equality and diversity staff full report 2013/2014 · equality diversity committee 17th february...

Produced by HR Directorate 2013/14

1

Appendix N

Equality Diversity Committee

17th February 2015

Equality and Diversity

Staff Full Report 2013/2014


2

Table of Contents

1. Introductions 5-6

1.2 Definitions & Abbreviations 7-8

1.3 Equality & Diversity Committee Membership 2013/14 9

2. 2.1 Achievements 10

2.2 Equality Challenge Unit – Gender Charter Mark 11

2.3 HR Pulse Survey & HR Action Plan 12

2.4 HR Data 12

2.5 Staff Development 12-13

2.6 Model Equality & Diversity Employer Working Group(MEDE) 13-14

3. Key Staff Data 15

3.1 Internal Comparison 2013/14 15-16

3.2 Key Benchmarks: All HEI Comparison 2014 17

3.3 Key Benchmarks: Student Comparison 18

4. Staff Data by Gender, Ethnicity, Age, Staff Group/Grade and Disability 19

4.1 Gender by Staff Group 29

4.2 Gender by r Academic Staff 20

4.3 Key Benchmarks: Student Comparison 20-21

4.4 Gender by Disability and Staff Group 21

4.4.1 Disability Profile 21

4.5 Staff Ethnicity: Summary Breakdown and External

Comparison

22

4.6 Staff Ethnicity: Detailed Breakdown 23

4.7 Ethnicity breakdown by Staff Group 24

4.8 Age Profile by SOAS Non-Teaching, Teaching and HEI’s 25-26


3

Page

5. Workforce Profile Analysis – Gender, Ethnicity, Disability and Age 27

6. 6.1 Staff Grievances, Disciplinaries, and Employment Tribunal Cases 28

6.2 Staff Disciplinaries 30

6.3 Grievance 30

6.4 Employment Tribunals 30

6.5 Capability 30

6.6 Formal Sickness 31

6.7 Grievances 31

6.8 Employee Support Programme(ESP) 31

7. Maternity 31

8. Staff Turnover 32

9. Exit Questionnaires 32

10. Recruitment Data by Ethnicity, Gender, Age, Staff Group and

Disability

33

10.1 Applications - Applicants by Ethnicity (Detailed) 33

10.2 Applicants by Disability 33

10.3 Applicants by Age 34

10.4 Applicants by Ethnicity 35-36

10.5 Interviewees by Gender 37-38

10.6 Interviewees by Ethnic 39

10.7 Interviewees by Disability 40

10.8 Interviewees by Age 40

10.9 Successful Candidate by Ethnicity 41

10.10 Successful Candidate by Disability 42

Successful Candidate by Age 42


4

Successful Candidate by Gender 43

11. Staff Development Data 44

11.1 Staff Development Events Attended 44

11.2 Centrally Organised Training 44

11.3 Attendance at Internal SD events by Staff Group 45-47

11.4 Nationality and Ethnicity Data – Employees Who Attended

One or More Training Event

48

11.5 Mandatory Training 49

11.6 Staff Orientation 49

11.7 External Training Events 50

11.8 Staff Development and Review (SDR) 2013-14 51

11.9 Staff Development Review Forms received 51-52

12. Update on Previous Recommendations 53-60

13. Acknowledgements 60


5

SOAS EQUALITY AND DIVERSITY STAFF REPORT 2013/14

1. Introduction

This is the ninth Equality and Diversity report produced by SOAS, University of London (the School). The School continues to support its duty as outlined in the Public Sector Equality Duty for the Equality Act 2010, which places due regard to the need to:

eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010

advance equality of opportunity between people from different groups

foster good relations between people from different groups The data provided in this report, is analysed based on the protected characteristics, staff composition, employee relations casework, maternity leave, staff turnover, staff recruitment and participation in training by ethnicity, gender, disability and age, broken down by staff category and grades as appropriate. The report will set out the equality related data that has been gathered for the year 2013/14, with statistical information compiled from the Human Resources data base Resource Link, as at December 2014 and comparison with HEI’s and the Office of National Statistics (ONS). The data provided will enable the School to have an evidenced based approach to equality and demonstrate compliance with the requirement of the Equality Act to publish relevant equality information. Sector wide equality data taken from the Equality Challenge Unit’s publication Equality in Higher Education Statistical Report 2014 are referenced and the data is compared against key bench-marks, which are based on data collated from the whole of the UK higher education sector for HESA for the 2013/2014 academic year. In line with previous years, this report continues to examine all areas of equality and diversity across the School, to include comparative data were available and to provide an analysis based on trends. The School still does not hold sufficient data on employees’ religious beliefs or sexuality for these statistics to be reported on in a meaningful way. However, with the formulation of the Model Equality & Diversity Working Group(MEDE), chaired by the Director of Human Resources and comprising representatives of the recognised Trade Unions, UCU, and Unison, the Diversity Adviser, the School Secretary and HR representatives, the group will report on how the School intends to improve the reporting of this area. Although, there is no specific legal requirement for the School to carry out an equal pay review, the School has undertaken to carry this out for a number of years. Data relating to staff salaries and pay gaps is included in a separate Equal Pay Audit report and Executive Summary.


