Using the Power of Salary Information Pay Study Results and Toolkit ACADEMIC LIBRARIES

Using the Power of Using the Power of Salary InformationSalary Information

Pay Study Results and Toolkit

ACADEMIC LIBRARIES

http://www.nclaonline.org/

NCLA Pay Equity Study 2

Agenda• Background information ………………………… 3• Pay Equity ……………………………………….. 6• Compensation – the basics …………………… 11• The database …………………………………... 16• How to use the database ……………………… 32• What now? What you need to learn ………… 37• What now? Making the case …………………. 43• Practice …………………………………………. 60• Statewide comparisons for pay equity ………. 62• Definition of Terms …………………………….. 69• Other resources

Funded by the Institute of Museum and Library Services under the provisions of the federal Library Services and Technology Act as administered by the State Library of North Carolina, a division of the Department of Cultural Resources.


Background

• A Pay Equity Task Force was organized by NCLA to investigate pay equity issues for North Carolina library positions.

• A project Steering Committee was formed; members included public and academic library staff, NCLA officials, and consultants. The goals now is

• To educate librarians, library staff and library customers regarding the role and value of the modern librarian so that they may be compensated fairly.


Project Steering Committee Members• Beverley Gass, Guilford Technical Community

College, Project Manager• Jenny Barrett Boneno, Forsyth County Public

Library• Pauletta Brown Bracy, School of LIS, North

Carolina Central University • Robert Burgin, President, NCLA, Fiscal Manager• Keith Burkhead, Guilford Technical Community

College• Evelyn Council, Fayetteville State University• Jennie Hunt, Greensboro College• Connie Keller, Elon University


What Did We Do? GOALS

• To develop an easy-to-use accessible database you can use to compare your library’s pay rates to the pay rates of the same jobs in other North Carolina academic libraries, and

• To compare library jobs to comparable jobs in your college or institution…to assess pay equity.


PAY EQUITY


What is Pay Equity?

Evaluating and compensating jobs

based on the skill, effort, responsibility and working conditions required, not on the people who hold the jobs (men or women).

Similar terms: Comparable Worth Equal Pay for Work of Equal Value


How do women rank?

• Women are traditionally, and continue to be, undervalued in the workforce

– On average earn 75¢ per $1 for men

– Gap larger for women of color

– Flows through to affect pension, perpetuating the inequity

Reflects society’s undervaluing the work of women relative to traditional male work – regardless of whether the job holder is a man or women in a

female dominated profession (like librarian )


Pay Equity

All benefit, men and women, when there is pay equity

“A high tide raises all boats”


What about in North Carolina?

How do library jobs compare to similar jobs in the college or university?

• That’s what we wanted to learn.

• That’s what we want to help you assess in your institution.

• That’s why we created a web-based database … that you can access.


So before we begin, a little primer about

COMPENSATION


What is Compensation?

Everything employees perceive to be of value resulting from the employment relationship - a mix of salary, bonus, benefits and the work environment


Compensation & Benefits• Base pay• Differential Pay

– Weekends, evenings, holidays

• Short and long term incentive pay

• Cash recognition• Legally required

benefits– Worker’s comp– Social security – Unemployment

insurance

• Other benefits– Health insurance– Short and long term

disability– Deferred pay– Pension– Paid time off– Tuition

reimbursement– Unpaid leave– Non-cash

recognition– Perks, including free

parking


More than $

Financial (“Show me the money”)

• Direct compensation (usually dollars)

• Indirect compensation (usually benefits)

Non-financial

• Public recognition• Feedback• Coaching/mentoring• Pleasant work group• Opportunity• Quality of work life• Job tasks• Culture/leadership• Learning opportunities


Compensation Philosophy

• Goals and objectives• Definition of your marketplace• Target level of competitiveness• Pay Equity

Considerations:– Internal and external equity– Salary vs benefits/intangibles– Local, state, regional, national markets– Benchmark jobs– Budget process for library and college/university– What’s been happening (compensation) in the institution


About the Database


Participants

• Data represents academic libraries and colleges, community colleges and universities state-wide– 73 academic libraries and 26 human resources

offices of colleges/universities responded– The North Carolina Board of Education

Department of Public Instruction, Public School Salary Schedules for Fiscal Year 2006 – 2007 and Local Salary Supplements were also reviewed


Positions Included in the SurveyAcademic Library

• library director

• chief public service librarian

• chief technical services librarian

• library information technology services director

• reference specialist

• librarian

• senior librarian

• library technician

• circulation clerk

• computer support specialist

• building maintenance worker

• library technical processing clerk

• systems analyst

• instructor

• assistant professor

• faculty with master’s degree

• faculty with master’s degree + 30 credits


Positions Included in the SurveyCollege/University

• dean (humanities or undergraduate programs)

• chief financial officer

• chief, enrollment management

• director, continuing education

• director, administrative computing

• senior accountant

• systems analyst

• sr. electrical/electronic engineer

• counselor

• student activities officer

• buyer

• programmer analyst, supervisor

• continuing education specialist PC technician

• cashier

• building maintenance worker

• instructor (IT department)

• assistant professor

• faculty with master’s degree

• faculty with master’s degree + 30 credits


The database includes:

• Demographics:

– For each participating academic library or institution

• # of full-time employees

• # of part-time employees

• Budget

• Enrollment


Data with depth!

