Using the Power of Salary Information

1
Using the Power of Salary Information

• Pay Study Results and Toolkit
• ACADEMIC LIBRARIES

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.

3
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.

4
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

5
What Did We Do? GOALS

• To develop an easy-to-use accessible database you
  can use to compare your librarys 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 institutionto assess pay equity.

6
PAY EQUITY
7
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

8
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 societys 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 ? )

9
Pay Equity

• All benefit, men and women, when there is pay
  equity
• A high tide raises all boats

10
What about in North Carolina?

• How do library jobs compare to similar jobs in
  the college or university?
• Thats what we wanted to learn.
• Thats what we want to help you assess in your
  institution.
• Thats why we created a web-based database
  that you can access.

11
So before we begin, a little primer about
COMPENSATION
12
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

13
Compensation Benefits

• Base pay
• Differential Pay
• Weekends, evenings, holidays
• Short and long term incentive pay
• Cash recognition
• Legally required benefits
• Workers 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

14
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

15
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
• Whats been happening (compensation) in the
  institution

16
About the Database
17
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

18
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 masters degree
• faculty with masters degree 30 credits

19
Positions Included in the SurveyCollege/Universit
y

• 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 masters degree
• faculty with masters degree 30 credits

20
The database includes

• Demographics
• For each participating academic library or
  institution
• of full-time employees
• of part-time employees
• Budget
• Enrollment

21
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

22
And.

• The library or institutions 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

23
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.
A comparison to teachers, principals and
superintendentswas also made.
24
Equivalent Positions (contd.)
25
Equivalent Positions (contd.)
26
What can you do with this data?

• Its 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 ..

27
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

28
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)

29
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.

30
More Examples

• Question
• East Carolina Universitys 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)

31
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.

32
More Examples

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

33
Using NCLAs Pay Equity Study to help your
library
Heres How YOU CAN DO IT! (Use the database,
that is)
34
How to Use the Website

• Go to
• http//www.nclaonline.org/payequity/results/index.
  php?s1
• Dig into the data!

35
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

36
Lets get started!

• Use the website to gather analyze data .

37
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.

38
WHAT NOW? Part I
39
What are your goals?

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

40
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?

41
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

42
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)

43
Who do you need to talk to?

• Who?
• About what?
• When?
• Why?
• Keep your message brief and consistent

44
What Do I Do Now?Part 2 Making the Case
45
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
  

46
Administrators Use the data to

• Make a case to college/university officials
• Ensure your librarys 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
  institutions HR personnel are fully aware of the
  scope and depth of library jobs

47
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

48
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.

49
Be Proactive!

• We need to teach women to negotiate salaries,
  including their starting salary. This is not
  common (7 for women v 57 of males1) 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
  Dont Ask Negotiation and the Gender Divide
  (Princeton University Press, 2003)

50
Talking points

• Shouldnt have to choose between paying fair
  salaries and buying books
• Starting salaries for X (position) are x higher
  than librarians who also have bachelors or
  masters degrees
• Who will take the place of retiring librarians?
• Cant live on love alone!
• Libraries work because library workers make them
  work!
• Todays 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

51
Action Plan
52
MORE TIPS

• To Make Your Case

53
INFLUENCE
54
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?

55
Channels of Influence Some Ideas

• Frame the options to emphasize the
  desirability of your choice
• Display your expertise dont assume its obvious
• Changing a commitment requires a face- saving way
  out
• Make active, public and voluntary
• Higher price Higher quality
• Highlight unique benefits and exclusive
  information

56
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
• People follow the lead of those with prestige or
  reputation for a valued quality
• Reciprocity people repay in kind give what you
  want to receive!

57
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 buyers style
• Underestimating the political dimensions of
  organizational life
• Relying only the data you need to sell your
  story.

58
Persuading or selling your ideas

• . The skills in identifying what matters to the
  people being persuaded
• shaping ones arguments to guide the thinking of
  those persons
• presenting oneself in a credible manner
• and encouraging people to see ones perspective
• without setting them up as in manipulation or
  backing them into a corner as in coercion.
• Reardon, p. 2

59
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)

60
Influence

• Who do you need to influence?
• How are you going to do it??

61
PRACTICE
62
Role Play

• Teams of 3
• Prepare
• Use the information from the NCLA survey
• Probe
• Propose
• Listen

63
Statewide Comparisons

• Academic Library to College/University Positions
• Pay Equity

64
Statewide Salary ComparisonsAcademic Libraries
vs. College/University
65
Statewide Salary ComparisonsAcademic Libraries
vs. College/University
66
Statewide Salary ComparisonsAcademic Libraries
vs. College/University
67
Statewide Salary ComparisonsAcademic Libraries
vs. College/University
68
Statewide Salary ComparisonsAcademic Libraries
vs. College/University
69
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.

70
Other resources

• _at_ 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

71
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
• Pmsinger_at_singergrp.com
• www.singergrp.com