6

The School continues to take pro-active steps to foster an environment which embeds equality and diversity at the forefront of its aims and objectives. This approach has served the School positively in meeting the legislative requirements previously; therefore it has committed itself to focus on revising and updating the existing suite of policies and procedures to reflect the current legislative requirements. Some of the policies up dated within this period include:

Sickness Absence Policy(currently awaiting final approval)

Health & Wellbeing Policy

Flexible Working Policy(currently awaiting final approval)

Promotions and Rewards incorporating Unconscious Bias mandatory training for Promotion panels

Training for managers and staff involved in recruitment of staff and/or students

The School will ensure that its policies and practices are appropriate and accessible to all and meet the diverse needs of all members of the School. In addition, the development of the policies and procedures, implementation and awareness raising will be carried out to promote and reinforce the positive message of equality. In conclusion, the report will seek to analyse staff, student equality data and identify trends which will enable the School to undertake workforce planning in a more meaningful way.


7

1.2 Definitions and Abbreviations This Equality & Diversity Report is derived from the HR Resource Link system as at December 2014. The staff number presented are of individual staff members (headcount) rather than full person equivalents (FTE). Staff at the School Any person who holds a post has a contract of employment with the School and is considered to be an employee. Employees are categorised as Teaching & Research (ACA), Teaching & Scholarship (TEA i.e. teaching only), Research (RES), and Support Staff (SUP). Full time staff are defined for the purpose of this report as being employed at 1 FTE (full- time equivalent); Part-time staff are defined as being employed at less than 1 FTE. Since January 2007, the School has negotiated with its trade union members, UNISON and UCU, to implement the JNCHES Framework National Agreement, which incorporates a single pay spine. All posts are assigned to a specific grade within the grading structure. The pay structure is underpinned by job evaluation and is consistently applied for all posts across the School. The pay spine ranges from Grade 2 to Grade 10, in addition to this there are pay bands for professorial and senior post. A number of posts have been assigned to specific grade i.e. Lecturer, Grade 7, Senior Lecturer grade 8. Staff are defined as having either permanent (open=ended) or fixed term contracts. Those on fixed term contracts are employed for a defined period or have an end date on their contract of employment. Age (Staff) This report uses the following age ranges Age up to 30 31 – 40 41 – 50 51 – 60 61 – 65 66 and over


8

Disability Disability is recorded within the Resource Link system using the HESA staff categories. HESA has a number of disability fields for staff disclosure at either recruitment or during employment at the School. In most tables staff are grouped as either: Y = Yes (Declared disabled) N = No (Not declared disabled) U = Unknown (Not known to be disabled) Ethnicity Ethnicity groups have been revised for this year and have increased to 19 to reflect the new category. HESE categories, which now include Arab and White for the first time, are as follows: Person Ethnic Origin:

White

White British

White Irish

Other White Background

Black or Black British - Caribbean

Black or Black British - African

Other Black Background

Asian or Asian British - Indian

Asian or Asian British – Pakistani

Asian or Asian British – Bangladeshi

Chinese

Other Asian Background

Mixed - White and Black Caribbean

Mixed- White and Black - African

Mixed - White and Asian

Other Mixed Background

Arab

Other Ethnic Background

Not Known


9

1.3. Equality & Diversity Committee Membership 2013/2014

Ex-Officio Members

School Secretary

Director of Human Resources

Head of Widening Participation

Student Disability Advisor

Interim Diversity Advisor (Executive Secretary)

Other Members:

Dean of Faculty of Languages and Cultures, Academic Member of EB

Dean, Faculty of Law and Social Sciences

Academic representative, Faculty of Arts & Humanities

Academic representative, Faculty of Languages & Cultures

Academic representative, Faculty of Law & Social Sciences

UNISON representative

UCU Equality Representative and Leader of the BME Staff Group

Lay member appointed by GB [HR Department, Birkbeck College]

Students’ Union representative Disabilities Officer

Students’ Union representative LGBTQ Officer

In attendance:

HR Manager (Equalities)

Staff Development Manager


10

2. Achievements from 2013/14

2.1 Equality and Diversity continues to be a strategic issue of importance at the School and this is reflected in the mission, vision and centenary core values as stated below:

The School is committed to promoting and developing equality of opportunity in all its functions and will seek to do this by:

communicating its commitment to equality and diversity to all members of the SOAS community

communicating where responsibility lies for equality issues providing training for decision-makers and briefings for staff and students maintaining mechanisms for implementation, monitoring, evaluation and review taking positive action to redress any under-representation of particular sub-

groups in the workforce treating acts of discrimination as a disciplinary offence consulting with trade unions, interested groups and individuals, internal and

external 2.1.2 The work of the Equality and Diversity Committee along with Equality &

Diversity Working Groups across the School is both proactive and reactive. The work is governed by legalization, best practice and governance, and where we anticipate forthcoming legal changes we develop policies and procedures to better position the School to respond to these requirements. However, there is also a need to recruit and retain the highest skilled staff to enable the School to continue to be best placed within the sector. Therefore, the approach to equality and diversity across the School is to be proactive and influential to drive change across the School. This approach has been particularly reflected with the introduction of the Model Equality & Diversity Working Group, which has been tasked with the remit to shape the School into being a model equality employer and establish standards which can be reflected within the sector.

