departmental restructuring bronze and silver interim award
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ATHENASWANINTERIMDEPARTMENTAWARDS
Recognisetheworkunderwayindepartmentstoensurethatchangestothestructureoftheoriginalaward-holding department do not adversely impact on gender equality in the department or anygender equality initiatives or Athena SWAN activities in place. Interim awards recognise that thedepartmenthas takenaction toensuregenderequality isembedded in thenewstructure,and toensure the continuation of its actions to address the key issues identified by the self-assessmentprocess.
VALIDITYOFAWARDSANDELIGIBILITYOFAPPLICANTS
Interimawardswillbevalidforthreeyearsfromthedateoftheapplication.
Applicantsforaninterimaward:
• mustholdavalidAthenaSWANdepartmentalaward
• cannotapplyforaninterimawardwhichishigherthanthelevelofthedepartmentalawardtheycurrentlyhold
COMPLETINGTHEFORM
DONOTATTEMPTTOCOMPLETETHISAPPLICATIONFORMWITHOUTREADINGTHEPROVIDEDGUIDANCE.
ThisformshouldbeusedforapplicationsforBronzeorSilverAthenaSWANinterimawards.
Youshouldcompleteeachsectionoftheapplicationapplicabletotheawardlevelyouareapplyingfor.
AdditionalareasforSilverapplicationsarehighlightedthroughouttheform:4.2,4.4
Ifyouneedtoinsertalandscapepageinyourapplication,pleasecopyandpastethetemplatepageattheendofthedocument,aspertheinstructionsonthatpage.Pleasedonotinsertanysectionbreaksastodosowilldisruptthepagenumbers.
WORDCOUNT(6,506WORDS)
Theoverallwordlimitforapplicationsareshowninthefollowingtable.
Therearenospecificwordlimitsfortheindividualsectionsandyoumaydistributewordsovereachofthesectionsasappropriate.Attheendofeverysection,pleasestatehowmanywordsyouhaveusedinthatsection.
Wehaveprovidedthefollowingrecommendationsasaguide.
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Departmentapplication Bronze Silver
Wordlimit 6,500 7,500
Recommendedwordcount
1.Letterofendorsement 500 500
2.Descriptionofthechangesarisingfromrestructure 1,000 1,000
3.Self-assessmentprocess 1,000 1,000
4.Supportingandadvancingcareers 3,500 4,500
5.Furtherinformation 500 500
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Dateofapplication 18May2018
Nameofinstitution TheUniversityofManchester
Nameofdepartmentapplyingforaward SchoolofHealthSciences
InterimAwardLevel Silver
Focusofdepartment STEMM
Nameofdepartmentholdingpreviousaward ManchesterPharmacySchool
Detailsofpreviousaward Date:April2014 Level:Silver
Nameofdepartmentholdingpreviousaward SchoolofPsychologicalSciences
Detailsofpreviousaward Date:Nov2014 Level:Silver
Nameofdepartmentholdingpreviousaward SchoolofMedicine
Detailsofpreviousaward Date:Dec2015 Level:Silver
Nameofdepartmentholdingpreviousaward FacultyofLifeSciences
Detailsofpreviousaward Date:April2015 Level:Silver
Nameofdepartmentholdingpreviousaward SchoolofNursingMidwifery&SocialWork
Detailsofpreviousaward Date:April2016 Level:Bronze
ContactforapplicationMustbebasedinthedepartment DrKarolinaKluk-deKort
Email Karolina.kluk@manchester.ac.uk
Telephone 01612753371
Departmentalwebsite https://www.bmh.manchester.ac.uk/
1. LETTEROFENDORSEMENTFROMTHEHEADOFDEPARTMENT
(701WORDS,INCLUDINGSTATUTORYSENTENCE)
Note:Pleaseinserttheendorsementletterimmediatelyafterthiscoverpage.
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School of Health Sciences University of Manchester Brunswick Street Manchester M13 9PT www.manchester.ac.uk
DearAthenaSWANManager,
I amabsolutelydelighted toendorseandaddmywholehearted supportof this application for anInterim Athena SWAN (AS) silver award and I confirm that the information presented in theapplication (including qualitative and quantitative data) is an honest, accurate and a truerepresentationoftheSchool.
IwasinvolvedintheformationofthenewFacultyofBiology,MedicineandHealthasamemberoftheexecutiveofthe‘old’FacultyofMedicineandHumanSciencesandappliedforandwasawardedthejobofHeadoftheSchoolofHealthSciencesinJanuary2016.InmypreviousroleasHeadoftheManchesterPharmacySchoolIwasinvolvedinASapplicationsandwasthrilledtobeawardedSilverin2014.MyenthusiasmandcommitmentforASandthevaluesitrepresentshasincreasedasIhavemoved into my current, somewhat larger, role. This was further reinforced recently when I waschairinga‘WomeninLeadership’eventforformerstudentsandthekeyissueraisedasablockerforwomenwaslackofconfidenceandtheneedformorestrongfemalerolemodelswhodemonstratedthatwomencouldreachthetop.
Staff from across the two legacy faculties were involved at all stages of the restructure processincluding via consultation/focus groups as well as being on formal interview panels. StudentrepresentativeswerealsoincludedonkeyappointmentpanelsasisthecustomandpracticeattheUniversity. We continue to engage and involve our students through, for example, staff-studentliaisongroupsaswellas throughmore formal channels suchas theSchoolBoard.The restructureoffers benefits for our students in the formof sharingof goodpractice acrossourdisciplines andincreasedopportunityforinterprofessionaleducation.
TheSchoolofHealthScienceshassixDivisionsandfiveofthesixareheadedbywomen,myDirectorofResearch is awomanas are twoofmy three senior administrative team (Operations; Studentsand Finance).My senior team is not only of a high quality but eachmember is an excellent rolemodel for members of their own teams and our aspiring future leaders. We all recognise theimportanceof‘walkingtheequalitywalk’.Indeedtwoseniorcolleaguesworkreducedhourstomeettheircaringresponsibilities.
Personal experience has shaped my attitudes to equality and in particular when I have facedinequalityatpromotionandsoIamdeterminedtoensurethat‘onmywatch’meandmineturnanyvicious circles into virtuous ones. For example, after undertaking our first two School promotionsroundsIamsatisfiedthatourprocesshasrigouranditisparticularlypleasingthatinthemostrecentround teaching focused and BAME colleagues were successful. We have seen high quality casescomingthroughfromwomenandsocontinuetoincreasethenumberofseniorfemaleacademics.We have also secured one of the few non-medical honorary Chairs in theManchester Academic
TheUniversityofManchester
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Health Sciences Centre, for the Chief Nurse, Cheryl Lenney, at our partner organisation of theManchesterUniversityFoundationTrust.
WearenurturingacultureinourSchoolthatsupportsallcolleaguesregardlessofgenderorrole.AtthetimeofwritingIamveryawareofthepressureofcaringforelderlyrelativesandagainhavingtojuggleresponsibilities.However,thetimingofmymajorlifeeventsintermsofchildcareandparentcareareseparatedbyafewyearsbutIknowcolleagueswhohaveoverlappingresponsibilitiesanditisrightthatweofferbothformalandequallyimportantinformalsupportforthem.OurASteamisalsocognisantofthefactthattheseresponsibilitiesarecarriedbymenaswellaswomen,thusourteamisinclusiveandwecontinuetostriveforbalanceacrossallactivitiesintheSchoolandwewilluseourworkloadcontributionmodeltodothis.
The Spring 2017 University Staff Survey showed that 96% of staff felt that the School of HealthSciencesisagoodplacetoworkand93%havenotfeltdiscriminatedagainstatworkinthelast12months. Going forward we will endeavour to improve on these figures as we must not becomplacent.
Kindregards
Professor Kay Marshall B.Pharm., FRPharm.S., PhD., MBA
Head of the School of Health Sciences
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2. DESCRIPTIONOFTHECHANGESARISINGFROMRESTRUCTURE(831WORDS)
The Faculty of Biology, Medicine and Health (FBMH) was created on 1 August 2016 when theFacultyofLifeSciences(FLS)andtheFacultyofMedicalandHumanSciences(FMHS)werebroughttogetherinanew,simpler,moreintegratedstructure,facilitatinggreaterinterdisciplinaryworkingandmorecollaborativeresearchactivities.Thismajororganisationalchangeaffectedallstaffbasedin the two legacy faculties - around 3,200 employees in total. The FBMH consists now of 3 newSchools(BiologicalSciences,MedicalSciences,andHealthSciences)thatoverlook18newoperatingDivisions(Fig.2.1).
Fig.2.1.SchematicrepresentationoftheFacultyofBiologyMedicineandHealthstructuresince1stofAugust2016.All982coreFBMHacademicstaffwereaskedtoalignthemselvestooneof the18newoperatingDivisions;ofthese,researchstaffwereadditionallyaskedtoalignthemselvestooneormoreoftheeight new Strategic Research Domains;while Professional Support Services (PSS) colleagueswereallocatedrolesatFaculty,SchoolorDivisionallevelinthenewstructure.The bringing together of the two Faculties inevitably meant that there was some duplication ofmanagement roles;asa result,28PSSpostsat level6and7were lostwhenthenewFacultywascreated.Changestoorganisationalstructure
Thematrix structure of FBMH (Fig. 2.1) has had somepositive impact on staff, allowing them toworkmorecollaborativelyandsharebestpracticeacrossthenewFaculty.Ithasalsoenabledstaffto bemore agile and responsive, allowing teams to come together quickly and imaginatively todeliver bespoke research (particularly large multidiscilplinary awards) and enhanced teachingsolutions(e.g.moreinterprofessionaleducation).SchoolofHealthSciences (SHS)was created frommergingaproportionof staff from formerFLS,SchoolofNursingMidwifery&SocialWork,ManchesterPharmacySchool,SchoolofPsychologicalSciences,InstitutesofPopulationHealth,andBrainBehaviour&MentalHealth.TheSHSstaffwere
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askedtoalignthemselvestooneofthesixnewDivisions(Fig.2.1–yellow).Thenewleadershipandmanagement structureofSHS,keypeopleandstaff characteristicsofeachof thesixDivisionsarepresentedinFig.2.2.
Fig.2.2.SchematicrepresentationofthestructureofTheSchoolofHealthSciences,itsseniorleadership/managementteam,keypeopleandcharacteristicsofeachofthesixDivisions.
SchoolofHealthSciences–KeyPeople
JeffPenny DirectorofPostgraduateResearch
KarinaLovell DirectorofResearch
HilaryMairs DirectorofPostgraduateTaughtEducation
JasonHall DirectorofUndergraduateStudies
DavidAllison DirectorforSocialResponsibility
StevePryjmachuk ClinicalAffairsLead
AlisonBusby ChairofSchoolBoard
DIVISION StaffTotal Academics
HumanCommunication,DevelopmentandHearing 63(F:70%) 39(F:72%)
Informatics,ImagingandDataSciences 131(F:44%) 24(F:20%)
Nursing,MidwiferyandSocialWork 192(F:79%) 115(F:74%)
PharmacyandOptometry 327(F:68%) 155(F:62%)
PopulationHealth,HealthServicesResearchandPrimaryCare 212(F:60%) 56(F:40%)
PsychologyandMentalHealth 125(71%) 62(F:60%)
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TheSHScomprises744academics(F:62%),293PSS(F:75%)and4865students(F:78%)(Tables1.1-1.4).Table1.1.SummaryofSHSacademicstaff(snapshottakenon1stDecember2016).
Female Male Total
Count Count Count %
Academicstaff
Lecturer
White 76 39 115 85%
BAME 8 8 16 12%
Notknown 4 1 5 4%
Count 88 48 136
% 65% 35%
SeniorLecturer/Reader
White 73 43 116 93%
BAME 4 4 8 6%
Notknown 1 1 1%
Count 77 48 125
% 62% 38%
Professor
White 32 50 82 91%
BAME 1 5 6 7%
Notknown 2 2 2%
Count 35 55 90
% 39% 61%
Allcoreacademicstaff
White 181 132 313 89%
BAME 13 17 30 9%
Notknown 6 2 8 2%
Count 200 151 351
% 57% 43%
ResearchandOtherAcademics
White 220 97 317 81%
BAME 38 31 69 18%
Notknown 4 3 7 2%
Count 262 131 393
% 67% 33%
TotalCount 462 282 744
% 62% 38%
Table1.2.SummaryofSHSPSSstaff(snapshottakenon1stDecember2016).
Female Male Total
Count Count Count %
ProfessionalSupportStaff
Grade1-4
White 103 20 123 87%
BAME 15 4 19 13%
Notknown 0%
Count 118 24 142
% 83% 17%
Grade5and6
White 40 35 75 86%
BAME 8 3 11 13%
Notknown 1 1 1%
Count 48 39 87
% 55% 45%
Grade7 White 15 6 21 88%
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BAME 2 1 3 13%
Notknown 0%
Count 17 7 24
% 71% 29%
Grade8and9
White 3 3 6 100%
BAME 0%
Notknown 0%
Count 3 3 6
% 50% 50%
Other
White 24 4 28 82%
BAME 3 3 9%
Notknown 3 3 9%
Count 30 4 34
% 88% 12%
Totalofallgrades
White 185 68 253 86%
BAME 28 8 36 12%
Notknown 3 1 4 1%
Count 216 77 293
% 74% 26%
TotalCount 246 81 327
% 75% 25%
Table1.3.SummaryofSHSStudentdata(snapshottakenon1stDecember2016).