• Each Academic Library/Institution reported the following for each position:– Hours worked per week– # of full-time and part-time employees in the

position– Average pay of incumbent(s) in the position– Hiring rate (if any) for the position– Minimum and maximum of the pay range for

the position– Longevity pay (if any) for the position


And….• The library or institution’s title for each

position• The education and experience required for

the position• The Fair Labor Standards Act (exempt/non-

exempt) status of the position• A degree of match rating

– An indication of how closely the position matches the description provided in the survey instrument


Equivalent PositionsFor comparative purposes, the following positions may be matched. These are examples only – other matches could certainly be made based on the individual requirements of the systems.

Academic Library College/University

library director dean (humanities or undergraduate programs)chief financial officer

chief public services librarianchief technical services librarian

chief enrollment managementdirector, continuing education

librarian counselor

library information technology services director

director, administrative computing

reference specialist buyerstudent activities officer

A comparison to teachers, principals and superintendentswas also made.


Equivalent Positions (cont’d.)

Library College/University

senior librarian senior accountantsr. electrical/electronic engineerprogrammer/analyst supervisor

library technician cashier

circulation clerk cashier

computer support specialist PC technician

building maintenance worker building maintenance worker

technical processing clerk cashier


Equivalent Positions (cont’d.)

Library College/University

systems analyst systems analyst

instructor instructor (IT department)

assistant professor assistant professor (IT department)

faculty with master’s degree faculty with master’s degree (IT department)

faculty with master’s degree + 30 credits

faculty with master’s degree + 30 credits (IT Department)


What can you do with this data?

• It’s customizable

• Administrators: You can compare your jobs with other academic libraries and colleges and universities statewide for

• Compensation and budget planning

• Updating salary plans

• HR planning

• Assessing pay equity

• “Making a case” to …..


What can you do with this data?

• Library employees: You can use this data for:

– Obtaining salary information

– Negotiating your salary

– Planning your career

– Determining where you might want to work

– Planning your future

– Planning your retirement

– Job satisfaction


You Can Compare:• The pay of positions in your library to the

“equivalent” positions in your college or university to assess pay equity

• The pay of positions in your library to matching positions in other academic libraries

• The pay of positions statewide or by individual institution – select the libraries you want; peers, aspirants, others; choose your own market! Select the libraries you want!– The database does the calculations – users only

have to enter position titles and school name.– Comparisons are made in dollars and

percentages– Comparisons also provided as

mean or median (see definitions on slide 70)


Examples:Question

• Catawba College wants to compare the salary of their chief public service librarian to the salaries of other chief public service librarians in the State as well as to the chief of enrollment management in their own school

Findings – Use the website to learn that the chief public service

librarian at Catawba earns 15.6% less than her counterparts state wide (actual pay)

– Catawba College also discovered that their chief public service librarian earn 96.5% less than the chief of enrollment management in their own school Note: you might choose to match this, or any, job to others in your institution. It will depending on a variety of factors including culture, scope and responsibility of positions, internal equity, etc.


More Examples:

Question

East Carolina University’s library wants to compare the salary of their IT positions to those of the IT positions in the school in general:

Findings • Use the website to discover that the Computer

Support Specialist working in the library at East Carolina University earns 12.4% less than the Computer Technician at college (median of actual pay)


More Examples:

Question Asheville-Buncombe Technical Community College

wants to compare its Librarians and Circulation Clerks to comparable positions in the college

Findings

• Use the website to create the table on the next slide.


More Examples:

• Use the website to learn the following about Asheville-Buncombe Technical Community College:

Median Pay Median Pay

Librarian (MLS) $24,000

Circulation Clerk (AA) $25,000

Counselor (MLS) $43,812 Cashier (AA) $29,724

Difference -82.5% Difference -18.9%


Using NCLA’s Pay Equity Study to help your library

Here’s How YOU

CAN DO IT! (Use the database, that is)


How to Use the Website:

• Go to

• http://www.nclaonline.org/payequity/results/index.php?s=1

• Dig into the data!

http://www.nclaonline.org/payequity/results/index.php?s=1





How to Use the Website:

• The academic reports button allows you to download the database and save to your computer as an Excel file or use on-line and also provides a list of all of the job descriptions used during the survey process

• The instructions button provides instructions for downloading the data

• Once the data is downloaded, there is a step-by-step guide to using the database in the “Instructions” tab of the spreadsheet

Let’s get started!