2.1.3 During 2013/14, activities initiated across the School to strengthen our

approach to equality and diversity are referenced below:

Achievement of Equality Challenge Unit Gender Charter Mark Bronze Award

Enforcing Mandatory Recruitment and Selection training

Developing and taking actions aimed at reducing the Gender Pay Gap

Reviewing equality information required for Research Excellence

Framework(REF)

Introduction Unconscious bias training for the School Promotion Panel

Reviewing and re-launching the Mentoring Scheme

Piloting on line Staff Development Reviews

Aurora Programme

First Annual Model Equality & Diversity Event – ‘Representing SOAS’


11

2.2 Equality Challenge Unit (ECU) - Gender Charter Mark (GEM)

2.2.1 Gender equality continues to be a strategic issue of importance at the School, particularly in terms of female representation in academic leadership roles. Sharing and embedding best practice emerging from our involvement with external initiatives such as the Equality Challenge Unit, Gender Charter Mark.

2.2.2 The School has successfully achieved the Equality Challenge Unit (ECU), Gender Charter Mark Bronze Award 2014, which is the highest award possible at the time. SOAS was one of only five pilot sites to achieve this new award, out of a total of 11 institutions taking part. The Bronze level is the first step in a process, showing a strong commitment to specific actions and building a culture that will improve the representation, progression and success of both staff and students. While the charter has a particular focus on the under representation of women in senior roles, it will also encourage progress on the under representation of men in subjects such as teaching and social work and also works to address the unfair treatment often experienced by trans gender people.

2.2.3 The Bronze award will be in place for three years until 2017 and the School

can then apply for the Silver award which will be awarded for demonstrating a significant achievement of initiatives for promoting gender equality. The Silver award will be applicable for a further three years, followed by the Gold award.

2.2.4 The GEM Working Group was established in September 2014 to support the

School’s commitment to gender equality. The group is chaired by the School Secretary, supported by a range of Academic staff, Professional Support staff, Trade Unions and HR representatives. It was important for the group to be represented by a range of employees on different grades and gender and this has been successfully achieved. The Group will continue to put measures in place to reduce the gender pay gap, review the numbers of women in senior management position, review the Governance composition, and continue to build on initiatives such as the Aurora programme, mentoring and career progression programmes to enhance the skills of women to apply for senior positions.

2.2.5 The School has commissioned the group to focus on three key priorities:

Developing a detailed action plan, via the Model Equality and Diversity

Employer group, to address issues that contribute to the gender pay gap

within the School whilst remain competitive on pay issues

Review professorial/senior salaries and leavers with respect to gender

Implement the action plan from the Model Equality & Diversity Employer work

2.2.6 The Group will work towards implementing the GEM Action plan for the next three years, until 2017.


12

2.3 HR Pulse Survey and HR Action Plan 2.3.1 The annual HR Pulse Survey has formed a key part of setting the HR strategy

objectives throughout the year. As part of this, HR has undertaken to review Part-time employee’s entitlement to closure days and bank holidays. A variety of processes including recruitment and selection, HERA job evaluation and the development of a Staff Health and Wellbeing policy (including stress management). The reviews in this area have ensured part time staff are treated equitably and measures are put in place to reduce stress levels.

2.4. HR Data 2.4.1 The School invested to improve the HR data held on Resource Link, by

conducting a Process Fix review for enhancing Resource Link. The project is planned to be completed in July 2015 and will enable the HR Team to review all the data currently recorded and put measures in place to improve reporting across the School.

2.4.2 The project will deliver a step-change in the quality and accessibility of staffing data to all line managers and individuals, raising levels of understanding and confidence. A number of new services will be made available to all staff through a simple on-line interface and existing HR and Payroll processes will be streamlined. The project will establish post to post reporting; introduce electronic forms, a range of management reports, capturing the School data at ‘real time’. The project will bring together all the School data which will improve the quality of customer services and information provided by HR and line managers’ effectiveness.

2.4.3 The management information data plays a significant role in evidencing a

snapshot of the organization, reviewing trends and targeting initiatives for certain protected groups. The GEM working party will continue to work in partnership with the Resource Link project to ensure reports are in place to support progressing this area of work.

2.5 Staff Development

2.5.1 Robust training and development initiatives were delivered during the year,

including Unconscious Bias training for the Promotion Panel and training to managers and staff involved in the recruitment of staff and/or students.

