family,

the employee may

apply for leave

under 21.07 A,

21.07 B, and 21.07

C. Days

withdrawn from

the employees’

sick leave credits

for this purpose

will not be counted

towards the

elimination period

for LTD.

Article 21.02

states that days off

for personal

reasons may be

granted at the

discretion of the

College without

loss of regular

salary. When a

leave is denied the

reason shall be

communicated in

writing when

requested by the

applicant.

legitimate personal

reasons. Article

12.2 states that a

support staff

employee may be

granted a personal

leave, religious

leave or special

leave of absence

with pay in

extenuating

personal

circumstances at the

discretion of the

College. Requests

will not be

unreasonably

denied.

College for

legitimate personal

reasons and that

personal leaves

with pay (3.7 (b))

may be granted in

extenuating

personal

circumstances.

Under both

circumstances

leaves are granted

at the discretion of

the College.

Promotion

Programs

50% N/A Articles 17.2

Promotion/Re-

evaluation and

17.2.1 From A

Permanent Position

An employee who is

promoted or re-

Section 1.5 states

that the College

will normally post

notice of job

opportunities

(exclusive of

temporary

280

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

evaluated to a

higher pay band

shall be paid the rate

for the new pay

band which

provides an increase

of not less than the

next wage rate step

increase which

would have been

available to the

employee in his/her

former pay band.

Where the employee

was receiving the

maximum rate, the

increase shall not be

less than the

difference between

the maximum rate

and the preceding

rate step in the

former pay band.

The new wage rate

shall not exceed the

maximum rate of

the new pay band.

17.2.2 From A

Temporary

Position When an employee

is assigned

temporarily to a

position, and then

receives a

promotion or re-

evaluation to the

same position or to

secondments) that

result from vacant

or newly created

positions in order

to permit

application from

current employees.

Such notice will be

posted within the

College for a

period of not less

than five working

days. The College

has the sole

discretion to

determine when a

vacancy exists.

281

Item Percent

(50%

or

above)

Academic

Employees

Collective

Agreement

September 1,

2012 – August 31,

2014

Support Staff

Collective

Agreement

September 1, 2011

– August 31, 2014

Council’s

Template Terms

and Conditions of

Employment for

Administrative

Staff (Revised

March 17, 2010)

a position which is

sufficiently similar

in nature, the

employee's wage

rate in the

temporary position

will be used to

calculate the new

wage. Otherwise the

employee's last

wage rate in his/her

permanent position

shall be utilized.

The new wage rate

shall not exceed the

maximum rate of

the new pay band.

282

Appendix Z

Academic Collective Agreement Article 14: Salaries and Colleges of Applied Arts and

Technology Job Classification Plans for Positions in the Academic Bargaining Unit

(Section 1 Classification Plan for Professors and Counsellors and Librarians –

Factors)

Article 14

SALARIES

14.01 A Determination of starting salaries and progression within the salary schedules shall be in

accordance with the Job Classification Plans (see pages 114-119). The application to certain

present employees above the maximum step on the salary schedule shall continue as set out in

14.03.

14.01 B The College shall, upon the initial hiring of an employee in the bargaining unit, forward

a copy of the initial step placement calculation to the Union Local President.

14.02 A The salary schedules in 14.03 will apply to persons teaching more than 12 hours on a

regular basis. Persons teaching over six and up to and including 12 hours on a regular basis will

be covered by 26.04.

14.02 B It is recognized that a full-time teacher who may be assigned by the College to an

instructional assignment of less than 13 hours per week shall continue to be paid on the basis of

salary rather than on an hourly rate except as may occur through the application of Article 27,

Job Security, or as may be mutually agreed between the employee and the College.

14.02 C 1 A full-time employee may request and, with the approval of the College, may

undertake a less than full-load assignment for a mutually agreed period.