Use the website to gather & analyze data ….


What does the data tell you?

• Analysis

• Comparison to college/university jobs

• Comparison to other academic library jobs

Note: Cautions … 2006 data … ratios are probably the same or very similar, but dollar amounts have most likely increased.


WHAT NOW?Part I


What are your goals?

You might not have looked at all of the data yet, but what is it you want??


What You Need to Learn

• What is the compensation philosophy of your college or university?

• How are jobs priced?• How does the college/university define its

labor market for:– Exempt jobs (from the provisions of the

Fair Labor Standards Act – FLSA)– Non-exempt jobs– Management jobs

• What is the budgeting process?• What else do you need to know?


Stakeholders

• Whose cooperation do I need?Whose compliance do I need?

• Whose opposition would keep me from accomplishing my goals?

…..try to see the world from their perspective


Possible Stakeholders/Allies

• Library Director• Trustees• President• Chancellor • Dean• Provost• Human Resources official • Faculty Senate• Employee Senate• Department Chair• Student Government Association • Members of other predominantly female

professions in the college (e.g., counselors)


Who do you need to talk to?

• Who?• About what?• When?• Why?

• Keep your message brief and consistent


What Do I Do Now?Part 2: Making the Case


Library Staff: Use the Data to

• Make a case to your supervisor and library director/dean; show them the numbers!

• Be a 1 person crusader …

• Form a committee to delve into the data

• Talk to an NCLA committee person for training or help if needed

• Partner with NCLA for action!

• Participate in LSTA funded NCLA programs on influence and how to negotiate +


Administrators: Use the data to

• Make a case to college/university officials• Ensure your library’s job descriptions are well

written and reflective of actual duties• Include professional levels duties required of, and

performed by, nonprofessional staff• Stress IT responsibilities• Stress supervisory responsibilities including volunteers,

students, and pages

• Have senior library staff serve on college compensation committees to ensure that the institution’s HR personnel are fully aware of the scope and depth of library jobs


Tell Your Story

• Talking points

• Speeches, news releases, interviews

• Trustees, local media, talk shows

• Role of library in educating and supporting students and faculty

• Media contacts

• Letters to editor – faculty, board member,, students


Be Proactive!

– Ensure job descriptions are well written, reflect actual duties, and include professional duties required

– Stress IT responsibilities, data base usage, supervision

– Use same language as broader institution– Update your institution regularly to reflect

changes in knowledge, skills, abilities and technology

– Serve on compensation committees and – Ensure that HR staff are fully aware of the

scope and depth of library jobs.


Be Proactive!

– We need to teach women to negotiate salaries, including their starting salary. This is not common (7% for women v 57% of males[1]) and makes a negative impact on their salaries throughout their careers.

– Educate public, students, faculty, officials and others about the role and contribution of library personnel as well as the education and experience required.

– Librarians must speak out, not downplay, their role in education, information literacy, etc.

– Capitalize on advocacy materials prepared by ALA-APA.

• [1] Babcock, Linda & Laschever, Sara. Women Don’t Ask: Negotiation and the Gender Divide (Princeton University Press, 2003)


Talking points

• Shouldn’t have to choose between paying fair salaries and buying books

• Starting salaries for X (position) are x% higher than librarians who also have bachelor’s or master’s degrees

• Who will take the place of retiring librarians?• Can’t live on love alone!• Libraries work because library workers make them

work!• Today’s librarian is a tech savvy, info expert who

can enrich the learning process of any library user – from pre-school to grad student to retiree!

From Advocating for Better Salaries and Pay Equity Toolkit ala-apa.org


Action Plan

WHAT When Need Issues Out-comes

1.

MORE TIPS

To Make Your Case


INFLUENCE


How to Make Your Case

Influence: a process that uses interpersonal and social skills to make others voluntarily change their attitudes

How do YOU get what you want?