Female Male
Count % Count %
UG-firstdegree 2582 83% 538 17%
PGT-all 918 68% 442 33%
PGT-Masters 475 66% 245 34%
PGR-allincludingMPhil 277 72% 108 28%
PGR-Doctoralstudentsonly 272 72% 107 28%
Totalallstudents 3777 78% 1088 22%
Table1.4.SummaryofSHSUGStudentattainmentbygender(snapshottakenon1stDecember2016).
Female Male Total
Gooddegree Total Gooddegree Total Gooddegree Total
Count % Count Count % Count Count % Count
2015/16 597 76% 786 107 68% 157 704 75% 943
2016/17 374 82% 457 91 75% 128 465 79% 585
Note:Agooddegreeisequivalenttoa2:1orbetter
Toaddressissuesarisingfromtheanalysisofourstudentdatawewill:(Actions:1.1-1.4)recordandanalyseUGgenderprofiles°reeclassificationsandanalyseBAMEstatus;organisefocusgroupwithUGstudentsandmonitorprogressofHEFCIfundedDiversityandInclusionStudentAmbassadorProgramme.AtPGR levelwewillensurethatPGRfeedbackpracticesarestudentcentredandwillorganise employability events. At PGT level we will ensure that promotional material featuresfemaleimagesandtestimonials.WewillalsoinvolveUGsinourResearchandResearcherForumtosupporttheirtransitionfromUGtoPGandbeyond.
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To address issues arising from the analysis of our staff data we will: (Actions: 2.1-2.2 & 3.1-3.2)analyseAcademic&PSSrecruitmentandpromotion/re-gradingratesandexplorereasonsforstaffleaving;WewillalsoactivelyencourageALLstafftoparticipateinmentoring“ManchesterGold”andcoachingschemes.ChangestoacademicstaffNo academics were asked to move geographic location; academic job descriptions, roles andresponsibilitiesremainedunaltered;researchcontinuedasusual;teacherscontinuedtodeliverthesame programmes; and, critically, no academic roles were lost. Indeed, a number of newmanagementroleswerecreatedwithinSHSforsenioracademics,includingaHeadofSchool(F);sixHeadsofDivision (5F/1M)andacross theFBMH8ResearchDomainDirectors.The introductionofthenewmanagementstructureinturnmeantthatinsomecases,therewerechangestoindividuallinesofmanagementandassociatedresponsibilities.Thebiggestchangeforacademicstaffwasthedismantling of the former Institutes; and the regrouping and reassignment of staff to the newDivisions but some of the new Divisions such as Nursing, Midwifery and Social Work, remainedunchangedinthenewstructure.ChangestoPSSstaffAllPSS staff roleswere reviewedandnew jobdescriptionsproduced to reflect thenewstructure.Some jobs remained unchanged but formany (grade 6 and above) new responsibilities andworklocationswereallocated.Thisinvolvedsomecolleaguesattendingaspirationalinterviewstodiscusswhichrolewouldbemostsuitableforthem.Inaddition,therestructureresultedinthereductionofPSS roles at Grades 6 to 9. This was successfully managed with the introduction of a voluntaryseveranceandredeploymentscheme.Compulsoryredundancywasavoided.ChangestostudentsandcoursedeliveryTheorganisationalchangeshadnonegativeimpactonthedeliveryofourUGandPGteaching,andPGTprogrammesarenowgrouped intocohesiveconsortia.The impactonPGRstudentswasalsopositive, whilst students continued in the same laboratories, with their assigned researchlead/principalinvestigator,theyarenowalsosupportedbytheFacultyDoctoralTrainingAcademy.ImpactonE&DAn Equality Impact Assessment of changes was undertaken to support the creation of the newFaculty:thisdidnot identifyanyareasofconcern.AnewFacultyE&DCommitteewasestablished(chaired by theAssociateDean for E&Dand Sustainability)with awide range of representatives(including the Staff Networks) andDivisional E&D Champions for each of the 18 Divisions wereappointed.ThisensuresthatresponsibilityforandawarenessofE&Dcommitmentsandobjectivesiscascadedthroughoutthenewstructure.The University of Manchester has three strategic core goals: (1) World Class Research, (2)Outstanding Learning and Student Experience and (3) Social responsibility (SR). Following therestructure there is now a formalised management structure in place to monitor, support andacknowledgeeachofthecontributions.WithinSHSthere isnowaDirectorforSRwhositsontheSeniorLeadershipTeam(SLT).EachDivisionalsohasanAcademicLeadforSRwhoisamemberoftheirrespectiveDivisionLeadershipTeam.
3. THESELF-ASSESSMENTPROCESS(959WORDS) detailsofhowtheself-assessmentteam(SAT)haschangedovertherestructuring(i)
Before the restructure,eachof the formerSchoolsof theFacultyofMedical andHumanSciencesand Faculty of Life Sciences had their own AS SATs, organised locally and operating according tolocallyagreedrules.Postrestructure,SHSSocialResponsibilityTeamapproachedleadsofformerASSATs(17thNov2016)todiscussthecreationofnewSHSSAT. InDecember2016thenewSHScore
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SATwas createdwith Karolina Kluk-de Kort as Chair and two Co-Chairs Sudeh Cheraghi-Sohi andDavidAllison. SHSConsolidatedActionPlan, composedofactionpointsoccurringon twoormoresubmissionsrecordedonlegacyactionplan,wasdevelopedandagreed(101actionpointsacrossallfourdocuments,71%ofactionscommontoatleasttwoapplications).FollowingherappointmentasSATChair,Karolinawasofferedasubstantialreductioninherteachingloadfortheperiodofintensework on the AS Interim Silver application in the academic year of 2017/18 and a proportionatereductioninherteachingloadfor2018/19toallowforcontinuedleadershipofSHSSAT.InJanuary2017,theChairandCo-ChairsstartedworkingoncreationofafullSATandformallyadvertisedtheopportunity.The SAT (F:68%) now consists of 31 volunteers and represents a cross-section of the School(academic,PSS;research,teaching;full-time,part-time;female,male)withawiderangeofpersonalandprofessionalexperiencesincludingseveralmembersoftheSeniorLeadershipTeam.EachoftheSAT members was offered the opportunity to either take on a lead role for one of the six corethemes (SAT sub-groups) or to contribute to the development of the theme (Fig. 3.1). The SATreceivesadministrativesupportfromClareHamnettandDanielOwens-Cooper.Post-restructureallSATdecisions/actionsarenowcascadeddowntoALLSHSstaffviaASDivisionLeads(Table3.1)andupbyreportingtoFacultyE&DCommitteeandSLT,whichhasrepresentativesfromeach School SAT. From the Faculty level viaAssociateDean for Social Responsibility (HemaRadhakrishnan)thereportingflowsuptotheUniversityE,D&InclusionCommittee.SincethecreationoftheSHSASSAT,theteamhasbeenmeetingmonthlywithminutestakenandcirculated to SAT after eachmeeting. Post-restructure there is an increased level of collaborationbetweenthedifferentcoreSATs(thethreeSchoolSATshavebeenmeetingquarterly)andimproved,transparentcommunicationbetweenSATsatSchool,FacultyandUniversitylevels.
Figure3.1.Schematicrepresentationofself-assessmentteam(SAT)sub-groups.
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Table3.1.AthenaSWANDivisionalLeads.
DivisionName AthenaSWANDivisionalLead
HumanCommunication,Development&Hearing KarolinaKluk-deKort
Informatics,Imaging&DataSciences LamieceHassan
Nursing,Midwifery&SocialWork CarolMackintosh-Franklin
Pharmacy&Optometry SarahWillis
PopulationHealth,HealthServicesResearch&PrimaryCare SudehCheraghi-Sohi
Psychology&MentalHealth SandraBucci
detailsofanyequalityimpactassessmentundertaken(ii)
EqualityImpactAssessmentwasperformedon24thJune2016.Theassessmentreviewedtheimpactof thechanges tosupport thecreationof thenewFacultyofBiology,MedicineandHealth,whichwasimplementedon1stAugust2016(fordetailsseesection3.iii).
detailsofhowtheprinciplesoftheAthenaSWANCharterhavebeenconsideredand(iii)embeddedduringtherestructuringprocess
ThisEIAwasperformedon24thJune2016bytheE&DUnittoreviewtheimpactofthechangestosupport the creation of the new Faculty of Biology, Medicine and Health. A summary of EIA’sfindingsispresentedbelow.ImpactonAcademicandResearchStaff• Noacademicorresearchstaffwereput‘inscope’asaresultoftheproposedchangestocreate
thenewFaculty.Noreductionsinstaffnumbersweremadeandno-onehassufferedadetriment,allacademicandresearchstaffweresimplymappedacrosstothenewstructure.
ImpactonPSSStaff• Forsenior (grades8&9)PSS themergerhadnosignificant impacton: genderbalance (went
from64-65%female);ethnicity(5-6%arenon-white);disability(10-12%haveadisability).• ForPSSgrades6&7aformalvoluntaryseveranceprocesswasputinplacewithaproposedloss
of just over 10% of staff (28 posts). The Voluntary Severance Scheme approval panel had allrecentlyundertakenE&DtrainingaswellasUnconsciousBiastraining.
• Therewere23PSSwhoreceivedvoluntaryseveranceintotal(F:19,M:4).
Table3.2.PSSwhoreceivedvoluntaryseverancebygradeandgender.PSSGrade GenderGrade9 1F/1MGrade8 1FGrade7 8F/1MGrade6 8F/2MGrade3 1F
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• Overallmorewomenapplied(F:76%)thanmenandseverancewasapprovedformorewomen(approvalrateF:82%;M:57%).However,thenumbersofmenwereverysmall.Withrespecttoethnicityanddisabilitythenumberswereverysmallsoneedtobetreatedwithcaution.
TheformationofFBMHusedaconsultativeprocessandwomenwereincludedinalldecisionmakingbodiesduringthisprocess.OnformationofthenewFacultytheECUwereconsultedinSeptember2016andFebruary2017.
Keypositions(HeadsofSchool(HoS)andHeadsofDivision(HoD))inthenewfacultywereadvertisedandapplicantswereinterviewedbyapanelthatconsistedofmembersofstafffromacrossthetwooriginalfaculties.HoSinterviewpanelsalsohadastudentrepresentativeandamemberexternaltothe faculty for theHoS, and external to the School for theHoD. In the School ofHealth Sciences(SHS)onaveragetheinterviewpanelswerecomposedofmen(30%)andwomen(70%).TheHoSisfemaleand5ofthe6HoDsarefemale;thetwoseniorPSSpositionsintheSchoolareheldbyonewomanandoneman.TheSHSSeniorLeadershipTeam(SLT)includesacademic(75%)andPSS(25%)staffandthegendersplitis58%womenand42%men.
ThenewSchoolhashonouredallauthorisedflexible-workingarrangements.
plansforthefutureoftheself-assessmentteam(iv)
Since30thMarch2017theSHSASSAThasbeenmeetingmonthlywhileworkingontheASInterimSilverAward application andweareplanning to continueonmeetingbimonthly post submission,withmonthlyupdateemailsenttoallSATmembers.CoreSAThasbeenmeetingquarterlywiththecore SATs from theother Schoolswithin the Faculty andwewill continueour quarterlymeetingspost-submission to ensurewe systematically collect core data formonitoring and exchange ideasandexamplesof“goodpractice”.WehavebeenupdatingSHSstaffonourSATworkingsviamonthlySHSNewsletter,whichwewillcontinuedoing.
plansforfutureAthenaSWANawardapplications(v)
SHSiskeentofurtherembedASsilverawardintoourcultureasweworktowardstheGoldASaward.
4. SUPPORTINGANDADVANCINGWOMEN’SCAREERS(4158WORDS)
Since staff from former Schools/Faculties moved to different new Schools (for exampleapproximately half of staff from School of Psychological Sciences is nowbased in SHS and half inSBS), it was not possible to perform in-depth analysis of staff numbers and opinions before therestructure. Hence, this application focuses on the impact of restructure on current SHS staffevidencedbyavailabledataandthetwoAthenaSWANsurveys.First ‘baseline’survey(2017)wascompletedby508(F:73%)staffwithcompletionrateof67%foracademics,25%forresearchers,and43% for PSS. The second ‘restructure’ survey (2018) included additional questions specific to theimpact of restructure and was completed by 607 (F:68%) staff with completion rate of 55% foracademics,63%forresearchers,and54%forPSS.Furthermore,togainbetterunderstandingoftheimpactof the restructureonPSSwecommissionedPSSFocusGroups,whichwereheld inAugust2017(fiveFocusGroupswereattendedby28PSSstaff ranging fromGrade2to7).ThePSSFocusGroupoutput informed thedevelopmentof ourASActionPlan and contributed to thediscussionpresentedinsection4ofthisapplication.