14.02 C 2 Such employee shall be paid on the basis of pro-rata base salary rather than on an

hourly rate. Effective September 24, 1998, such employee shall continue to accumulate seniority

on a full-time basis for the duration of the mutually agreed period. The method of calculating

pro-rata base salaries and benefits under this section shall be established by mutual agreement

between the employee and the College. The request of the employee shall be in writing and a

copy provided to the Union Local President. (26)

283

Salary Schedules for Full-Time Professors, Counsellors and Librarians

14.03 A 1

(a) The following table indicates the

annual base salary paid at each step

on the Salary Schedule to full-time

Professors, Counsellors and

Librarians. STEP LEVEL

Effective September 1,

2011

Step 5 $58,946

Step 6 $61,653

Step 7 $64,359

Step 8 $67,063

Step 9 $69,769

Step 10 $72,473

Step 11 $75,179

Step 12 $77,885

Step 13 $80,591

Step 14 $83,296

Step 15 $86,003

Step 16 $88,700

Step 17 $91,399

Step 18 $94,095

Step 19 $96,793

Step 20 $99,490

Step 21 $102,186

COLLEGES OF APPLIED ARTS AND TECHNOLOGY

JOB CLASSIFICATION PLANS FOR

POSITIONS IN THE ACADEMIC

BARGAINING UNIT

(to be used in determining salaries for Professors and

Counsellors and Librarians and Instructors)

SECTION I

CLASSIFICATION PLAN FOR PROFESSORS AND COUNSELLORS AND

LIBRARIANS

FACTORS

1. APPOINTMENT FACTORS

A) Experience: Relevant Teaching/Relevant Occupational

Relevant occupational experience generally means full years of experience in a field of work

related to the material to be taught or the job to be done, or to some allied aspect of it. In

284

determining the number of years to be counted, the College hiring must avoid the extremes of

counting either "years of time passed" or "years of entirely non-repetitive experience", and must

make a fair assessment of an applicant's experience.

For example, an applicant who had spent some years as a sales clerk before qualifying as an

engineer should not expect that sales experience to count as relevant experience if the person is

being hired to teach engineering.

Part-time experience should be totalled only if it forms part of a regular program of development

such as a co-operative educational program.

Double counting must be avoided. For example, if an applicant worked as a graduate assistant

while pursuing an advanced degree, the person shall not be given full credit for both experience

and educational time.

Similarly, relevant teaching experience means full years of teaching experience at a level

comparable with the level required of the applicant. Again, double counting must be avoided for

teaching experience as, for example, a graduate assistant while pursuing advanced qualifications.

The values to be given for experience are:

- First 5 years: 1 point per year

- Next 9 years: 2/3 point per year

- Next 12 years: ½ point per year (115)

B) Relevant Formal Qualifications Formal qualifications are those which constitute the norm in institutions of post-secondary

education in the Province of Ontario. Only full years of post-secondary education at successively

higher levels, and leading to a diploma, professional accreditation or degree, are recognized. For

example, a graduate of a three-year technology program in a College would be given 1½ points

for each of the three years, regardless of the length of time actually spent by the individual in

obtaining the diploma.

No credit is to be given for a year of study in which there was significant duplication of other

studies. Therefore only the highest qualification will be used in computation unless the subject

areas are from different disciplines and all relevant to the appointment.

- CAAT Diploma or Post-Secondary Certificate - per year (level) completed: 1½ points

(Maximum of 4 years)

- University Degree - per year (level) completed: 1½ points

(Maximum of 6 years)

- Formal integrated work/study program such as P.Eng., C.A., C.G.A., C.M.A. (formerly R.I.A.),

Certified Journeyman* - per year (level) completed: 1½ points

(Maximum of 5 years)

(Note that years included herein are not also to be included under Factor A)

285

* "Journeyman" to be replaced with appropriate term when the Trades Qualification and

Apprenticeship Act is amended.

C) Computing Initial Placement i) The minimum qualifications requirement is a count of 8 points based upon the appointment

factors. Since this is the minimum requirement, a total of 8 points corresponds to the minimum

rate. (This is not intended to preclude a College from hiring an individual whose qualifications

and experience total less than 8 points. In such cases, however, the individual would be hired at

the minimum of the scale.)

ii) Computation of the initial salary is, therefore, A + B - 8. The product is rounded to the next

higher number, e.g.

A = 8 points

B = 4½ points

A + B = 12½ points

12½ - 8 = 4½ = 5

The starting position is the corresponding step (Step 5) on the scale.

286

Appendix AA

Variables Ranked Not Important by the Millennial Employees

5f.

Faculty 36 63.2% 13 22.8% 8 14.0% 57 32.2% 3 20.0% 0 0.0% 0 0.0% 11 73.3% 1 6.7% 15 100.00%

Support 66 72.5% 16 17.6% 9 9.9% 91 51.4% 3 20.0% 0 0.0% 0 0.0% 11 73.3% 1 6.7% 15 100.00%

Admin 17 58.6% 5 17.2% 7 24.1% 29 16.4% 2 13.3% 0 0.0% 1 6.7% 11 73.3% 1 6.7% 15 100.0%

Total 119 67.2% 34 19.2% 24 13.6% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Shortened Work Week (fewer hours, less pay)

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

5q.