2.5.2 The School for the first time has supported the Aurora programme and five members of staff have successfully achieved places on the programme. The Aurora Programme has been designed to encourage women in academic and professional roles to think about themselves as leaders, to develop leadership skills and to help institutions maximise the potential of these women. The programme is run by the Leadership Foundation and aimed at women in academic and professional roles up to senior lecturer level or professional services equivalent (Grade 9, but without substantial leadership experience)


13

who would like to develop and explore issues relating to leadership roles and responsibilities.

2.5.3 The mentoring programme has been reviewed and re-launched with a view to provide more opportunities for career progression and to address the issue of under-representation of women into management positions.

2.6 Model Equality & Diversity Employer (MEDE) 2.6.1 The Model Equality & Diversity Employer Working Group has been in place

for the past year with members of the HR Team in partnership with the Trade Unions (Unison and UCU) along with the Diversity Adviser and School Secretary. For 2013/14 six objectives were identified. The table below illustrates the objectives and outlines the impact the objectives have had on the strategic aims of the School:

Objectives Achieved Strategic Impact

Attend the ECU Gender Charter Mark

Achieved on 4 September 2014

Continued work to address the pay gender gap and progression of women into senior positions.

Introduce unconscious bias training across the School

Introduced in July 2013 Raising awareness for unconscious biases, change attitudes and behaviour and improve the quality of decision-making within recruitment and selection, promotions and organizational performance.

Implement mandatory Recruitment & Selection and Equality Awareness Training for managers and staff involved in the recruitment of staff and students

Implemented August 2014 The aim is to ensure all employees participating in recruitment and selection are aware of equality legislation and have the right skills, knowledge and attitudes required to support the School in achieving its objective to appoint highest level of talented candidates.

Devise and implement an administration light Equality Impact Analyses process

Partly achieved Governing Board and Executive Board have agreed a summary paper for all reports requiring


14

action/decision by EB, which covers equality implications. Through the work of MEDE a review of Equality Impact Analyses will take place in 2015. Through EIAs likely positive impacts can be anticipated and strengthened; while potential adverse impacts can be eliminated or mitigated.

Undertake a qualitative analysis/review of recruitment statistics to identify any potential bias in recruitment selection and decisions

Completed October 2013 A pilot study undertaken during summer/early autumn 2013 and a report was provided to HR Committee and EDC in February 2014. There were no potential discrimination practices identified.

Develop an Action Plan for the MEDE for 2014/15

Achieved November 2014 MEDE Action plan identified to progress proactive equality & diversity initiatives.


15

3. Key Staff Data

3.1 Internal Comparison 2013/2014

We continue to monitor staff and students by specific equality groups, such as Gender, Disability, and Ethnicity groups. The table below summaries the data categorised against the work type groups within the School and identifies the changing trends.

Table 1: December 2013 SOAS Headcount

Teaching & Research

Teaching & Scholarship

Research Support Total

Total Staff 305 466 30 399 1200

Female 113 (37.05%)

259 (55.58%)

15 (50%)

236 (59.15%)

623 (51.92%)

Male 192 (62.95%)

207 (44.42%)

15 (50%)

163 (40.85%)

577 (48.08%)

BME 98 (32.1%)

227 (49%)

8 (26.6%)

128 32%

461 (38.4%)

Unknown Ethnicity

7 (2.3%)

32 (6.86%)

1 (0.33%)

1 (0.25%)

41 (3.41%)

Disabled 6 (1.97%)

14 (3.00%)

0 12 (3.00%)

32 (2.6%)

Table 2: December 2014 SOAS Headcount

Teaching & Research


Research Support Total

Total Staff 306 532 32 427 1297

Female 117 (38.24%)

291 (54.70%)

17 (53.13%)

257 (60.19%)

682 (52.58%)

Male 189 (61.76%)

241 (44.30%)

15 (46.87%)

170 (39.81%)

615 (47.42%)

BME 87 (28.45%)

240 (44.11%)

9 (28.13%)

139 32.55%

475 (36.16%)

Unknown Ethnicity

18 (5.88%)

30 (5.64%)

1 (3.13%)

5 (1.175%)

54 (4.15%)

Disabled 8 (2.61%)

13 (2.44%)

1 (3.13%)

14 (3.27%)

36 (2.78%)

The tables above outline the staffing groups captured by Gender, BME and

Disability, compared to the headcount in 2013.


16

3.1.1 The overall head count has increased from 1200 employees to 1297 employees and these increases are demonstrated marginally in all categories. However, the significant increases are demonstrated within the Teaching & Scholarship group, increasing by 66 employees and the Support staff group increasing by 28 employees. The other groups are relatively unchanged. In further analysis of the recruitment for this period, the data from I-Grasp has illustrated both the Teaching & Scholarship and Support staff groups have appointed the highest figures of new starters, which is consistent with the increase of staff in both categories.

3.1.2 The overall percentage of female staff, has increased from a total of

623 employees in 2012/13 to 682 employees in 2013/14, and now makes up 52.58% of staff. This is particularly reflected within the Teaching & Scholarship and Support groups. In general terms, the increase in gender for both male and female staff within the Teaching & Scholarship group has increased steadily, which indicates that the School has successfully evenly recruited to both female and male staff within this group.