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Only9%ofourstaffareclinicalthustheanalysisofdatapresentedinthisapplicationwasperformedoncombineddataofclinicalandnon-clinicalstaff.
4.1. Keycareertransitionpoints:academicstaff
Comment on how the following processes have been affected by the restructuring of thedepartment(s).Providedetailsonhowgenderequalityhasbeenconsideredintherestructuringandhowthedepartmenthasensuredandwillcontinuetoensurethatchangesdonotadverselyimpactongenderequality.
(i)Recruitment
SHS adheres to University procedures for advertisingjob opportunities, shortlisting and appointing, andthesewerenotaffectedbyrestructure.Shortlistingandinterview panels are composed of staff who arerequiredtohavecompletedE&DandUnconsciousBias(UB) training (verified by Human Resources) and wealsoensurethatthesepanelsareatleast50%female.
SinceSeptember2015theSchoolhasrecruitedasmallnumber of new staff, in part due to the Facultyrestructurewhich has led to reduction in overall staffnumbersamongstbothacademicandPSSstaff.Dueto
thesmallnumberofrecruitmentopportunities,itisnotpossibletodrawfirmconclusionsoverthistimeperiod.Howeverwherepositionsareadvertised,whereeverpossible,part-timeandjob-shareworkingismadeavailable.
Post-restructuremostSHSstaff(F:65%,M:65%)whocompletedourAS“restructure”surveyfeltthatrecruitment processes did not change, whilst 10% noticed a positive change (F:11%, M:9%) (Fig.4.1.i[1]).However,25%ofstaff(F:23%;M:26%)feltthatrecruitmentprocesseshavebeenadverselyaffectedbyrestructure.Toaddressthisissuewewill:(Action:4.1)ensurethatALLstaffinvolvedinrecruitment,interviewsandshortlistingpanelshavecompletedE&D,Interviewing,RecruitmentandUnconsciousBiastraining.
Fig.4.1.i[1].OpinionAcademics(femalesinblueandmalesinyellow)whocompleted2018“restructure”AthenaSWANsurveyabouttheeffectofrestructureonrecruitmentprocesses.
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(ii)Induction
The University of Manchester has an onlineinduction pack, which did not change followingtherestructureandincludesawelcomefromthePresident and Vice Chancellor, outlines theUniversity’sthreegoalsandessentialinformationabout probation, Occupational Health, DisabilityAdvisoryandSupportServiceaswellascheckliststo be completed about Health and Safety andNew Staff Induction, essential employmentpoliciesandsignposts staff to theStaff LearningandDevelopmentUnit (SLDU), training courses,flexible working policies, wellbeing, theCounselling Service and Staff Network Groups.ThepackendswithaTrainingandDevelopmentPlan, which is intended to be completed
alongsidelinemanagers.
67%of academics (F:68%;M:66%)whocompletedourAS “restructure” surveydidnotnoticeanynotableeffectof restructureon the inductionprocessesand16%of staff (F:18%;M:14%)noticedpositive effect (Fig. 4.1.ii[1]), i.e. “new staff handbook/induction pack, welcome by the Head ofSchool/Divisionandmorestructuredprocesses”(commentsfromthesurvey),and72%ofacademicsagreedthatthereisaclear inductionprocess(Fig.4.1.ii[2]).17%ofacademics(F:13%;M:17%)feltthat inductionwas not positively affected by restructure. Thus to clarify and improve further theinduction processes,wewill: (Action: 4.2) coordinate centralisation ofmany aspects of inductionwithdeliveryatDivisionalLevel, implement formal frameworks,ensure trainingandmonitoringofLine Managers’ activities in inducting new starters; encourage new-starters to attend centrallyorganisedeventsandtakeupmentoringactivitiesthrough“ManchesterGold”.WewillalsoorganisegettogetherluncheswithHoSfornewstarterstofacilitatenetworking.
Fig. 4.1.ii[1].OpinionofAcademic females (blue) andmales(yellow)who completed SHSAthenaSWAN“restructure” surveyabout theeffectofrestructureoninductionprocess.
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Fig.4.1.ii[2].OpinionofAcademicfemales(blue)andmales(yellow)whocompletedtwoSHSAthenaSWAN“baseline”and“restructure”surveysaboutclarityofinductionprocess.
Promotion(vi)
70%(F:68%;M:74%)ofacademicswhocompletedourAS“restructure”surveywereunawareofanynotablechangetopromotionprocessespost-restructure(Fig.4.1.iii[1]).
Fig. 4.1.iii[1]. Opinion of Academic females (blue) andmales (yellow)who completed SHS Athena SWAN “restructure” survey in 2018
abouttheeffectofrestructureonpromotionprocesses.
On thebasisof: the“baseline”and“restructure”AS surveys (Figs.4.1.iii.[2-3]);data fromtheSHSand FBMH 2017 promotions round (Table 4.1.iii.a); and research into promotions of relevantpolicies, training, and processes across SHS, the restructure appears to have had some positiveconsequencesforpromotionsincludingprotectionofgenderequity(Figs.4.1.iii[4-5]).Theseinclude:• formalisation and rollout ofPromotionsChampions to support academics (in SHS, twoof the
fivePromotionsChampionsareseniorfemaleacademics);• Promotions Champion training developed by the Centre for Academic and Researcher
Development(CARD);• newpromotionsworkshops(oneteachingfocused,andoneteachingandresearchfocused).In
response to the “restructure” AS survey, 85% of female academics, and 100% of maleacademics,thatattendedpromotionsworkshopsincetherestructurefounditusefulandseveralsurvey respondents highlighted attendance of promotions workshops as a source of supporttowardstheirpromotionsapplication.
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• highnumberofSHSfemaleacademicsapplyingforpromotionandbeingsuccessfullypromotedthroughboththeSHSpromotionsprocessandtheFBMHpromotionsprocess(Table4.1.iii.a);
• high number of women on the SHS promotions panel (the panel consists of thirteen people(F:61%)).
Weaimtocontinuethispositivetrendandthuswewill:(Action:4.3)ensurethatannualpromotionworkshopsareorganisedforALLstaffatALLlevelsofcareerdevelopment;activelyencouragestafftoaccesssupportofPromotionChampions;regularlyinformstaffabouthowcareerbreaks,caringresponsibilities andother individual circumstancesare taken intoaccount indecisionsanddonothindertheprospectofpromotion.
Fig. 4.1.iii[2]. Percentage of Academic females (blue) and males (yellow) who completed two SHS Athena SWAN “baseline” and“restructure”surveysin2017and2018abouthowfamiliartheywerewiththeproceduresforpromotions.
Fig. 4.1.iii[3]. Percentage of Academic females (blue) and males (yellow) who completed two SHS Athena SWAN “baseline” and“restructure”surveysin2017and2018aboutwhethertheyreceivedencouragementthroughoutthepromotionsprocess.
Table4.1.iii.a:SuccessrateofSHSacademicstaffapplyingtotheFacultypromotionpanel(2016/17)forpromotiontoGrades8and9.
Promotionto Totalapplicationsuccessrate Femaleapplicationsuccessrate Maleapplicationsuccessrate
Reader/SeniorLecturer(Grade8) 9/12(75%) 4/4(100%) 5/8(62%)
SeniorResearchFellow(Grade8) 3/4(75%) 2/3(67%) 1/1(100%)
Reader(Grade8) 3/4(75%) 2/3(67%) 1/1(100%)
AllGrade8 15/20(75%) 8/10(80%) 7/10(70%)
Chair(Grade9) 2/2(100%) 0/0 2/2(100%)
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Fig. 4.1.iii[4]. Percentage of Academic females (blue) and males (yellow) who completed two SHS Athena SWAN “baseline” and“restructure”surveysin2017and2018abouthowfairtheyconsideredthepromotioncriteriatobe.
Fig. 4.1.iii[5]. Percentage of Academic females (blue) and males (yellow) who completed two SHS Athena SWAN “baseline” and“restructure”surveysin2017and2018aboutwhetherthepromotioncriteriawerefairlyappliedirrespectiveofgender.
DepartmentsubmissionstotheResearchExcellenceFramework(REF)(vii)
AttheDecember2017snapshot, inSHS47%ofREF-eligiblestaffwerefemaleand53%weremale,clearlydemonstratingagenderbalanceacrosstheacademicdisciplinesinSHS.
The University’s REF2021 Code of Practice (CoP) is currently being developed for submission inSpring2019, and thiswill be ledby thenewlyappointedVP forResearch& Innovation,ProfessorColetteFagan.SHSisensuringthatpostrestructuretheselectionofstaffoutputsofREF-eligiblestafffor REF2021 and the selection of impact case studies will be conducted in line with the CoP.RecruitmentofUoA2-4Leadershipteams isunderway,andofthosesofarappointed3arefemaleand7male.SupportingImpactAmbassadorshavealsobeenappointedtoplayakeyroleintheREFsubmissions,assistingUoALeadswiththeREFreturnonimpact,whichhasincreasedimportanceinREF2021. In SHS, four of the six Impact Ambassadors are female. Potential SHS REF2021 impactcases are currently under review led by Judith Gracey, UoM Knowledge Transfer and ImpactCoordinator-57%oftheseareledbyfemales.TheRREreviewerpoolforRRE2017/2018comprised61% male and 39 % female staff (this reflects gender balance at the Professor level in SHS, i.e.M61%;F:39%).RecentlyestablishedREFworkshopsenablestafftorecognisetheattributesof3and4* publications. 4 workshops over the period Oct 2017-Feb 2018 have had 108 registeredparticipants (F:65%) spanningall grades. Toensurewiderunderstandingand transparencyaroundREFdecisionmakingwewill:(Action:4.4)ensureprovisionofregulartrainingonREFrequirementsandpublication strategy (including E&D aspects); actively promote regularDivisional and School
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levelopendiscussionsaboutREF; and contribute todevelopmentofguidance forpart-time staffwithregardstoREFrequirementsandcascadeittoALLSHSstaff.
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SILVERAPPLICATIONSONLY
4.2. Keycareertransitionpoints:professionalandsupportstaff(PSS)
Comment on how the following processes have been affected by the restructuring of thedepartment(s).Providedetailsonhowgenderequalityhasbeenconsideredintherestructuringandhowthedepartmenthasensuredandwillcontinuetoensurethatchangesdonotadverselyimpactongenderequality.
(i) Induction
ThesameUoMonlineinductionpackisavailableforPSSandacademicstaffanddidnotchangepost-restructure(section4.1.ii).64%ofPSSstaff(F:65%;M:56%)whocompletedtheSHS2018AS survey did not perceive any notable effect of restructure on the induction processes, 17%(F:17%;M:17%)felttheinductionprocessesimprovedpost-restucture,and19%(F:18%;M:24%)felt they did not (Fig. 4.2.i). The 10 comments from PSS staff who completed the commentssectionofour2018ASsurveyweremixedwithhalffeelingtheprocesswasimproving.Overall,the local induction processes for PSS improved post-restructure and to continue this positivetrendwewill:(Action:4.2)coordinatecentralisationofmanyaspectsofinductionwithdeliveryat Divisional Level, implement formal frameworks, ensure training and monitoring of LineManagers’ activities in inducting newPSS starters; encourage new-starters to attend centrallyorganised events and take up mentoring activities through “Manchester Gold”. We will alsoorganisegettogether luncheswithHoS,whichwill includeall fornewPSSstarterstofacilitatenetworking.
Fig.4.2.i.OpinionofPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018abouttheeffectofrestructureoninductionprocesses.
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(ii) Promotion
WithintheUoMthereisnoannualpromotionsprocessforPSSstaff,whichallowsthemtostayinthesamerole;thisiscommonwithotherUKuniversities.However,attheUoMthereisare-gradingprocess,whichreliesonanindividualortheirlinemanagerdemonstratingthattheirrolehasexpandedsincetheywerefirstappointedandthattheyarenowworking“above”thatinitialgrade.ThereisaRegradingProcesspolicy/procedureandflowchart(Fig.4.2.ii)bothofwhichareavailableontheUniversity’swebsite.
Fig.4.2.ii.SchematicillustrationofthePSSRe-gradingProcess.
Sincetherestructure, therehavebeen15(F:12;M:3)successful re-gradeswithintheSHSwithand increase in success rate from 77% in 2017 up to 100% in 2018 (Tables 4.2.a and b). Thisindicates that support put in place for PSS since the restructure for supporting PSS careerprogression had a positive effect on the success rate of re-grading applications. Followingrestructure, anewPerformanceandDevelopmentReview (P&DRs)wasdesigned to facilitatediscussion of career development, including re-grade application. It includes a new questionspecificallyasking“Whatareyourcareeraims?”withintentiontoencouragehelpfuldiscussionsbetweenPSS staff and their linemanagers and to agreeon training anddevelopmentplan toenablethememberofstafftoacquirenewskillsandexperiencemakingthememployableatahighergrade.Weaim to continuewith thispositiveattitude towards supportingPSS staff andaidingtheircareerdevelopmentby:(Action:5.2)liaisingwithSLDUtomonitoruptakeofcareerdevelopmenttrainingbyPSS,encouragingandactivelypromotingfurtheruptakeinleadershipandcareerdevelopmentactivitiesbyPSS.