Channels of Influence: Some Ideas

1. Frame” the options to emphasize the “desirability” of your choice

2. Display your expertise; don’t assume it’s obvious

3. Changing a commitment requires a face- saving way out

Make active, public and voluntary

4. Higher price = Higher quality

Highlight unique benefits and exclusive information


More Ideas

5. People follow the lead of similar others; we want to fit in; use peer power when you can

6. We like those who like us; similarities create bonds ; seek connections

7. People follow the lead of those with prestige or reputation for a valued quality

8. Reciprocity – people repay in kind; give what you want to receive!


Missed opportunities

• Failure to take the audience with you• Wrongly assuming that the key players all shared

identical goals• Ignoring “emotional” reactions to proposals• Forgetting that men and women are irrational• Trying too hard• Having no knowledge of others “hidden agendas”• Not “selling” to the “buyer’s” style• Underestimating the political dimensions of

organizational life• Relying only the data; you need to sell your

story.


Persuading or selling your ideas

• “…. The skills in identifying what matters to the people being persuaded

• shaping one’s arguments to guide the thinking of those persons

• presenting oneself in a credible manner• and encouraging people to see one’s

perspective• without setting them up as in manipulation

or backing them into a corner as in coercion.”

Reardon, p. 2


Disempowerment Happens

• Not clarifying wants

• Responding too quickly

• Seeing others as experts (devaluing own expertise)

• Boundary fusion

• Not focusing on the present

• Being fearful of rejections

• Viewing others’ wants and needs as more important than your own

• Limiting your options (always more than 3)


Influence

• Who do you need to influence?

• How are you going to do it??


PRACTICE


Role Play

• Teams of 3

• Prepare

• Use the information from the NCLA survey

• Probe

• Propose

• Listen

Statewide ComparisonsAcademic Library to College/University Positions

Pay Equity


Statewide Salary Comparisons:Academic Libraries vs. College/University

Library Director$59,000

Dean Difference

$84,000 -42%

Chief Financial Officer Difference

$106,000 -79%

Chief, Enrollment Management Difference

$88,400 -50%

Director of Continuing Education Difference

$79,247 -34%



Chief Technical Services Librarian

$48,942

Chief, Enrollment Management Difference

$88,400 -80.6%

Director of Continuing Education Difference

$79,247 -62%

Librarian$40,000

Counselor Difference

$44,242 -10.6%

Library Information Technology

Services Director$62,500

Director, Administrative Computing Difference

$76,858 -23%



Reference Specialist$31,750

Buyer Difference

$44,041 -38.7$

Student Activities Officer Difference

$40,098 -26.3%

Senior Librarian$44,734

Senior Accountant Difference

$58,286 -30.3%

Sr. Electrical/Electronic Engineer Difference

$62,892 -40.6%

Programmer/Analyst Supervisor Difference

$70,793 -58%



Library Technician

$26,350

Cashier Difference

$27,015 -2.5%

Circulation Clerk

$25,250

Cashier Difference

$27,015 -7%

Computer Support

Specialist$37,961

PC Technician Difference

$38,137 -.5%

Building Maintenance

Worker$29,704

Building Maintenance Worker Difference

$24,333 +18%



Systems Analyst$54,995

Systems Analyst Difference

$50,000 +9%

Instructor(INS)

Instructor (IT department) Difference

$47,333

Faculty w/Master’s

Degree(INS)

Faculty w/Master’s Degree (IT department) Difference

$46,400


Salary Comparisons: Definition of Terms

• Mean/Average – an arithmetic average derived by adding a set of numbers and then dividing the sum by the number of items in the set

• Median – the middle item in a set of hierarchically ordered data points containing an odd number of items or the average of the two middle items if there is an even number of data points.

• Minimum – the median of the minimum of all pay ranges reported for the position

• Maximum – the median of the maximum for all pay ranges reported for the position

• Range Minimum – the median minimum of the pay range or grade to which positions are assigned in the market

• Range Maximum – the median maximum of the pay range or grade to which positions are assigned in the market

• Actual Salary (Average) – the average of the actual salaries paid to incumbents in the position

• Actual Salary (Median) – the statistical median of the actual salaries paid to incumbents in the position

• Labor Market – the labor markets for libraries and other organizations are identified and defined by a combination of geography (local, regional, national), industry (e.g. librarian), education and experience required. The labor market will vary depending on the level and type of position.


Other resources:

• @ your library

– Libraries are changing and dynamic places

– Libraries are places of opportunity

– Libraries bring you the world

– Librarians are the ultimate search engine

• Singer, Paula M. Developing a Compensation Plan for Your Library. ALA

• ALA-APA; http://ala-apa.org/toolkit.pdf


Prepared by the Committee and:

Paula M. Singer, PhD

Laura Francisco, PHR

The Singer Group, Inc.

12915 Dover Road

Reisterstown, MD 21136

410-561-7561

[email protected]

www.singergrp.com

mailto:[email protected]

http://www.singergrp.com/

Documents

Using the Power of Salary Information Pay Study Results and Toolkit ACADEMIC LIBRARIES