3.1.3 The gender balance for female staff continues to increase slightly. For

this period, 2013/14, the female group is reported at 52.58% and the male group at 47.42%, which is generally evenly split and this even trend is also reflected in 2012/13. The overall gender balance is slightly favoured for female staff in 2013 and this balance increased slightly in 2014 to 52.58% in 2014. The recruitment data for this period, produced from I-Grasp, illustrates a higher of proportion of female staff were appointed for this period, predominately in the Support staff category.

3.1.4 The employees declaring themselves as disabled continues to

minimally increase, and is now reported at 2.78% with a slight increase reflected in all work type categories.

3.1.5 When considering the percentage of staff as disabled and BME, it must

be noted that within the proportion of staff recorded as unknown, there could be staff from BME groups who chose not to identify themselves.

3.1.6 The table shows that of those staff who did decide to disclose their

ethnicity in 2012/13, 38.4% had an ethnicity that were amongst the BME categories, 3.4% of staff did not declare their ethnicity. In the period 2014, 36.16% of staff who declared their ethnicity fell in the BME categories, with 4.1% not stating their ethnicity. This shows as a percentage fall from 38.4% to 36.16%.

3.1.7 The HESA categories for this area have been updated and can be explored in more detailed in Section 4.6 of this report.


17

3.2 Table 3 : Key Benchmarks: All HEI Comparison 2014

Teaching & Research


Research Total

SOAS Female

38.24% (117/306)

54.70% (291/532)

53.13% (17/32)

32.77% (425) *Total of all staff groups 52.58%

All HEIs Female

0.39% (37515/94595)

0.49% (23290/46795)

0.44% (19035/42350)

0.53% (206040/382515)

SOAS BME

28.43.1% (87/306)

43.98% (234/532)

28.13% (9/32)

25.44% (330) Total of all staff groups 36.16%

All HEIs BME

10.9% 9630/87770)

10.75% (4560/42390)

19% (7410/38015)

10% (40265/373780)

SOAS Disabled

(2.61%) 8

(2.44%) 13

(3.12%) 1

(1.70%) 22 Total of all staff groups 2.78%

All HEIs Disabled

3% (3275/94600)

4% (1880/46795)

1% (985/51250)

3.9% (15035/38250)

*Total female staff of all staff groups (Teaching & Research, Teaching & Scholarship,

Research and Support Staff)

3.2.1 The data shows that SOAS has a lower proportion of staff from BME

groups compared with HEI’s as a whole.

3.2.2 There is one disabled staff recorded for Research employees. However,

the overall percentage of disabled staff and students has remained

unchanged. Disabled HEI overall percentages as at 2013 was recorded

as 3.4% and 2.78% in 2014.

3.2.3 In 2014, 53.9% of all higher education staff in the UK were women. The

statistics show the composition of SOAS female employees compared to

HEI is broadly similar.


18

3.3 Key Benchmarks:SOAS Student Comparison

Table 4: 2013 SOAS Student Comparison

% Female % BME % Disabled

SOAS Staff 52% 38% 2%

SOAS Student

62% of all students 59.4% of home (UK domiciled) students

50.9% all students 46.7% of home (UK domiciled) students

11.8% all students 7.7% of home (UK domiciled) students

All HEI’s Students

57.7% of home (UK domiciled) students



Table 5: 2014 SOAS Student Comparison

% Female % BME % Disabled

SOAS Staff 52.58% 36.16% 2.78%

SOAS Student

63.4% 51.2% 10.6%

All HEI’s Students

56.2% 9.6% (UK) 46% (London)

9.5%

*The national data is from the Equality Challenge Unit, Equality in higher education: statistical report 2014 Part 2: students. (Published Nov, 2014) Table 4.1 (p.152, Gender); Table 3.1 (p. 112, Ethnicity); Table 2.1 (p.70, Disability).

SOAS female staff of 52.5% compares well to HEIs where 53.9% of staff working in UK HEIs

were women, but shows a gap of 11% compared to the SOAS student population.

SOAS BME staff of 36.1% is comparable to HEIs (England) but lower by 10% compared to

HEI’s BME student population (London) and SOAS BME student population.

SOAS declared disability disclosure rate is 2.78%. This is low and the HEI sector reports

persistent low rates of declared disability of 3.9%.

4. Staff Data by Gender, Ethnicity, Age, Staff Group/Grade and Disability

4.1 Gender by Staff Group

Table 6: December 2013


19

Category of Staff Gender Total Staff Percentage of Total Staff

Teaching & Research

F 113 9.41%

Teaching & Research

M 192 16%

Non-Teaching & Research

F 510 42.5%


M 385 32.08%

Table 7: December 2014

Category of Staff Gender Total Staff Percentage of Total Staff

Teaching & Research

F 117 9.02%

Teaching & Research

M 189 14.57%


F 565 43.56%


M 426 32.85%

The tables show the overall gender of Teaching & Research and Non-Teaching &

Research for 2013 and 2014. Broadly the slight increase, in Female Teaching &

Research staff increases by 4 female employees. In the Male category there has

been a decrease of 3. However there has been an overall increase in both female

and male groups, in the Non-Teaching & Research category. This trend is because

of the increase of recruited of employees within this staff group.