Table.4.2.a.Re-gradingdatafortheperiodof1stAugust2016–31stJuly2017.InSHS,therewere7successful(F:6;M:1)and2unsuccessful(F:2;M:0)re-grades. GradeFrom GradeTo Successrate(F) Successrate(M)Grade3 Grade4 2/4(50%) 0/0Grade4 Grade5 1/1(100%) 1/1(100%)Grade5 Grade6 1/1(100%) 0/0Grade6 Grade7 2/2(100%) 0/0Totalre-grades 6/8(75%) 1/1(100%)
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Table. 4.2.b. Re-grading data for the period of 1stAugust 2017 – 18thMay 2018. InSHS, therehavebeen8successful(F:6;M:2)andnounsuccessfulre-grades. GradeFrom GradeTo Successrate(F) Successrate(M)Grade1 Grade2 1/1(100%) 0/0Grade2 Grade3 2/2(100%) 0/0Grade3 Grade4 2/2(100%) 2/2(100%)Grade5 Grade6 1/1(100%) 0/0Totalre-grades 6/6(100%) 2/2(100%)
4.3. Careerdevelopment:academicstaff
Comment on how the following processes have been affected by the restructuring of thedepartment(s).Providedetailsonhowgenderequalityhasbeenconsideredintherestructuringandhowthedepartmenthasensuredandwillcontinuetoensurethatchangesdonotadverselyimpactongenderequality.
Training(i)
StructuredtrainingatUoMisdeliveredcentrallyby Staff Learning and Development Unit (SLDU)andthuswasnotaffectedbyrestructure.60% (F:59%; M:66%) of academics whocompleted our “restructure” survey in 2018 didnot perceive any changes due to restructure totraining opportunities (Fig. 4.3.i[1]), and 25%(F:23%; M:20%) thought the changes werepositive (Fig. 4.3.i[1]) with over 50% of femaleacademics commenting in the survey that post-restructure more local training opportunitieswere available: “more opportunities forleadership roles and involvement with theschool at senior levels, which opened uptrainingopportunities that nowextendbeyondtraditional boundaries” and emphasised thevalue of post-restructure SHS Grant Writing
Retreat.Amalememberof staff commented thatnewDivisionalSocialResponsibility groupsarenow “affording a number of additional service and leadership roles and associated trainingopportunities”.Weaimtocontinuethispositivetrendandthuswewill:(Action:5.1)encourageandactivelypromote furtheruptake in leadershipandcareerdevelopmentactivities toALLstaff,andremind staff, via quarterly emails, aboutGrantWriting Retreat and otherworkshops available tostaffatalllevelsoftheircareer.
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Fig.4.3.i[1].OpinionofAcademicfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018abouttheeffectofrestructureontrainingopportunities.
Restructure also had a positive effect on the completion of Unconscious Bias (UB) training (Fig.4.3.i[2]);data from the twoAS surveys showan increase inanuptakeofUB training from48% in2017to58%in2018(Fupby10%andMupby15%),andweaimensurethatthispositivetrendwillcontinue by: (Action: 4.1) actively encouraging ALL staff to complete UB training via quarterlyemails.
Fig.4.3.i[2].PercentageofAcademic females (blue)andmales (yellow)whocompletedSHSAthenaSWANsurveys in2017 (“baseline”)andin2018(“restructure”)andhaveundertakenUnconsciousBiastrainingeitheronlineorinaface-to-facecourse/workshop.
According to our 2018 survey, 90% of SHS academics completed E&D training - no gender effect(Fig.4.3.i[3]), thus tomaintain a high E&D-training completion rate, wewill: (Action: 4.1) activelyencouragingALLstafftocompleteE&Dtrainingandtrainingrefresherviaquarterlyemails.
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Fig.4.3.i[3].PercentageofAcademic females (blue)andmales (yellow)whocompletedSHSAthenaSWANsurveys in2017 (“baseline”)andin2018(“restructure”)andhaveundertakenEqualityandDiversity(E&D)trainingeitheronlineorinaface-to-facecourse/workshop.
Appraisal/developmentreview(ii)
TheUniversityviewsP&DRmeetingsasthesinglemostimportantwayinwhichitensuresthateachandeveryindividualisabletoperformtothebestoftheirabilitiesandfulfiltheirprofessionalaimsand ambitions. Staff are also encouraged to articulate their ambitions for promotion andpositivesupportisprovided.Post-restructure,theUniversityrevisedtheP&DRsystemforacademicstaff,toacombinationofthepreviousPerformanceEnhancementScheme(PES) inFMHSandthePDRandContributionMappingschemeinFLS.Thischangewaswelcomedbysome,asseeninthefollowingquote from our 2017 survey: “P&DR focus more helpful for both sides than PES metric-drivenapproach”. 58% (F:56%;M:66%) academics who completed our “restructure” survey consideredthattherehadbeenlittledifferencesincetherestructure(Fig4.3.ii[1])
Fig.4.3.ii[1].OpinionofAcademicfemales(blue)andmales(yellow)whocompletedour“restructure”SHSAthenaSWANsurveyin2018ontheeffectofrestructureonPerformanceandDevelopment(P&DR)and/orProbationReview.
Allacademicstaffare invitedtoanannualP&DRmeetingwiththeir linemanager,unless theyarestill in their probation periodwhen this is replacedwith a probation review. The survey shows asubstantial increase in uptake of P&DRs from 42% in 2017 to 75% in 2018, with no apparentdifferencebetweenmenandwomen, regardlessofethnicityorworking status (Fig4.3.ii[2]). Thiswascommentedon in the2018 survey“There seems tobeabetter system inplace forensuringthatP&DRshappenthanbefore”.AnotherpositivechangesincerestructureisthatnowreviewersareencouragetousetheP&DRtolookat‘softskills’(or‘behaviours’),aswellasthetasksperformedand the results achieved. This changewaswelcomed by staff as supported by a quote fromour“restructure” survey “I found the PDR form much better this year … It was more detailed andallowedmuchbetteraccounttobemadeinthevariousdifferentworkareas.”Weaimtocontinuethis positive trend and further enhance positive perception of P&DR by: (Action: 5.4) activelypromotingandencouraginguptakeofP&DRbyALLstaff;encouragingreviewersandrevieweestotake up P&DR training and reminding line managers about training, mentoring and coachingopportunitiesavailable toALLstaff.Wewillalsopromptboth reviewersandreviewees toagreeapersonaldevelopmentplanattheP&DR.
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Fig.4.3.ii[2].ProportionofAcademic femalesandmaleswhocompleted twoSHSAthenaSWANsurveys in2017 (“baseline”)and2018(“restructure”)andhadPDRand/orprobationreview.
Supportgiventoacademicstaffforcareerprogression(iii)
Restructure had a positive effect on the supportgiven to academics for their career progression.Post-restructure, Centre for Academic andResearcher Development (CARD) was updatedand is now offering an extensive programme ofsupportforacademicsandfellowsacrossallthreeacademic pathways (Teaching, Research andTeaching and Research), with additionalPromotions Workshops (one teaching, and oneteaching and research focused), and training forPromotions Champions (as described in section4.1.iii).
56%(F:56%;M:55%)ofacademicswhocompletedour “restructure” survey in 2018 did not noticeany effect of restructure on their careerdevelopment and 22% (F24%; M:20%) felt theeffect was positive (Fig. 4.3.iii[1]). Surveycomments (F:50%; M:40%) suggested that therewere now more career developmentopportunities. 22% (F:20%;M:24%) of academicsdid not agree that the restructure had a positiveeffectontheircareerdevelopment(Fig.4.3.iii[1]).Thus,tocontinuewiththepositivechangesandtofurther support career development of ALL SHSstaffwewill: (Action:5.1)encourageandactivelypromote furtheruptake in leadershipandcareer
developmentactivitiesforeachcareerrole;(Action:5.3)mountacampaignviaemails,StaffNetandSHSSchoolBoardtogivegreaterprominencetoConcordattoSupporttheCareerDevelopmentofResearchers; (Action: 5.5) encourage staff to access Grant Training, e.g. attend Grant WritingRetreatsandaccesssupportofPromotionsChampions;(Action:5.9)increasesignpostingtoflexibleworkingpolicyviaquarterlyemailsandorganiseinformationsessionsonflexibleworkingdelivered
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byHRpartners (Action: 6.2)encourageALL staff (includingcontract researchers) toparticipateonmanagementanddecision-makingcommitteestoaidtheircareerdevelopment.
Fig. 4.3.iii[1]. Opinion of Academic females andmales who completed SHS Athena SWAN “restructure” survey 2018 on the effect ofrestructureontheircareerdevelopment.
Supportofferedtothoseapplyingforresearchgrantapplications(iv)
For early career researchers, Strategic Funding Team & CARD workshops cover successful grantwriting, securing fellowships, managing grants, kick-starting fellowship studies and developingresearchwithimpact.TheSFTalsofocusesattentionondevelopingfutureresearchleadersthroughtheFellowshipAcademyandidentifyingandcoordinatinglarge-scaleresearchgrantopportunities.ThislatteractivityissupportedbytheCollegeofExperts,agroupof47(13females)academicswithextensiveexperienceofsuccessfulgrantfundingandworkwithexternalgrantpanels.
An initiative launchedpost-restructure specificallywithin SHS isGrantWritingRetreats (twodayswithoptionalovernightstay).Theseenablestafftimeouttodevelopanidea/draftapplicationintoafinaliseddocument,withthesupportofexperiencedacademicstaff.Todate,tworetreatshavebeenheld supporting a total of 58 staff (F:71%), spanningall grades (3professors, 2 readers, 12 seniorlecturers,1seniorclinicallecturer,2seniorresearchfellows,17lecturers,13researchfellowand8research associates). Places are allocated toeachDivisionwithin SHSand selection to attendwasgenerallymadeonafirstcome,firstservedbasis,withthosemissing initialopportunityprioritisedforthefollowingretreat.
FurthersupportforfullapplicationscomesviathenewFaculty-widestrategyimplementedin2017,focusingondevelopingasupportive,positivecultureofpeerreview.
Impact of the restructure on grant submissions and outcomewas very positive for SHS. Data forapplicationsmade in 2015-16 (Table 4.3.iv.a) and 2016-17 (Table 4.3.iv.b) demonstrate amarkedincrease in those led by females and an increased proportion of female-led applications post-restructure(43to48%).
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Table4.3.iv.a.NumberofSHSstaffledgrantapplicationsmadein2015-2016andtheirrevenuevalues.
FEMALE MALE
Grade
No.ofapplicants No.ofapplications
madeTotalsumofrevenuevalues£
No.ofapplicants No.ofapplications
madeTotalsumofrevenuevalues£
5 2 4 28561 0 0 0
6 17 20 789559 4 8 242196
7 36 88 7732005 22 56 5194969
8 20 75 6177660 19 77 8865706
9 20 103 11854671 35 242 30552723
Total 95 290 26582456 80 383 44855594
Table4.3.iv.b.NumberofSHSstaffledgrantapplicationsmadein2016-2017andtheirrevenuevalues.
FEMALE MALE
Grade
No.ofapplicants No.ofapplications
madeTotalsumofrevenuevalues
No.ofapplicants No.ofapplications
madeTotalsumofrevenuevalues
5 2 2 17230 0 0 0
6 21 32 4004287 8 12 578449
7 48 130 11999507 33 78 6172383
8 30 110 13003319 30 89 9133776
9 25 136 12134948 44 262 29126142
Total 126 410 41159291 115 441 45010751
Similarly, therehasbeenasubstantialpositivechange insuccesspostrestructure.Totalawardedincomeincreasedfrom£24085272to£27810864,withthecontributionoffemale-ledawardedgrants increasing from 40 to 46%.Whereas in 2015-16 (Table 4.3.iv.c), the male:female ratio ofsuccessfulawardswas1.48,in2016-17(Table4.3.iv.d)thiswasreducedto1.17.Forincomein2015-16 male:female ratio was 2.94, reduced to 1.42 in 2016-2017. In absolute terms, incomeattributabletograntsledbyfemalesalmostdoubledin2016-17(1.9foldincrease)whilstformalesit remained approximately the same (0.9 fold).We are very pleased with this positive effect ofrestructureonsupportprovidedforstaffapplyingforresearchgrantsandgrantsuccess,andweaimto continueon thispositive trajectoryby: (Actions: 5.1 and5.5) remindingall staff at all levelsoftheir career development, via quarterly emails, about Grant Writing Retreat, Project-to-Programmes,CollegeofExperts,andotherworkshops;and(Action:5.5)producingandadvertisingcase-studiesofsuccessfulcandidateswhoattendedgrantsupporttraining.