Faculty 35 61.4% 17 29.8% 5 8.8% 57 32.2% 0 0.0% 0 0.0% 0 0.0% 6 40.0% 9 60.0% 15 100.0%

Support 56 61.5% 29 31.9% 6 6.6% 91 51.4% 0 0.0% 0 0.0% 0 0.0% 6 40.0% 9 60.0% 15 100.0%

Admin 17 58.6% 9 31.0% 3 10.3% 29 16.4% 0 0.0% 0 0.0% 0 0.0% 6 40.0% 9 60.0% 15 100.0%

Total 108 61.0% 55 31.1% 14 7.9% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

On-Site Elder Care

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

1c.

Faculty 27 47.4% 19 33.3% 11 19.3% 57 32.2% 8 53.3% 7 46.7% 15 100.0%

Support 53 58.2% 28 30.8% 10 11.0% 91 51.4% N/A N/A N/A

Admin 20 69.0% 7 24.1% 2 6.9% 29 16.4% 7 46.7% 8 53.3% 15 100.0%

Total 100 56.5% 54 30.5% 23 13.0% 177 100.0%

No

Total

Responses

Signing Bonuses

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond what

is required in respective agreements:Not

Important Important

Very

Important

Total

Responses Yes

5h.

Faculty 21 36.8% 28 49.1% 8 14.0% 57 32.2%

Support 45 49.5% 37 40.7% 9 9.9% 91 51.4%

Admin 20 69.0% 4 13.8% 5 17.2% 29 16.4%

Total 86 48.6% 69 39.0% 22 12.4% 177 100.0%

Note: HR leaders not asked this question

Part-time work

Millennial Employee Responses by Employee Group

Not Important Important Very Important Total Responses

287

1p.

Faculty 32 56.1% 20 35.1% 5 8.8% 57 32.2% 1 28.6% 0 0.0% 0 0.0% 8 57.1% 5 35.7% 14 100.0%

Support 37 40.7% 37 40.7% 17 18.7% 91 51.4% 1 21.4% 0 0.0% 0 0.0% 8 57.1% 5 35.7% 14 100.0%

Admin 11 37.9% 13 44.8% 5 17.2% 29 16.4% 1 40.0% 0 0.0% 0 0.0% 10 66.7% 4 26.7% 15 100.0%

Total 80 45.2% 70 39.5% 27 15.3% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Flexible/Cafeteria Benefit Plan

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

5x.

Faculty 27 47.4% 13 22.8% 17 29.8% 57 32.4% 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 15 100.0%

Support 38 41.8% 29 31.9% 24 26.4% 91 51.7% 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 15 100.0%

Admin 11 39.3% 9 32.1% 8 28.6% 28 15.9% 14 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 14 100.0%

Total 76 43.2% 51 29.0% 49 27.8% 176 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

How important is it for you to have access to social media from your work computer (e.g., Facebook, Twitter, etc.)?

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considerin

g

5c.

Faculty 26 45.6% 21 36.8% 10 17.5% 57 32.2% 12 80.0% 0 0.0% 0 0.0% 2 13.3% 1 6.7% 15 100.0%

Support 30 33.0% 42 46.2% 19 20.9% 91 51.4% 12 80.0% 0 0.0% 0 0.0% 2 13.3% 1 6.7% 15 100.0%

Admin 18 62.1% 7 24.1% 4 13.8% 29 16.4% 12 80.0% 0 0.0% 0 0.0% 2 13.3% 1 6.7% 15 100.0%

Total 74 41.8% 70 39.5% 33 18.6% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Casual Dress

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

5w.

Faculty 23 40.4% 30 52.6% 4 7.0% 57 32.2% 8 53.3% 0 0.0% 1 6.7% 5 33.3% 1 6.7% 15 100.0%

Support 40 44.0% 32 35.2% 19 20.9% 91 51.4% 8 53.3% 0 0.0% 3 20.0% 3 20.0% 1 6.7% 15 100.0%

Admin 12 41.4% 13 44.8% 4 13.8% 29 16.4% 8 53.3% 0 0.0% 2 13.3% 4 26.7% 1 6.7% 15 100.0%

Total 75 42.4% 75 42.4% 27 15.3% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Suggestion Box

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

5y.