20

4.2 Graph 1: Gender by Academic Staff 2014

4.3 Graph 2: Gender by Non Academic 2014

RES RES% SUP SUP% TEA TEA%

FEMALE 17 53.11% 257 60.19% 291 54.70%

MALE 15 46.88% 170 39.81% 241 45.30%

117

189

0

20

40

60

80

100

120

140

160

180

200

FEMALE MALE

Gender by Academic Staff Dec 2014

Gender by Academic Staff Dec2014

17 53.11%

257

60.19%

291

54.70% 15

46.88%

170

39.81%

241

45.30%

0

50

100

150

200

250

300

350

RES RES% SUP SUP% TEA TEA%

Gender by Non-Academic Dec 2014

FEMALE

MALE


21

4.3.1 The graph illustrates clearly for the period 2014, that there are 189 Male Academic staff and 117 female staff. In the Non Academic category the Teaching & Scholarship and Support groups illustrate the highest band. The support staff group recorded findings of 257 female staff and 170 male staff and the findings within the Teaching & Scholarship category, has 291 male staff and 241 female staff. Further analysis of findings will be explored in the Pay Audit report, to measure the differential against gender, ethnic background and age for these groups of staff.

4.4 Gender by Disability and Staff Group

The table below illustrates a break-down of female and male staff declaring a disability over the period from 2011 to 2014. The table shows that, although the workforce has marginally increased the overall numbers broadly remains unchanged. There has been an increase in employees not disclosing a disability and it is hoped that the Enhancing Resource Link project along with the School seeking to obtain the Positive about Disability Symbol in 2015 will improve the reporting in this area and assist in further analysis.

Table 8 : Gender by Disability Staff Group 2011 - 2014

Staff Group Gender Disabled Flag

Number of Staff – 2011

Number of Staff 2012



Teaching & Research

Male Yes No/ Not Supplied

1 166

0 183

0 192

2 187

Female

Yes No/ Not Supplied

5 98

7 101

6 107

6 111

Non Teaching & Research

Male Yes No/ Not Supplied

10 419

12 413

11 374

12 414

Female

Yes No/ Not Supplied

11 494

10 540

15 495

16 549

Grand Total(All Staff)

1204 1266 1200 1297

4.4.1 Disability Profile

Overall the small proportion of staff in the School workforce who declared a disability is significantly lower than the national average of the working population, as expected of this sector. The HEI’s reports shows persistent low rates of declared disability across the HEI which sector, makes the results of the analysis unreliable and this is also true for the School.


22

4.5 Staff Ethnicity: Summary Breakdown and External Comparison Table 9: Ethnicity Breakdown and External Comparison Summary Ethnicity of Staff

SOAS Staff 2013

All HELs 2012 - 13 SOAS Staff 2014

All HEIs 2013 - 14

Asian 7.16% 4% 7.48% 4%

Black 5.24% 2% 5.48% 2.12%

Chinese 5.58% 2% 4.78% 1.8%

Mixed 1.83% 1% 1.58% 1.3%

Other 40.76% 1% 41.62% 1%

White 34.17% 84% 34.85% 83%

Not known 1.08% 5% 1.00% 5%

Information refused

1.83% N/A 2.39% N/A

Not Provided 2.33% N/A 0.77% N/A

4.5.1 Table 9 above shows a significantly higher proportion of BME staff in all staff

groups at SOAS compared to HEIs as a whole. The ‘Other’ category, which incorporates ‘other ethnic background’, ‘other mixed background’ and ‘other white background’ has marginally increased since 2013 and the White British category has slightly declined.

4.5.2 We continue to monitor our staff profile by ethnicity. During 2013/14, our

disclosure rate of ethnicity for staff stood at 36.65% with 475 employees recorded in this category. A breakdown of staff who disclosed their ethnicity to the School presented by job category is given in Section 4.7.

4.5.3 The average proportion of BME staff across the sector was 10%, at the

School this staff at 25.44%. The majority of the School’s total BME staff population are in Other Asian Background category at 7.33%,(see table 10) the Asian or Asian British – Indian remain little changed however there appears to be an increase in employees who have chosen not to disclose their information.