Table4.3.iv.c.NumberofSHSstaffledgrantapplicationsawardedin2015-2016andtheirrevenuevalues. FEMALE MALE
GradeNo.ofapplicants
No.ofawards
Totalsumofrevenuevalues
No.ofapplicants
No.ofawards
Totalsumofrevenuevalues
5 0 0 0 0 0 0
6 7 7 124501 2 2 6360
7 17 22 613375 12 23 1518122
8 21 39 3062010 17 36 3921898
9 17 47 2305413 36 109 12533593
Total 62 115 6105299 67 170 17979973
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Table4.3.iv.d.NumberofSHSstaffledgrantapplicationsawardedin2016-2017andtheirrevenuevalues. FEMALE MALE
GradeNo.ofapplicants
No.ofawards
Totalsumofrevenuevalues
No.ofapplicants
No.ofawards
Totalsumofrevenuevalues
5 2 2 17730 0 0 0
6 5 7 170701 2 4 142638
7 33 52 2800380 20 29 1878162
8 25 44 4324884 19 41 4694466
9 19 52 4177414 36 109 9604489
Total 84 157 11491108 77 183 16319755
SILVERAPPLICATIONSONLY
4.4. Careerdevelopment:professionalandsupportstaff
Comment on how the following processes have been affected by the restructuring of thedepartment(s).Providedetailsonhowgenderequalityhasbeenconsideredintherestructuringandhowthedepartmenthasensuredandwillcontinuetoensurethatchangesdonotadverselyimpactongenderequality.
Training(i)
StructuredtrainingatUoMisdeliveredcentrallybyStaffLearningandDevelopmentUnit(SLDU)andthuswasnotaffectedbyrestructureasdescribedinsection4.3(i).
66%ofPSSwhocompletedour “restructure” surveydidnotperceiveanyeffectof restructureontraining (no gender effect), and 17%observedpositive change (no gender effect). Attendanceofnetworking, training, mentoring, and coaching events since the restructure did not change. PSSsurvey results are broadly correlating with academic staff reporting, showing that of those thatundertook activities to help in their career development, anoverwhelmingmajority found themhelpful.Oursurveydataalsosuggestnonotablegenderdifferenceinperceivedencouragementtotakeupcareer development opportunities; except that females were somewhat more positive aboutencouragement given thanmales (Fig.4.4.i[1]).We aim to continue on this positive trajectory by:(Action: 5.1) encouraging PSS and actively promoting to all PSS furtheruptake in leadership andcareerdevelopmentactivities;(Action:5.2)encouragebothPSSstaffandlinemanagerstodiscuss“time”available fortrainingandencouragethemtodevelopa feasibletrainingplanat theP&DR(Action: 5.4) encouraging reviewers and reviewees to take upP&DR training; and reminding linemanagers about training,mentoring, and coaching opportunities available for ALL staff (includingPSS)andtoagreeapersonaldevelopmentplanattheP&DR.
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Fig.4.4.i[1]. OpinionofPSS females (blue)andmales (yellow)whocompletedtwoSHSAthenaSWANsurveys in2017(“baseline”)and2018(“restructure”)abouttheperceivedencouragementtotakeupcareerdevelopmentopportunities.
Appraisal/developmentreview(ii)
Restructure resulted in a positive change to P&DR, i.e. the P&DR form was updated and a newquestiononcareeraimswasaddedtopromptadiscussionaboutcareerdevelopmentandtrainingneeds (asdescribed insection4.2.ii).55%ofPSSstaffwhocompletedourAS“restructure”surveydidnotnoticeanyeffectofrestructureonP&DR,and27%reportednoticingpositivechanges.AllofthefemalePSSwhonoticedachangeandmadecommentsinthesurveyfeltthat itwasapositiveone,e.g.“There seems tohavebeenmoreattention, trainingand clarityaboutP&DRprocessessincetherestructure.”KeypositivechangesnoticedbyPSSandmentionedinthesurveycommentswere:moreconsistencyintheprocess,P&DRsbeingactivelypromoted,processbeingtakenmoreseriously, andmore training available.We are very pleasedwith this positive feedback andwillstrivetomaintainapositiveperceptionofP&DRamongPSSby:(Action:5.4)encouragingreviewersand reviewees to takeupP&DR training and reminding linemanagersabout training,mentoring,andcoachingopportunitiesavailableforPSSstaffandremindingreviewersandrevieweestoagreeapersonaldevelopmentplanattheP&DR.
Supportgiventoprofessionaland(iii)supportstaffforcareerprogression
The University has a PSS dedicated StaffLearning and Development website thatcontainsself-directedandonlineresourcestoassistPSSstaffinplanningandimplementingindividual career goals, and it was notaffected by restructure. All PSS staff areencouraged to identify any training needsand agree a Personal Development Plan atP&DRwith appropriate support put in placeto enable successful completion of theplanned training (as described in section4.2.ii).Post-restructure the following additionalcareer-development resources were
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4.5. Flexibleworkingandmanagingcareerbreaks
Howhastherestructurebeencommunicatedtothoseonacareerbreakandwhatsupport(i)willbeavailabletothemonreturn.
Therestructurewascommunicatedtothoseonacareerbreakvia:1) ‘Open’meetings;2)One-to-onemeetingswith linemanagers; 3)Correspondence circulatedFaculty-wideviaemail. A shortquestionnairewasusedtoassesstheimpactandinformationcommunicatedabouttherestructureto 31 (21 Academic and 10 PSS) staff on long-term leave during or around the time of therestructuring (Table 4.5a). Staff were asked to consider the three ways of communicatinginformation about the restructure. The questionnaire return rate was 28% and thus no stronginferences can be made from the information reported. The University has a defined policy oncareerbreaks,and41%ofSHSstaff(F:40%;M:40%;Academic:42%;PSS:38%)whocompletedourAS“restructure” survey indicated that they were aware of this policy (Fig.4.5.i[1]); and 65% (F:65%;M:65%;Academic:66%;PSS:64%)feltconfidentthattheirlinemanagerwoulddealsensitivelywithacareerbreakrequest,indicatingapositivecultureintheSchool.Tofurtherraiseawarenessofcareerbreak policy and to support staff returning from career breaks we will: (Action: 5.6) regularly(quarterly) email ALL staff signposting relevant policies relating to career break; (Action: 4.3)regularlyinformstaffabouthowcareerbreaksaretakenintoaccountindecisionsanddonothinderthe prospect of promotion; (Action: 5.7) set up focus group to understand clearly areas forimprovement; and advertise new guidance for returning staff, i.e. personalised reducedteaching/admin load;notobliged to takeonanynewteaching/admin duties in their first yearofreturn;researchactivestafftoagreeaplantohelpthemresumetheirresearchactivities;toattendpeer-supportgroupandpairnewparentswithexperiencedparentsforpeer-support.
developedandarenowavailabletoallstaffincludingPSS:TheHive,anonlineplatformforstafftoshare ideasorposequestionsupwards; Investing inSuccess,aUniversity-fundedschemefocusingon staff that could benefit from extra resources to help them engage in a particular project oractivity, helping to accelerate their personal development; Internal Secondments launched post-restructuretoencourageandsupportsecondments.Individualswhotakeupasecondmentreturntotheiroriginalteamattheendofthesecondmentperiodwithincreasedknowledgeandexperienceand thus accelerate their personal development and career progression.We aim tomaintain thispositive attitude to supporting PSS staff for career progression by: (Action: 3.1) encouraging andmonitor uptake of PSS mentoring via “Manchester Gold” and coaching via SLDU (Action: 4.3)investigating opportunities/scoping exercise for exploring career development and promotionopportunitiesforPSSandtechnicalstaff.Wewillbeginbyresearchingopportunitiesintheseareasat other organisations; (Action: 5.1) encouraging and actively promoting further uptake inleadershipandcareerdevelopmentactivities;(Action:5.4)remindinglinemanagersabouttraining,mentoring, and coaching opportunities available for PSS staff and prompting them to agree aPersonalDevelopmentPlanattheP&DR.
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Fig.4.5.i[1]. OpinionofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”survey in2018aboutCareerBreakPolicy.
Fig.4.5.i[2]. OpinionofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”survey in2018abouthowconfidenttheyarethattheirLineManagerwoulddealsensitivelywithanyrequestrelatingtoCareerBreakPolicy.
Coverandsupportformaternityandadoptionleave:before,duringandafterleave(ii)
76% (F:79%;M:70%; Academic:75%; PSS:86%) of 2018 AS “restructure” survey respondentswereaware of maternity/paternity, adoption leave (Fig. 4.5.ii[1]). 85% (F:85%; M85%; Academic:85%;PSS:88%)wereconfidentthattheirlinemanagerwoulddealsensitivelywithanyrequestrelatingtosuchleave(Fig.4.4.ii[2]).
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Fig.4.5.ii[1]. OpinionofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018aboutMaternity,Paternity,andAdoptionLeavePolicy.
Fig.4.5.ii[2]. OpinionofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018abouthowconfidenttheyarethattheirlinemanager/supervisorwoulddealsensitivelywithanyrequestrelatingtothispolicy.
FLSandFMHScomprisedschoolswithvaryingpoliciesintheseareas.TherestructurenowoffersusarealopportunitytoadoptSchool-widelegacypoliciesconsideredgoodpracticearoundmaternityandadoptionleavefrompreviousSchools.GoodpracticesidentifiedinpreviousSchoolsthatweareadoptinginSHSincludethefollowing:(Action:5.7)
1. BeforeLeave• Staffmembersgoingonleavewillmeetwiththeirlinemanagertodiscusspoliciesin
placeregardingsupportavailable.• Cover will be arranged where necessary (for example teaching) for the period of
leaveandtocoveranyreductioninteachingworkload(e.g.reducedteachingload)onreturn.Insomeinstancestrained,standbytutorswillbeavailable.
2. DuringLeave• Staffmemberswhoareonleavewillstillbeinvitedtosocialgatherings.• Staff members on leave will be fully informed of any changes to their line
management/dutiesthatoccurwhiletheyareonleave.3. Onreturn
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• Staff returning from shared parental leave and adoption leave will have theopportunitytorequestsupporttoassistwithgettingresearchandpublicationsbackontrack.
• Returners from leave will meet with line manager or appropriate lead to discusstheirneedswithregardtorephasingnormalactivities(commensuratetotheirrole).
• The Divisions will establish Peer support groups, and ‘baby buddies’ for thosereturningfromleave.
Flexibleworking(iii)
Thereisaclear,university-widepolicyonflexibleworkingthatdidnotchangepost-restructure.Formost, i.e. 74% (F:74%; M73%; Academic:74%; PSS:71%) SHS staff who completed our 2018 AS“restructure” survey, restructure did not have any notable effect on flexible working, for 13%(F:14%; M12%; Academic:13%; PSS:12%) the effect was positive and for 13% (F:12%; M:15%;Academic:12%;PSS:17%)theeffectwasnotfeltaspositive(Fig.4.5.iii[1]).Itwasacknowledgedthatfollowing the restructure there would be differences in working practices with regard to localarrangements(permittedundertheUniversitypolicies)thathadpreviouslybeenagreed.Short-termitwasagreedthatexistingarrangementswouldcontinueinthenewstructure.80%(F:83%;M73%;Academic:78%;PSS:89%)areawareoftheflexibleworkingpolicy.
Fig.4.5.iii[1].OpinionoffemalesandmaleswhocompletedSHSAthenaSWAN“restructure”survey2018ontheeffectofrestructureonflexibleworking.
86%ofstaff(F:86%;M:87%;Academic:86%;PSS:87%)thoughttheirlinemanagerwouldbesensitiveto requests for flexibleworking.Thispositiveattitude is furtherevidencedby86%ofstaff (F:87%;M:86%;Academic:89%;PSS:79%)sayingtheyhadtheopportunitytoworkflexibly(Fig.4.5.iii[2]).Wewill strive to maintain this positive attitude towards flexible working by: (Action: 5.9) increasingsignposting to flexibleworking policy via quarterly emails and organising information sessions onflexibleworkingdeliveredbyHRpartners.
35
Fig.4.5.iii[2].OpinionoffemalesandmaleswhocompletedSHSAthenaSWAN“restructure”survey2018ontheopportunitytoworkflexibly.
4.6. Organisationandculture
Culture(i)
CommentonhowthecultureofthedepartmenthasbeenaffectedbytherestructureandhowtheAthena SWANCharter principleswill continue to be embedded into the culture and operation ofthedepartment.
TheSchoolaimstobe inclusiveandallacademic,teaching,PSSandresearchstaffaremembersofSchoolBoardwithUGandPGstudentrepresentation.48% (F:47%; M:48%; Academic:45%; PSS:59%) of SHS staff who completed our AS “restructure”survey did not notice any change in culture since restructure, and 16% (F:18%; M:12%;Academic:18%;PSS:12%)agreedthattherestructurehadapositiveeffectonthelocalculturewithpositivecommentsfromacademicsabouthowthereisnowmore‘mixing’.