Faculty 12 21.1% 22 38.6% 23 40.4% 57 32.2%

Support 31 34.1% 37 40.7% 23 25.3% 91 51.4%

Admin 29 100.0% 0 0.0% 0 0.0% 29 16.4%

Total 72 40.7% 59 33.3% 46 26.0% 177 100.0%

Note: HR leaders not asked this question

How important is it for you to be a member

of a union

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

288

5u.

Faculty 20 35.1% 32 56.1% 5 8.8% 57 32.2% 14 93.3% 0 0.0% 0 0.0% 1 6.7% 0 0.0% 15 100.0%

Support 34 37.4% 48 52.7% 9 9.9% 91 51.4% 14 93.3% 0 0.0% 0 0.0% 1 6.7% 0 0.0% 15 100.0%

Admin 9 31.0% 15 51.7% 5 17.2% 29 16.4% 12 85.7% 0 0.0% 1 7.1% 1 7.1% 0 0.0% 14 100.0%

Total 63 35.6% 95 53.7% 19 10.7% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Company Newsletter

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

1r.

Faculty 17 29.8% 27 47.4% 13 22.8% 57 32.2% 3 21.4% 0 0.0% 0 0.0% 7 50.0% 4 28.6% 14 100.0%

Support 29 31.9% 40 44.0% 22 24.2% 91 51.4% 3 21.4% 0 0.0% 1 7.1% 6 42.9% 4 28.6% 14 100.0%

Admin 16 55.2% 10 34.5% 3 10.3% 29 16.4% 3 20.0% 0 0.0% 0 0.0% 8 53.3% 4 26.7% 15 100.0%

Total 62 35.0% 77 43.5% 38 21.5% 177 100.0%

Retirement Savings Plan (RRSP), No Company Contributions

Would

Consider

Would

Not

Consider

Total

Responses

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

5n.

Faculty 19 33.3% 24 42.1% 14 24.6% 57 32.2% 9 60.0% 0 0.0% 0 0.0% 6 40.0% 0 0.0% 15 100.0%

Support 32 35.2% 42 46.2% 17 18.7% 91 51.4% 9 60.0% 0 0.0% 0 0.0% 6 40.0% 0 0.0% 15 100.0%

Admin 10 34.5% 7 24.1% 12 41.4% 29 16.4% 9 60.0% 0 0.0% 0 0.0% 6 40.0% 0 0.0% 15 100.0%

Total 61 34.5% 73 41.2% 43 24.3% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Employees are involved in choosing the charity(s) (Local Charities)

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

1i.

Faculty 20 35.1% 27 47.4% 10 17.5% 57 32.2% 2 13.3% 13 86.7% 15 100.0%

Support 28 30.8% 44 48.4% 19 20.9% 91 51.4% 2 13.3% 13 86.7% 15 100.0%

Admin 13 44.8% 11 37.9% 5 17.2% 29 16.4% 3 20.0% 12 80.0% 15 100.0%

Total 61 34.5% 82 46.3% 34 19.2% 177 100.0%

Subsidized Transportation

Millennial Employee Responses by Employee Group

HR Leaders Responses

Does your college do anything beyond what is

required in respective agreements:Not

Important Important

Very

Important

Total

Responses Yes No

Total

Responses

5i.

Faculty 24 42.1% 21 36.8% 12 21.1% 57 32.2% 1 6.7% 0 0.0% 0 0.0% 11 73.3% 3 20.0% 15 100.0%

Support 29 31.9% 37 40.7% 25 27.5% 91 51.4% 1 6.7% 0 0.0% 0 0.0% 11 73.3% 3 20.0% 15 100.0%

Admin 4 13.8% 10 34.5% 15 51.7% 29 16.4% 2 13.3% 0 0.0% 1 6.7% 10 66.7% 2 13.3% 15 100.0%

Total 57 32.2% 68 38.4% 52 29.4% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Telecommuting Opportunities

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

289

5v.

Faculty 20 35.1% 32 56.1% 5 8.8% 57 32.2% 13 86.7% 0 0.0% 2 13.3% 0 0.0% 0 0.0% 15 100.0%

Support 27 29.7% 51 56.0% 13 14.3% 91 51.4% 13 86.7% 0 0.0% 2 13.3% 0 0.0% 0 0.0% 15 100.0%

Admin 9 31.0% 14 48.3% 6 20.7% 29 16.4% 13 86.7% 0 0.0% 2 13.3% 0 0.0% 0 0.00% 15 100.0%

Total 56 31.6% 97 54.8% 24 13.6% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Intranet Site

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

3e.