23

4.6 SOAS Staff Ethnicity: Detailed Breakdown

Table 10 : Staff Ethnicity Breakdown

Ethnicity of SOAS Staff % of Total Staff (2011)

% of Total Staff (2012)



Arab * * * 0.077%

Asian or Asian British – Bangladeshi

1.00%

1.02%

1.08%

1.00%

Asian or Asian British – Indian 5.48% 5.32% 4.83% 5.01%

Asian or Asian British – Pakistani 1.33% 1.10% 1.25% 1.47%

Black or Black British – African 2.99% 2.66% 3.33% 3.55%

Black or Black British – Caribbean

1.50% 1.64% 1.83% 1.93%

Chinese 5.90% 6.03% 5.58% 4.78%

Information Refused 2.16% 1.89% 1.83% 2.39%

Mixed - White and Asian 0.83% 0.94% 0% 0.96%

Mixed - White and Black African 0.08% 0.08% 1.25% 0.16%


0.58% 0.47% 0.58% 0.46%

Not Known 1.74% 4% 3.41% 1.00%

Not Provided * * * 0.77%

Other Asian Background 7.97% 7.51% 7.17% 7.33%

Other Black Background 0.66% 0.86% 0.75% 0.77%

Other Ethnic Background 7.14% 6.57% 6.67% 6.55%

Other Mixed Background 1.66% 2.03% 2.17% 2.62%

Other White Background 24.75% 22.42% 24.00% 24.36%

White – British 32.72% 32% 31.00% 32.00%

White – Irish 1.50% 1.49% 1.25% 1.23%

White * * * 1.62%

4.6.1 Table 10 shows there are no significant changes in the ethnicity breakdown of

staff during the four-year period 2010 – 2014. However, the data reported in

the Information Refused category has increased from 1.83% in 2013 to 2.39%

in 2014 following a slight fall since 20111.

4.6.2 The ethnicity profile for this period 2011 - 2014 shows a marginal increase in

the number of BME staff in the School overall with a slight increase in staff

from White British backgrounds. This data captured in Table 9 highlights that

whilst there is increasing diversity within the School workforce, it is not

representative of the population for HEIs, when comparing the School’s

workforce data to all HEI’s workforce data.


24

4.6.3 For the first time, HESE have included an Arab category in 2014 and this is reported at 0.077%. In future years, we will be able to report on trends in this category.

4.6.4 Further breakdown of the ethnicity of the School’s workforce is shown in Table

11. This table shows 87 employees from BME fall within the Teaching & Research category, 139 employees within the professional support category. Teaching and Scholarship category is fairly evenly represented. However there are significantly higher percentages within the Research category.

4.7 Ethnicity Breakdown by Staff Group

Graph 3

Table 11

ACA ACA% RES RES% SUPP SUPP% TEA TEA% TOTAL

BME 87 28.43.1% 9 28.13% 139 32.55% 240 45.11% 475

WHITE 201 65.69% 22 68.75% 283 66.28% 262 49.25 768

Unknown 18 5.88% 1 3.12% 5 1.17%% 30 5.64% 54

306 100.0% 32 100.00% 427 100.00% 532 100% 1297

4.7.1 A further analysis of the ethnic breakdown by Staff Groups is illustrated in

graph 3 above. In the TEA staff category, White, Asian and Other Black background

has the highest band. For the Support Group, White, Black British, Asian and Mixed

0

20

40

60

80

100

120

Wh

ite

Wh

ite

Bri

tish

Wh

ite

Iris

h

Oth

er W

hit

e B

ackg

rou

nd

Oth

er B

lack

Bac

kgro

un

d

Asi

an o

r A

sian

Bri

tish

-…

Asi

an o

r A

sian

Bri

tish

-…

Ch

ine

se

Oth

er A

sian

Bac

kgro

un

d

Mix

ed

- W

hit

e an

d A

sian

Oth

er M

ixed

Bac

kgro

un

d

Ara

b

Oth

er E

thn

ic B

ackg

rou

nd

No

t K

no

wn

Info

rmat

ion

Ref

use

d

No

t P

rovi

de

d

Gra

nd

To

tal

Ethinicity Breakdown by Staff Group December 2014

TEA %

SUP%

RES%

ACA%


25

White Caribbean are the highest band. However the Teaching & Research(ACA)

category sets out significant ratio in the White other category. It must be noted, that

this category of staff had the highest record of ‘not known’ or information ‘not

disclosed’ of all the staff groups. The disclosure of information will be addressed in

line with MEDE action to improve recording of data. Further analysis in the Pay Audit

will identify the ethnic breakdown against grade and this can be compared against

the SOAS staff group composition.

4.8 Age Profile of SOAS Employees 2013 and 2014

Table 12

Female(2013) Male(2013) Female 2014 Male 2014

Age up to 30 94 (1.5%) 63(10.9%) 102 (14.96%) 69 (11.22%)

31 – 40 194(31.1%) 150(25.9%) 215 (31.52%) 157 (26.50%)

41 – 50 172(27.6%) 158(27.3%) 191 (28.01%) 163(26.50%)

51 – 60 121(19.4%) 123(21.3%) 131(19.21%) 140 (22.76%)

61 – 65 28(4.49%) 54(9.3%) 26 (3.814%) 50 (8.13%)

66 and over 14(2.2%) 27(4.5%) 17(2.49%) 36 (5.85%)

All HEIs by Age Groups (2013 and 2014)

Table 13

Female(2013) Male(2013) Female(2014) Male (2014)