TheSHSAS“restructure” survey showed that86%of respondents (F:87%;M:81%;Academic:86%;PSS:86%)wereawareoftheDignityatWorkandStudyPolicy(Fig.4.6.i[1])and81%(F:81%;M:81%;Academic:82%; PSS:82%) were aware of the 'We Get It' campaign against harassment anddiscrimination,initiatedinMarch2015,withasubstantialincreaseofthecampaignawarenesspostrestructure(in2017total:72%,F:71%;M:75%;Academic:74%;PSS:71%))(Fig.4.6.i[2]).Thispositivecultureisfurtherevidencedby79%ofstaff(F:77%;M:84%;Academic:80%;PSS:79%)agreeingthattheSchoolmakesitclearthatharassment,discrimination,andbullyingarenotacceptableand78%(F:77%;M:83%;Academic:78%;PSS:82%)of staff are confident that their linemanager/supervisorwoulddealsensitivelywithanyrequestrelatingtothesepolicies(Fig.4.6.i[3]).
36
Fig.4.6.i[1]&[2].PercentageofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWANsurveysin2017(“baseline”)and2018(“restructure”)aboutawarnessofDignityatWorkandStudyPolicyandWeGetItcampaign.
Fig. 4.6.i[3]. Percentage of Academic and PSS females (blue) andmales (yellow) who completed SHS Athena SWAN surveys in 2017(“baseline”) and2018 (“restructure”) abouthowconfident theyare that their linemanager/supervisorwoulddeal sensitivelywithanyrequestrelatingtotheDignityatWorkandStudyPolicy.
ThepositivecultureoftheSchoolpostrestructureisfurtherevidencedbya10%increaseoverthelastyearforbothfemalesandmalesinpositiveperceptionofhowwelcomingworkrelatedsocialactivities such as staff parties, team building or networking events are to all staff (Fig. 4.6.i[4]).Overall, restructure had positive effect on local culture and we continue to nurture collegiality,inclusion and in general positive culture in our School by additionally: (Action: 6.1) regularly(quarterly)sendingremindingemailstoALLstaffsignpostingrelevantpoliciesrelatingtoDignityatWork and Study Policy and “WeGet It” campaign; and adding a standing itemon the SHS BoardMeetingsagendarelatingtothesepolicies.
4.6.i[4]. OpinionofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWANsurveysin2017(“baseline”)and 2018 (“restructure”) about howwelcoming are to bothwomen andmenwork related social activities such as staff parties, teambuildingornetworkingevents.
37
HRpolicies(ii)
Howhavechangestopoliciesandproceduresbeencommunicatedtostaff,howwillthedepartmentensurethatstaffareabletolocateandunderstandthesepolicychanges.Howwillthedepartmentensure HRpolicies for equality, dignity at work, bullying, harassment, grievance anddisciplinaryprocessesareconsistentlyappliedandmonitoredduringtherestructure.
AllHRPoliciesandProcedureswereformallyreviewedpriortotherestructuretakingplacetoassesswhetheranychangeswererequired.SincethevastmajorityareagreedandoperateataUniversitylevelforallemployeestherewerenosubstantivechanges.Thechangesthatweremadewerepurelyadministrativetoreflectthenewstructure,documentedandcommunicatedtoallstaffthroughtheseniorPSSleadership.
Ifapplicable,howwasgenderequalityconsideredinanyredundancies(iii)
As part of the restructure, only PSS staff in grades 6 and 7were placed in scope for redundancy(n=298). All redundancies (n=21, F:18/M:3) were made through a voluntary severance scheme(Table 4.6.iii). The Voluntary Severance Approval Panel comprised the two Directors of FacultyOperationsandbothfacultiesHeadsofHRwhohadundertakenE&DtrainingandUBtraining.
Table4.6.iii.Voluntaryseveranceapplications,bygender
Commentonhowthefollowinghavebeenaffectedbytherestructuringofthedepartment(s).Providedetailsonhowgenderequalityhasbeenconsideredintherestructuringandhowthedepartmenthasensuredandwillcontinuetoensurethatchangesdonotadverselyimpactongenderequality.
Representationofmenandwomenoncommittees(iv)
Restructure had no noticeable effect on the representation of men and women on committees.Acrossthe10keydecision-makingcommitteesintheSchool,thegenderbalancewasroughlyequal(F:56%;M: 44%) but varied between individual committees (Table 4.6.iv.a). Nine committees arechairedbywomen.TheASstaffsurveyindicatedthat58%(F:55%;M:64%;Academic:62%;PSS:47%)have the opportunity to participate on management or decision-making committees. We arepleasedwiththispositivegenderbalanceonourmanagementanddecision-makingcommitteesandwill continue to ensure ALL staff get the opportunity to sit on such committees by: (Action: 6.2)emailingALLstaffpromptsandopencallsofexpressionofinterestforcommitteesandofferdeputyroles.
Table4.6.iv.a.Representationofwomenandmenondecision-makingcommitteesinSHS.Committee Women MenSchoolOperationalExecutive(Chair:KayMarshall*) 8(80%) 2(20%)SeniorLeadershipTeam(Chair:KayMarshall*) 10(58%) 7(42%)Health&SafetyCommittee(Chair:KayMarshall*) 6(60%) 4(40%)
ResearchCommittee(Chair:KarinaLovell*) 5(50%) 5(50%)DivisionalLeadershipTeams(DLTs)
F M
Approved 18 3
82% 50%
Declined 4 3
18% 50%
38
DLT-DivisionofHumanCommunication,DevelopmentandHearing(Chair:GinaConti-Ramsden*) 7(70%) 3(30%)DLT-DivisionofInformatics,ImagingandDataSciences(Chair:AndyBrass) 6(38%) 10(62%)DLT-DivisionofNursing,MidwiferyandSocialWork(Chair:NickyCullum*) 5(63%) 3(37%)DLT-DivisionofPharmacyandOptometry(Chair:JayneLawrence*) 6(55%) 5(45%)DLT-DivisionofPopulationHealth,HealthServicesResearchandPrimaryCare(Chair:ArpanaVerma*) 9(40%) 14(60%)
DLT-DivisionofPsychologyandMentalHealth(Chair:GillianHaddock*) 11(79%) 3(21%)Total 73(56%) 56(44%)*denotesfemalechair
(v)Workloadmodel
The Faculty is progressing a faculty-wide workload model which currently focuses on teachingcontribution. Thismodel has been informedby themodel successfully operated and refined overseveralyearsinNursing,MidwiferyandSocialWork.
Timingofdepartmentalmeetingsandsocialgatherings(vi)
Generally, meetings are held between 10am and 4pm to support staff with childcare/carerresponsibilities, unaffected by the restructure (Fig. 4.6.vi[1]). The 2018 AS “restructure” surveyrevealed that 80% of staff (F:83%; M:73%; Academic:81%; PSS:80%) agreed that meetings arescheduledsothattheyareabletoattend(Fig.4.6.vi[2]).
Figs.4.6.vi[1].OpinionofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018abouttheimpactofrestructureontimingofmeetingsandsocialgatherings.
39
Figs.4.6.vi[2].OpinionofAcademicandPSSfemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018aboutschedulingofmeetingssothatthestaffcanattendthem.
Visibilityofrolemodels(vii)
TheHeadofSchooland5ofthe6HeadsofDivisioncreatedduringthere-structurearewomen.The2018AS“restructure” survey indicated that85%of staff (F:84%;M:87%;Academic:86%;PSS:83%)thought there are positive role models for women and 83% (F:83%; M:85%; Academic:86%;PSS:77%) tobe thecase formen (Figs.4.6.vii[1]&[2]).Many respondents felt therehadnotbeenmuchchangeinthevisibilityofrolemodelsfollowingtherestructure(Fig4.6.vii[3]),andover70%offemaleacademicsandseveralmaleswhocommentedinthesurveybelievetherearenow“strongerfemalerolemodels”andthat“thenewHeadofSchoolisapositiveand/ormotivatingrolemodel”.
Fig.4.6.vii[1].Opinionoffemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018aboutpositiverolemodelsforwomen.
Figs.4.6.vii[2].Opinionoffemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018aboutpositiverolemodelsforwomen.
40
Fig. 4.6.vii[3].Opinionof females (blue) andmales (yellow)who completed SHSAthena SWAN“restructure” survey in 2018about theimpactofrestructureonvisibilityofrolemodels.
Outreachactivities(viii)
OutreachremainsavoluntaryelementtobothacademicandPSSstaffwithnonoticeableimpactofrestructureonoutreachactivities(Fig.4.6.viii).Additionally,P&DRformsforacademicstaffnowalsoinclude a section for recording SR/outreach and this was noted in the recent promotion round.Recent staff and outreach surveys indicated that there is no gender imbalance around staffparticipation,timeavailabilitybeingtheonlylimitation.
Fig.4.6.viii.Opinionoffemales(blue)andmales(yellow)whocompletedSHSAthenaSWAN“restructure”surveyin2018abouttheimpactofrestructureonoutreachactivities.
5. FURTHERINFORMATION(85WORDS)Recommendedwordcount:500words
Pleasecommenthereonanyotherelementsthatarerelevanttotheapplication.
41
In Spring 2017 FBMH needed to make significant savings in order to make an appropriatecontributiontotheUniversity’soverallfinancialposition.ThisprocesswasreferredtoasM2020andit resulted in 35 academic staff fromacross the faculty (14 fromSHS) taking voluntary severance,fortunatelysavingsweregeneratedwithoutmovingtoacompulsoryredundancysituation.
In2018duringtheUCUstrikeactiondisruptionwasminimisedasmuchaspossible,ensuringthatasapriorityourstudentpopulations(UG&PG)werenotdisadvantaged.
6. ACTIONPLANPleaseprovideanupdatedactionplanfortherestructureddepartment.
Theactionplanshouldpresentprioritisedactionstoaddresstheissuesidentifiedbythepreviousself-assessmentprocess(es)andanyissuesidentifiedduringrestructuring.
Pleasepresenttheactionplanintheformofatable.Foreachactiondefineanappropriatesuccess/outcomemeasure,identifytheperson/position(s)responsiblefortheaction,andtimescalesforcompletion.
Theplanshouldcovercurrentinitiativesandyouraspirationsforthenextthreeyears.Actions,andtheirmeasuresofsuccess,shouldbeSpecific,Measurable,Achievable,RelevantandTime-bound(SMART).
Seetheawardshandbookforanexampletemplateforanactionplan.
ThisguidewaspublishedinJan2017.©EqualityChallengeUnitJan2017.AthenaSWANisacommunitytrademarkregisteredtoEqualityChallengeUnit:011132057.
InformationcontainedinthispublicationisfortheuseofAthenaSWANChartermemberinstitutionsonly.Useofthispublicationanditscontentsforanyotherpurpose,includingcopyinginformationinwholeorinpart,isprohibited.Alternativeformatsareavailable:pubs@ecu.ac.uk
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LANDSCAPEPAGE
Ifyourequirealandscapepageelsewhereinthisdocument,pleaseturnonSHOW/HIDE andfollowtheinstructionsinred.Thistextwill
notprintandisonlyvisiblewhileSHOW/HIDEison.Pleasedonotinsertanewpageorapagebreakasthiswillmeanpagenumberswillnot
formatcorrectly.
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SchoolofHealthSciencesAthenaSWANSilverInterimAwardActionPlanincorporatingConsolidatedLegacyActionPlan
Colourcoding:• Silver-backgroundrowscontain:
o InformationcollatedfromformerASSilver-AwardActionPlansofSchoolofMedicine[M];SchoolofNursing,Midwifery&SocialWork[N];Manchester
PharmacySchool[Ph];SchoolofPsychologicalSciences[Ps].
o Onlyactionpointsoccurringontwoormoresubmissionswererecordedonlegacyactionplan;theremainingactionswereeitheralreadycompleted,
deemednolongerrelevant,ortakenforwardasexamplesof“bestpractice”asdescribedinthegold-colouredsectionbelow.
§ Totalnumberofactionpointsacrossallfourdocuments: 101
§ Totalnumberofactionpointsusedinlegacydocument:72(71%return)
• Gold-backgroundrowscontain:
o BestpracticeactionsidentifiedfromformerASSilver-AwardActionPlansofSchoolofMedicine;SchoolofNursing,Midwifery&SocialWork;
ManchesterPharmacySchool;SchoolofPsychologicalSciencesandhencecarriedoverinthisapplication.
• Green-backgroundrowscontain:
o ActionsdevelopedattheFacultylevelandcommontoallthreeschools,i.e.SchoolofBiologicalSciences(SBS),SchoolofMedicalSciences(SMS),and
SchoolofHealthSciences(SHS)
• Blue-backgroundrowscontain:
o ActionsdevelopedattheUniversitylevelandcommontoallthreeschools,i.e.SBS,SMS,andSHS
• White-backgroundrowscontain:
o NewActionsforallDivisionsinSHSidentifiedinMay2018.