Faculty 16 28.1% 25 43.9% 16 28.1% 57 32.2% 3 20.0% 0 0.0% 1 6.7% 10 66.7% 1 6.7% 15 100.0%

Support 32 35.2% 41 45.1% 18 19.8% 91 51.4% 2 13.3% 0 0.0% 1 6.7% 11 73.3% 1 6.7% 15 100.0%

Admin 7 24.1% 16 55.2% 6 20.7% 29 16.4% 8 53.3% 1 6.7% 1 6.7% 5 33.3% 0 0.0% 15 100.0%

Total 55 31.1% 82 46.3% 40 22.6% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

To have a coach Coaches are provided for employees

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

5d.

Faculty 21 36.8% 29 50.9% 7 12.3% 57 32.2% 9 60.0% 2 13.3% 1 6.7% 3 20.0% 0 0.0% 15 100.0%

Support 24 26.4% 56 61.5% 11 12.1% 91 51.4% 9 60.0% 2 13.3% 1 6.7% 3 20.0% 0 0.0% 15 100.0%

Admin 8 27.6% 13 44.8% 8 27.6% 29 16.4% 9 60.0% 2 13.3% 1 6.7% 3 20.0% 0 0.0% 15 100.0%

Total 53 29.9% 98 55.4% 26 14.7% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Employee Engagement Surveys

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

1q.

Faculty 21 36.8% 24 42.1% 12 21.1% 57 32.2% 2 14.3% 0 0.0% 0 0.0% 7 50.0% 5 35.7% 14 100.0%

Support 20 22.0% 43 47.3% 28 30.8% 91 51.4% 2 14.3% 0 0.0% 0 0.0% 7 50.0% 5 35.7% 14 100.0%

Admin 9 31.0% 11 37.9% 9 31.0% 29 16.4% 2 13.3% 0 0.0% 0 0.0% 7 46.7% 6 40.0% 15 100.0%

Total 50 28.2% 78 44.1% 49 27.7% 177 100.0%

Would

Consider

Would Not

Consider

Total

Responses

Free Fitness Memberships

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

2a.

Faculty 15 26.3% 25 43.9% 17 29.8% 57 32.2% 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 15 100.0%

Support 28 30.8% 41 45.1% 22 24.2% 91 51.4% 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 15 100.0%

Admin 7 24.1% 17 58.6% 5 17.2% 29 16.4% 15 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 15 100.0%

Total 50 28.2% 83 46.9% 44 24.9% 177 100.0%

Would

Consider

Would Not

Consider

Total

Responses

Long Service Awards

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

5o.

Faculty 18 31.6% 31 54.4% 8 14.0% 57 32.2% 4 26.7% 0 0.0% 1 6.7% 9 60.0% 1 6.7% 15 100.0%

Support 23 25.3% 55 60.4% 13 14.3% 91 51.4% 4 26.7% 0 0.0% 1 6.7% 9 60.0% 1 6.7% 15 100.0%

Admin 6 20.7% 16 55.2% 7 24.1% 29 16.4% 4 26.7% 0 0.0% 1 6.7% 9 60.0% 1 6.7% 15 100.0%

Total 47 26.6% 102 57.6% 28 15.8% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Corporate Support of Global Charities and Causes

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

290

5l.

Faculty 18 31.6% 16 28.1% 23 40.4% 57 32.2% 5 33.3% 0 0.0% 0 0.0% 5 33.3% 5 33.3% 15 100.0%

Support 23 25.3% 37 40.7% 31 34.1% 91 51.4% 6 40.0% 0 0.0% 0 0.0% 6 40.0% 3 20.0% 15 100.0%

Admin 5 17.2% 12 41.4% 12 41.4% 29 16.4% 6 40.0% 0 0.0% 0 0.0% 7 46.7% 2 13.3% 15 100.0%

Total 46 26.0% 65 36.7% 66 37.3% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Reduced Summer Hours

Millennial Employee Responses by Employee Group

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

1o.