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Abbreviations:
AS:AthenaSWAN;ASDLs:AthenaSWANDivisionalLeads;BAME:Black,AsianandMinorityEthnic;CARD:CentreforAcademicandResearcherDevelopment;CPDStudents:Continuing Professional Development; Director for SR: Director for Social Responsibility; Former School of: M=Medicine; N=Nursing, Midwifery and Social Work;Ph=Pharmacy; Ps=Psychological Sciences;DLs: Divisional Leads;DOMs: DivisionalOperationsManager;E&D Team: Equality andDiversity Team;HEFCE: Higher EducationFundingCouncilforEngland;HoDs:HeadsofDivisions;HoS:HeadofSchool;HoSO:HeadofSchoolOperations;HR:HumanResources;P&DR:ProfessionalandDevelopment
Review; PG: Postgraduate; PGR: Post Graduate Research; PGT: Post Graduate Taught; PSS: Professional Support Staff; REF: Research Excellence Framework; SAT: Self-AssessmentTeam;SBS:SchoolofBiologicalSciences;SHS:SchoolofHealthSciences;SLDU:StaffLearningandDevelopmentUnit;SLT:SeniorLeadershipTeam;SR:SocialResponsibility;UG:Undergraduate;UGT:UnderGraduateTeaching;UoM:UniversityofManchester.
SchoolofHealthSciencesAthenaSWANSilverInterimAwardActionPlanincorporatingConsolidatedLegacyActionPlan
Ref Issue NeworPreviousAction
Proposedaction Responsibility Timeline SuccessMeasure
1.0 STUDENTDATA
1.1
Althoughdiscipline
specific,unequal
proportionof
male:femaleUGstudents(seesection
2,Table1.3)
Action
linkedto
previous
Silver
actions
Ph1;N25
1.Continuetorecordand
analyseUGgenderprofilesand
analyseBAMEstatus.
Headof
Student
Operationsor
delegated
authority.
Admissions
teams.
July2018&
then
annually
Awarenessofhowwe
comparewithnationalfigures
andstatus;increased
applicationsfromminority
groups.
Female Action 2.Monitorandanalysethe Directorsof July2018& Increasedunderstandingof
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undergraduates
attainbetterdegree
classificationthan
males(seesection2,
Table1.4)
linkedto
previous
Silver
actions
Ps1.3;Ph4
annualpatternsprovidedbythe
Universitydegreeattainment
group.
UGstudies
withsupport
from
appropriate
PSSteams
then
annually
whyfemalesoutperform
males.
New
Action
3.Organiseafocusgroupwith
femaleandmaleUGtoexplore
reasonswhyfemalesattain
betterdegreeclassificationthan
males.
ASSATwith
supportfrom
Directorsof
UGstudies
Sept2019 Increasedunderstandingof
whyfemalesoutperform
males.
New
Action
4.MonitorprogressofHEFCE
fundedDiversityandInclusion
studentambassador
programmeaimedatreducing
attainmentgap&providingan
inclusiveenvironmentwithsafe
spacesforstudents.
AssociateDean
forSR
Aimforfirst
reviewin
Sept.2018
&then
annually
Continuedreductionin
attainmentgapbetweenM&
FandBAMEstudentsand
improvedstudentsatisfaction
overnext3years.
1.2
PGReducationandcareerdevelopment
tobemorestudent-
centred
Actions
linkedto
previous
Silver
Actions
Ps1.4;
M4.11
1.Review,bysurvey,PGR
opinionaboutsupportprovided
forcareerdevelopmentand
reviewfeedbackpracticesto
ensurestudent-centred
approach.
SchoolPGR
Director,
DivisionalPGR
leadsand
Committees
Aug.2018
&then
annually
Atleast70%PGRsatisfaction
withsupportprovidedfor
careerdevelopmentas
measuredusingAS-developed
PGRsurvey.
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2.Organizeemployability
eventsforPGRstudents.
Directorfor
PGR,Doctoral
Training
Academy
May2019&
then
annually
Positivedestinationdata
collectedfornextfullAS
application.
1.3
PGT(includingCPDstudents)male:
femaleratiosvary
buttrendsfluctuate
(seesection2,Table
1.3)
Action
linkedto
previous
Silver
Actions
Ph2;N26;
M4.8
Regularlyassessmarketing
materialforcourserecruitment
toensurefemaleimagesand
testimonialsarefeaturedin
promotionalmaterial.
Consortia
Leads
Directorfor
PGT
Aug.2018
&then
annually
Ademonstrableincreasein
thenumberofapplications
fromfemalestudents.
1.4
TosupporttransitionfromUG–PGand
beyond
New
Action
Linkedto
previous
Silver
ActionPs1
ToinspireUGsandsupport
transitionfromUG–PGand
beyond,inviteUGswhohave
chosentowriteaPhD
applicationtoattendResearch
andResearcherForumevents.
Directorsfor
UGandPGT,
PGRand
appropriate
Divisional
Leads,
School
Research
Committee
Sept.2018
&then
annually
Atleast10UGstudentsand5
PGstudents(eithergender)to
progressinacademiccareer
path.
Peersupportnetworkfor
studentsUGandPGR
establishedthroughinvitation
ofstudentstoResearchand
ResearcherForumevents.
Involvementofstudentsin
InternationalWomen’sDay.
2.ACADEMICSTAFFDATA
2.1Proportionof
femalesnot
consistentatall
Actions
linkedto
previous
1.Analyserecruitmentand
promotionapplicationsatall
grades.
HoS,HoSO Aimforfirst
reviewin
Increasedgenderparityatall
gradesorsimilarinlinewith
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academicgrades(see
section2,Table1.1)
Silver
Action
N27;M1.1;
Ph5
HRPartner
HoDs
Sept.2018
&then
annually
thepercentageoffemalesin
theUniversityoverallbynext
fullASaward.
2.Encourageandmonitor
uptakeofmentoring(mentors
andmentees)via“Manchester
Gold”,Auroraetcandcoaching
viaSLDU.
HoS,HoSO
Operations
HRPartner
HoDs
2021 Recordnumberoffemalesin
MentoringGold&other
coachingschemesover3year
period.
2.2 Reasonsforstaff
leavingbygenderandgradetobe
betterunderstood
Actions
linkedto
previous
Silver
actions
N28;
Ps2.1;Ph8;
M3.1
andwere
developed
intoUoM
level
Actions
1.Allleavingstaffoffered
optiontocompleteanonymous
onlineexitquestionnaire.
Surveydatacollatedand
reviewedbianuallytoidentify
trendsintimelymannerand
resolvetopreventfurtherloss
oftalent.
2.Comparepermanentversus
contractstaffresponsesandsee
ifthereareanygender
differences.
Surveydesign:
CharterMarks'
Coordinator
underadvice
fromAS
Network;
Surveypilot
review:
CharterMarks'
Coordinator,
UniversityAS
Lead;Ongoing
survey
monitoring:
DOMs;
Jan.2019
when
people
leave.
Thereafter
review
surveydata
every6
monthsby
HR
partners.
Reasonsforleavingbetter
understoodandappropriate
actionsdevelopedbasedon
theanalysisofthe
questionnairesovernext3
years.
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Actioningof
interventions:
SchoolAS
Leads,
UniversityAS
Lead
3.0 PSSSTAFFDATA
3.1 Gendersplitofjob
applicants
New
Action
1.Analyserecruitmentandre-
gradingratesatallPSSgrades. HeadofSchool
Operations
Headof
Student
Operations
Aimforfirst
reviewin
Sept.2018
&then
annually
Monitorandreviewgender
splitatapplicationand
appointmentacrossallPSS
grades
New
Action
2.Encourageandmonitor
uptakeofPSSmentoring
(menteesandmentors)via
“ManchesterGold”and
coachingviaSLDU.
HoSO
Operations
Headof
Student
Operations
2021 Recordnumberofstaffin
MentoringGold&coaching
schemesover3yearperiod.
3.2 Increase
understandingof
rationaleforPSSstaff
leaving
New
Action
Askallleavingstafftocomplete
exitinterviewandASexit
questionnaireandanalyse
reasonsforstaffleavingby
genderandgrade.
DOMson
behalfofthe
HoSO
Aspeople
leavethen
annual
review
starting
Sept.2018
Reasons&trendsforleaving
betterunderstood,
appropriateactionsdeveloped
overnext3yearsfollowingthe
analysisofexitquestionnaires.
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4.0 CAREERTRANSITION
4.1 Tominimisebiasinrecruitment,
probation,and
promotionpanelsfor
PSSandAcademic
staff.
Faculty
level
Action
EnsureALLstaffinvolvedin
interviews,shortlisting,
probation,andpromotion
panelshavecompleted
mandatoryE&Dand
interviewing,recruitment,and
UnconsciousBiastraining.
PanelChairs
andHRPartner
Current&
ongoing
100%ofthestaffonthe
panelstohavecompletedor
haveanuptodatetraining
recordforE&Dand
UnconsciousBiastrainingby
2021.Thiswillenable
appointmentandprogression
ofthemostsuitablecandidate
irrespectiveofgender.
4.2 Thequalityof
inductionforALLstaffisvariable
acrosstheSchoolas
evidencedbyfree
commentsinour
2018ASsurvey.
New
Action Schooltoco-ordinateinduction
withdeliveryatDivisionalLevel:
1.Areviewedbookletoutlining
keyinformationabouttheSHS
andDivisions,including
informationonE&D,Athena
SWAN,andsignpostingto
relevantresources,e.g.mental
healthsupport.
HoSO;Headof
Student
Operations;
DOMs;HoDs
anddelegated
managers
June2019
&annually
NewStarters’induction
satisfactionatleast80%on
SHSASsurveybynextfull
award.
Ongoing
Action 2.Ameetingonthefirstday
withdirectlinemanagerwho
willalsopromotefurther
Linemanagers;
compliance
monitoredby
Started
post-
restructure
NewStarters’induction
satisfactionatleast80%on
SHSASsurveybyApril2021.
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introductions. SAT and
ongoingas
appropriate
-whenever
new-
starters
start
Ongoing
Action 3.Organiseagettogetherlunch
fornewstarterswithHoSto
facilitatefamiliarizationand
networking.
HoS;HoSO;
Headof
Student
Operations;
DOMs;HoDs
anddelegated
managers
Started
post-
restructure
withnew
HoSand
ongoing
bi/tri-
annuallyas
appropriate
NewStarters’induction
satisfactionatleast80%on
SHSASsurveybyApril2021.
Ongoing
Faculty
level
Action
4.Attendanceatcentrally
coordinatedinductioncourse.
SLDUwith
supportfrom
delegated
managers
Started
post-
restructure
and
ongoing
NewStarters’induction
satisfactionatleast80%by
April2021onSHSASsurvey.
New
Action 5.EncourageALLnew-starters
totakeupmentoring
opportunitiesthrough
“ManchesterGold”.
Linemanagers
withsupport
fromSLDU
As
appropriate
–whenever
new-
starters
NewStarters’induction
satisfactionatleast80%on
SHSASsurveyandrecord
numberofnewstarterson
ManchesterGoldover3year
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start period.
4.3 Althoughthe
proportionof
femalesagreeing
that“theacademicPROMOTIONprocessisfair”hasrisen,thenumberstilllags
behindmales.
Ongoing
action
linkedto
previous
Silver
Actions
N29;
Ps3.5;
M2.12;
Ph7&13
1.Ensurethereareannual
promotionsworkshopsorganisedforallstaffatall
levelsoftheircareer
developmenttoprovide
supportandaidunderstanding
ofpromotionprocesses.
HoS;HoDs&
Promotions
Champions
HoSOand
delegated
managers
HRpartner
Ongoing
andaimfor
nextinNov.
2018&
then
annually
BythetimeofnextfullAS
application,80%Academics
awareofAcademicPromotion
Policyandwithinnext3years
showasteadyincreasein
proportionoffemale
Academicssatisfiedthatthe
promotionprocessisfair.
MeasuredbySHSASsurvey.
Faculty
level
Action
2.EnsureALLstaffaremade
awareandareencouragedto
accesssupportofPromotionChampions(emailsandline
managerstoincludethis
informationintheannual
P&DR).
SLDUwith
supportfrom
delegated
managers
Current&
ongoing
80%staffsatisfiedthatthe
Schoolactivelyinformsthem
aboutpromotionsupport
availablebyApril2021.
New
Action
linkedto
Silver
ActionPs4
3.Regularlyinformstaffabout
thepromotionsStaffNetweb
pagethathighlightshowcareerbreaks,andotherindividualscircumstances,aretakenintoaccountindecisionsanddonothindertheprospectofpromotion.
ASSATand
HoSwith
supportofHR
partner
Aimfor
Dec.2018
start&then
annually
Asuccessiveincreaseinthe
numberofre-gradingand
promotionapplicationsover
thenext3years.
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Action
4.Analysepromotionsdatawith
respecttocareertrack,caringresponsibilitiesandworkingpatterns.
ASSATwithHR
partner
December
2019
Improvedunderstandingof
theinfluenceofcareertrack,
caringresponsibilities,and
workingpatternson
promotionsuccess.
Opencommentsin
SHSAS2018survey
byPSSrelatingtolackofpromotionsopportunity
New
Action
shared
withSBS
Investigate
opportunities/scopingexercise
forexploringcareer
developmentandpromotion
opportunitiesforPSSand
technicalstaff.Beginby
researchingopportunitiesin
theseareasatother
organisations.
ASSATandSBS
working
groups
October
2019and
annually
Understandcareer
developmentopportunitiesfor
PSSstafftoinformActionPlan
fornextfullapplication.
Steadyyear-on-yearincrease
inanumberofsuccessfulre-
gradingandpromotion
applicationsoverthenext3
years.
4.4Widerunderstanding
andtransparency
aroundResearchExcellenceFrameworkdecisionmaking
New
Actionat
Faculty
level
1.Provideregular
training/workshopsonREF
requirementsandpublications
strategy,includingE&D
aspects.
PURETeam
CARD,SLDU,
REFteams
HoS,ViceDean
Research&
Innovationand
delegated
managers
Aimfor
Sept.2018
andthen
every6
months.
Increasedunderstandingof
REFandofthetransparencyof
theprocessasevidencedinAS
annualsurveyovernext3
years.
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Action
2.Promoteregular
Divisional/Schoolopen
discussions/updatesaboutREF,
i.e.standingitemonagendas
forstaffmeetings.
HoS,HoDs,
School
Research
Director;
Schooland
Divisional
Research
Committees;
Divisional
Research
Leads;REF
leads
CARD,SLDU
July2018
and
ongoing
Staffsatisfactionwithrespect
toREFsupportatleast70%as
measuredbyourannualAS
surveybyApril2021.
University
level
Action
3.Implementguidanceforpart-
timestaffwithregardstoREF
requirements.
PURETeam
CARD
HoS
TargetMay
2019
Staffsatisfactionwithrespect
toREFsupportatleast70%as
measuredbyourannualAS
surveybyApril2021.
5.0CAREERDEVELOPMENT
5.1 Increaseawareness
oftrainingNew
Action
1.Liaisewithinternaltraining
provider(CARD)annuallyto
determinecurrentuptakeof
SLDU,CARD
andASSAT
September
2018
10%increaseinuptakeof
trainingcoursespercareer
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opportunitiesavailableforeach
careerrole.
Shared
withSBS
trainingfordifferentresearch,
teachingandacademicroles.
rolebyApril2021.
Ongoing
Action
linkedto
Silver
Actions
Ps4.2;N35
2.Encourageandactively
promotefurtheruptakein
leadershipandcareer
developmentactivities.
HoDsand/or
delegated
managers
cascade
informationto
linemanagers
aboutcareer
development
opportunities,
SLDU
Ongoing&
quarterly
10%increaseinthefirsttwo
yearsinleadershipandcareer
developmenttraininguptake
acrossallroles(includingPSS)
asmeasuredbySLDU
reporting.
Ongoing
Action
3.RemindSHSstaff,via
quarterlyemails,aboutGrantWritingRetreatandsupportingworkshopsforstaffatalllevelsoftheircareerdevelopment(2-
3ayear).
Research
DirectorofSHS
(KarinaLovell);
HoS;Divisional
ResearchLeads
July2018&
then
quarterly
Steadyincreaseinstaff
satisfactionwithrespectto
grantsupportprovidedas
measuredusingSHSASsurvey
andGrantWritingRetreat
feedbackbyApril2021.
5.2 Perceivedlackof
timetoattend
trainingcoursesrevealedinPSSfocus
groups2018
New
Action EncouragebothPSSstaffand
linemanagerstodiscuss“time”
availablefortrainingand
encouragethemtodevelopa
feasibletrainingplanatthe
P&DR;increaseawarenessof
HoSO;Headof
Student
operations
supportedby
SLDUandAS
SAT
Aimto
beginDec
2019
SteadyincreaseinthePSS
staffsatisfactionwithrespect
totimeavailabletoattend
trainingcoursesand
awarenessofrelevanttraining
policies&guidanceas
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staffofexistingpoliciesand
guidance;iftheissueisreal
thendevelopguidanceon
protectedminimumtraining
time.
measuredviaASannualsurvey
overnext3years.
5.3 In2018SHSAS
survey60%ofboth
femaleandmale
academicshadnot
heardaboutthe
ConcordattoSupporttheCareerDevelopmentofResearchers,onlyaslightimprovement
onthe68%during
the2017survey.
Thisindicatesthe
needforgreater
awarenessraising.
New
Action Tomountacampaignvia
emails,StaffNetandSHSSchool
Boardtogivegreater
prominencetotheConcordat.
HoSO;HoS;
HoDs;
Research
Directorsand
leads
supportedby
ASSAT
Sept.2018-
April2021
80%ofacademicresearch
staffreportinginSHSAS
surveyashavingheardofthe
ConcordatbynextfullAS
application.
5.4 Improvingthequality
ofP&DRsacrosstheSchoolwhilstalso
increasingthe
uptake.
Ongoing
Action
linkedto
Silver
Actions
1.Encourage,activelypromote
andmonitoruptakeofP&DRs
byALLstaff.
2.Encouragereviewersand
revieweestotakeupP&DR
Headof
School;HoDs;
HoSO;Headof
Student
operationsand
Aimfor
April/May
2019&
then
annually
Steadyincreaseintheuptake
ofP&DRsinthecoming3
years.
Monitoringofuptake
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Ps4.1;
N34;Ph11
&12;M2.3
reviewtraining.
delegated
managers
establishedandembeddedin
normalpractice.
Steadyimprovementin
satisfactionwithP&DR
process.
Ongoing
Action
linkedto
Silver
Actions
Ps4.2;N35
3.Remindlinemanagersabout
training,mentoring,and
coachingopportunitiesavailable
forALLstaffandtoagreea
personaldevelopmentplanat
theP&DR.
HoSo;Headof
Student
operations
withsupport
fromASSAT
Aimfor
Sept.–Dec
2018&
then
annually
ByApril2021,allstaffwho
reporthavinghadP&DR
indicatehavingtraining
identifiedandPersonal
DevelopmentPlanagreed-
provisionmeasuredthrough
SHSASannualstaffsurvey.
5.5 Notallresearch
activestaffaccess
GRANTtraining.In2015-16,240people
participatedin
researchgrant-
supportingtraining
activities,69%of
whomwerefemale.
In2016-17this
increasedto252with
73%female
participants.
New
Action
1.Promoteviaemailsgrant
supportopportunities,e.g.GrantWritingRetreat,Project-to-Programmes,Collegeof
Experts,toenableagreater
rangeofresearcherstoaccess
supportavailable.
Research
DirectorofSHS
(KarinaLovell)
&HoS,HoDs
July2018
and
quarterly
20%increaseinthenumberof
SHSresearchactivestaff
accessingGRANTtrainingby
dateofnextfullAS
application.
New
Action
2.Producecase-studiesof
successfulcandidateswho
attendedgrantsupporttraining.
SHS(Karina
Lovell)
supportedby
ASSAT
ByJuly
2019
Twocasestudiesproduced,
advertisingqualityofGRANT
trainingavailable.
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5.6Academics(F:47%
andM:58%)from
SHSAS2018survey
wereunawareofthe
University’scareerbreakpolicy.
Ongoing
Action
linkedto
Silver
Actions
N46;Ps2.2
&6.1;
Ph19
Regular(quarterly)emailssent
signpostingrelevantpolicies
relatingtomaternity/paternity/
adoption/parentalandlong-
termsickleave,careerbreak
andupdates.
HoSO
HoDs
Linemanagers
ASDLs
July2018&
then
ongoing
quarterly
80%ofstaffawareofthese
policiesasmeasuredbySHS
ASannualsurveybyApril
2018.
5.7 Supportforstaff
whenreturningfrommaternity/paternity/adoptionleave
Ongoing
Action
linkedto
Silver
Actions
N44;
Ps5.7;
Ph19;M3.4
1.Setupfocusgroup
comprisingstaffwhohave
experienced
maternity/paternity/adoption/
parentalandlongtermsick
leaveinthepast2yearsto
understandclearlyareasfor
improvement.
ASSAT Jan2020 Understandingtypesof
supportneededbystaff
returningfromleave.Thiswill
aiddevelopmentoftailor-
madesupport&includedin
ActionPlanfornextfullAS
application.
New
Action
linkedto
Silver
ActionPs6
2.Ensurethatplansfor
teaching/admin/researchcover
areinplacewithinfirst6-
monthsofpregnancyincase
theexpectingmotherneedsto
stopworkingsoonerthan
plannedinordertoreducetheir
anxiety.
IndividualLine
Managers,
compliance
monitoredHR
partnerand
reporttoAS
SAT
Dec2018
>80%satisfactionwithsupport
providedformaternityleave
for2021fullASapplication.
New
Action
linkedto
3.Newguidanceforreturning
staff:(a)Returningstaffhavea
personalisedreducedIndividualLine
Managers,
StartDec.
2018&
>80%satisfactionwithsupport
providedforreturnfromlong-
termleavebyApril2021.
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ActionPs6
teaching/adminload;(b)theyarenotobligedtotake
onanynewteaching/admindutiesintheirfirstyearof
return,(wherepossibleandin
discussionandagreementwith
theindividual),asthiswould
involvesubstantialpreparation
timeandimpactontheirwell
beingandperformance;(c)that
researchactivestaffmeetwith
theirLineManageronreturnto
discussandagreeaplanto
supporttheirneedswithregardtoresumingtheirresearch
activities.
compliance
monitoredby
ASSATandHR
partner
ongoing
New
Action
linkedto
Silver
ActionPs6
4.Encourageallstaffreturning
frommaternity/paternity/
adoptionleaveinpast2years
toattendpeer-supportgroup
andpairnewparentswith
experiencedparentsforpeer-
support.
IndividualLine
Managers,
compliance
monitoredby
ASSATandHR
partnerin
conjunction
withtheSLDU
StartDec.
2018&
ongoing
>80%satisfactionwithsupport
providedforreturnfromlong-
termleavebyApril2021.
5.8 Impactofmaternity/paternity/
New
Action
linkedto
Conductastudyaimingto
identifywhetheraperiodof
maternity/paternity/adoption
ASSATwith
Divisional
Aimfor
Sept2020
Improvedunderstandingof
theimpactof
maternity/paternity/adoption
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adoptionleaveon
careerdevelopmentofSHSstaff
(publicationrate,
grantsuccess,
promotionetc)
Silver
ActionPs6
leavehasaneffectoncareer
developmentofSHSstaff
(publicationrate,grantsuccess,
promotionetc).
adminsupport break,toinformnext(2021)
ActionPlan.
5.9 Commentsfromboth
ASsurveys(2017and
2018)indicatedthat
thehighlevelof
informal
arrangementsfor
flexibleworkingwereduetoeitheran
unwillingnesstohave
aformaldiscussion
withtheirline
manageroralackof
knowledgeaboutthe
flexibleworking
policyand/or
application
procedures.
New
Action Increasedsignpostingtoflexible
workingpolicyviaquarterly
emailsandorganiseinformation
sessionsonflexibleworking
deliveredbyHRpartners.HoS
newsletter
ASDLsand
HoSO
HRpartner
Sept2018
and
quarterly
afterwards
Increaseto>80%satisfaction
withsupportprovidedfor
flexibleworkingbydateof
nextfullASsubmission.
6.0 CULTURE
6.1TheSHSAS2018
surveysshowedthat
20%ofstaffwere
New
Action 1.Regular(quarterly)emails
sentsignpostingrelevant
June2018
and
90%ofstaffawareofboth
policies&feelingempowered,
asmeasuredbyASsurvey,to
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NOTawareofthe
DignityatWorkandStudyPolicyand20%wereNOTawareof
the'WeGetIt'campaignagainst
harassmentand
discrimination.Free
commentsinsurvey
reportedafewcases
ofstaffexperiencing
orwitnessing
harassmentor
bullying.
policiesrelatingtoDignityat
WorkandStudyPolicyand“We
GetIt”campaign.HoS
newsletter
quarterly
afterwards
reportcasesofbullyingand
harassmentbyApril2021.
New
Action
2.AstandingitemontheSHS
BoardMeetingsagenda.
DirectorforSocialResponsibility
tohighlighttheissueatthe
SchoolBoardmeetings.
HoS
HoDs
HRpartner
DirectorforSR
(DavidAllison)
July2018&
then
annually
Yearlyincreaseinproportion
ofstafffeelingempowered,as
measuredbyASsurvey,to
reportcasesofbullyingand
harassmentbydateofnext
fullASapplication.
6.2 EncourageALLstaff
(includingcontract
researchers)to
participateon
managementand
decision-making
committees
Action
linkedto
Silver
Actions
Ps5.2;
Ph16;
M2.14;
N37&38
Emailpromptsandopencallsof
expressionofinterestfor
committeesandofferdeputy
roles.
HoS
HoSO
Headof
Student
operations
HoDs
Ongoing
fromJuly
2018
Anincreaseingenderbalance
ondecision-making
committeestoachieveequal
representationfromwomen
andmenbydateofnextfull
ASsubmission.
6.3 Monitorstaff
awarenessofE&D
issuesandmaintain
annualASstaff
Action
linkedto
Silver
Actions
Ps7.1;
Staffsurveytobeadministered
annuallytoallstaff(incl.PSS/
Researchers/Part-time)inSHS.
Adonationof£1.00willbe
ASSATchair AimforDec
2018&
then
annually
Increasedawareness(10%)of
E&Dandsustainedpositive
commentsandperceptions
regardingkeyASinitiatives/
issuesbydateofnextfullAS
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