Faculty 15 26.3% 25 43.9% 17 29.8% 57 32.2% 4 28.6% 1 7.1% 0 0.0% 6 42.9% 3 21.4% 14 100.0%

Support 26 28.6% 53 58.2% 12 13.2% 91 51.4% 3 21.4% 1 7.1% 0 0.0% 7 50.0% 3 21.4% 14 100.0%

Admin 5 17.2% 12 41.4% 12 41.4% 29 16.4% 6 40.0% 1 6.7% 0 0.0% 5 33.3% 3 20.0% 15 100.0%

Total 46 26.0% 90 50.8% 41 23.2% 177 100.0%

Would

Consider

Would

Not

Consider

Total

Responses

Subsidies for Professional Association Membership

Millennial Employee Responses by Employee Group HR Leader Responses

Not

Important Important

Very

Important

Total

Responses

Already

Implemented

Currently

Implementing

Currently

Considering

291

Appendix BB

Academic Collective Agreement Article 20: Professional Development Leave

Article 20

PROFESSIONAL DEVELOPMENT LEAVE 20.01 The College recognizes that it is in the interests of employees, students and the College

that employees are given the opportunity by the College to pursue College-approved professional

development activities outside the College through further academic or technical studies or in

industry where such activities will enhance the ability of the employee upon return to the College

to fulfill professional responsibilities.

20.02 To that end, each College will grant a minimum of two percent of full-time members of

the academic bargaining unit of the College concerned who have been members of the

bargaining unit for a period of not less than six years, and an additional one percent of full-time

members of the academic bargaining unit of the College concerned who have been members of

the bargaining unit for a period of not less than 15 years, to be absent on professional

development leave at any one time in accordance with the following conditions:

(i) the purpose of the leave is for College-approved academic, technical, industrial or other

pursuits where such activities will enhance the ability of the teacher, counsellor or librarian upon

return to the College;

(ii) a suitable substitute can be obtained;

(iii) the leave will normally be for a period of from one to 12 months;

(iv) the employee, upon termination of the professional development leave, will return to the

College granting the leave for a period of at least one year, failing which the employee shall

repay the College all salaries and fringe benefits received by the employee while on professional

development leave;

(v) the salary paid to the employee will be based on the following scale: 55% of the employee's

base salary increasing by five percent per year after six years of employment with the College

concerned to a maximum of 80% of the employee's base salary after eleven (11) years. It is

understood that the College's payment is subject to reduction if the aggregate of the College's

payment and compensation or payments from other sources during the period exceeds the

amount of the employee's base salary. The amount and conditions of payment will be pro-rated

for shorter leaves.

(vi) Applications for professional development leave will be submitted in writing containing a

detailed statement of the nature of the proposed leave and its proposed benefit(s) to the College

and the employee; to the Chair of the Department at least six months prior to the commencement

date;

(vii) The College may, but is not required to, consider an application from an employee who has

commenced a professional development leave within the preceding seven (7) years;

292

(viii) All applicants will be notified in writing by the College President or the President’s

designee as to the disposition of their application for professional development leave;

(ix) The College may on its own initiative propose plans of professional development leave to

employees; however no employee shall be under obligation to accept such a proposal;

(x) This Article shall not preclude the College from permitting greater numbers of employees to

be absent on professional development leave;

(xi) The fulfillment of the minimum of two percent of full-time employees on professional

development leave (arising out of employee-initiated leaves) will depend upon the receipt and

approval by the College of a sufficient number of qualified applications in accordance with the

criteria set out above;

(xii) In the event that more eligible employees apply for professional development leave than

will be approved, preference for applications that fulfill the purpose of the leave as set in 20.02

(i) shall be given to the applicants with greater length of service since their last professional

development leave under this Article;

(xiii) An applicant who is denied professional development leave shall be notified in writing of

the reasons for the denial. Approval of an application for professional development leave shall

not be unreasonably withheld;

(xiv) For professional development leaves that are granted for a period of less than one year, the

payment shall be pro-rated. The unused portion of the allowable earned leave shall remain

available to the teacher, counsellor or librarian subject to the application and approval processes

of the College and those defined within this Article. Seniority for the purpose of granting the

unused portion shall include the seniority used in granting the first portion plus subsequent

accrual. Payment for the unused portions of leave when taken shall be paid at the same

proportion of salary as established in 20.02 (v) when the first portion was taken. The proportion

of salary shall be the salary in place when the unused portion of the leave is taken;

(xv) The College shall provide to the Union Local, once each year, the names of all applicants

and the names of all successful applicants and the duration