Age up to 30 9.8% 7.3% 9.5% 7.2%

31 – 40 14.4% 11.8% 14.8% 11.8%

41 – 50 14.5% 12.0% 14.6% 12%

51 – 60 11.7% 10.3% 11.9% 10%

61 – 65 2.2% 3.2% 2.2% 3.2%

66 and over 0.4% 0.86% 0.4% 1%

SOAS AGE by Non Academic (2014)

Table 14

Age RESEARCH SUPPORT TEACHING & SCHOLARSHIP

Total

UP to 30 4 58 109 171

31 – 40 17 128 164 309

41 – 50 4 123 109 236

51 – 60 4 95 87 186

61 – 65 1 20 31 52

66 and over 2 3 32 37

Total 32 427 532 991


26

SOAS AGE by Academic (2014)

Table 15

AGE Academic Staff TOTAL

31 – 40 63 63

41 – 50 118 118

51 – 60 85 85

61 – 65 24 24

66 and Over 16 16

Total 306 306

4.8.1 The tables in Section 4.8 illustrate the age profile for SOAS employees for the

2013 and 2014. The data is also represented against Non-academic and

Academic staff and a comparison against HEI’s for the period of 2013 and

2014 is also shown.

4.8.2 Between 2013 and 2014 female staff have increased in all age groups accept

61- 65. The age profile for the female category up to 30 has increased from

94 employees in 2013, to 102 employees in 2014. This trend has continued

for female staff in the other age categories.

4.8.3 In is also noted that generally male employees have increase in the majority

of the categories, however more significantly in the 31 – 40 age range.

4.8.4 The male employees within the majority of categories remained generally unchanged, however there has been an increase of male employees in the 51 – 60 age band in 2014.

4.8.5 The majority of staff of all HEI’s and SOAS staff were aged between 41-50. It

must be noted that the highest earning group with an average age of between

40 – 49 for all sectors across England. (Published by the Office of National

Statistics source Annual Survey of Hours and Earnings, 2014).

4.8.6 The HR Team will continue to monitor these trends and incorporate the findings within workforce planning.


27

5. Workforce Profile Analysis – Gender, Ethnicity, Disability and

Age

5.1 Teaching & Research (ACA) – Headcount 306

5.1.1 The Teaching & Research workforce is made up of significantly more male employees, representing 189 male staff(61.76%) and 117 female staff(38.24% of the total workforce). 5.1.2 A total of 17 female employees, but no male employees within the Teaching & Research category have declared a disability, whilst the remaining staffs in this category have not declared a disability or the information is recorded as unknown. 5.1.3 In terms of age, there are more academics in the 41-50 age group categories than in other categories. This may demonstrate an ageing workforce; however there may be scope for workforce planning in the 31 - 40 age group categories which currently has 63 employees. 5.1.4 Out of all the categories of staff, there are more Teaching & Research staff in the 41 - 50 age category than in other single job categories for both HEI’s and SOAS. 5.2 Support Staff (SUPP) – Headcount 427

5.2.1 The Support staff workforce has increase compared from 2014, a high proportion of female employees, with 257 female employees and 170 male employees out of 427 in total. Men are underrepresented in this category of staff in comparison. It is interesting to note, that there has been an increase in support roles within the under 30 category. 20 employees have been appointed within the age band 25 and under. Records show: 12 female and 8 male and if this trend continues it may help to address the gender pay gap (caused by the School employing a higher proportion of women in lower-graded roles). It was decided last year for further workforce planning to be undertaken in this area and it is pleasing to report that there has been an increase in recruiting younger employees to the School.

5.2.2 In terms of ethnicity, almost 32% of the support staff workforce is from a BME background, with 67% from white backgrounds and 1.1755% unknown. 14 support staff has declared a disability, with the remaining stating they are not disabled or not disclosing information.

5.2.3 Each Support staff are represented across the age ranges fairly evenly, within the gender category.


28

5.3 Research Staff (RES) - Headcount 32 5.3.1 The Research staff workforce of 32 employees is fairly evenly represented across the gender category. 17 are female and 15 are male. Research staff 17 research staff are in the 31-40 age group, with the remaining 15 staff spread across the other age groups. 9 employees are from BME and 1 employee has declared themselves as disabled.

5.4 Teaching & Scholarship (TEA) - Headcount 532

5.4.1 The Teaching & Scholarship workforce makes up the largest category of staff across the school, consisting of 532 employees, with 240 from BME backgrounds. 291 are females and 241 are male. This largest age group is 31-40 with 164 employees following between 30-41 and 41-50 which each have 10% employees.

6. Staff Grievances, Disciplinaries, and Employment Tribunal Cases

6.1 Casework is classified as informal or formal management of a

misconduct, capability, grievance or sickness absence case. All formal activity is tracked and monitored by HR by age, gender, disability and ethnicity in order to monitor trends.

6.1. 2 Informal casework is impossible to monitor as by its very nature, it is

managed locally by line managers and not made known to HR. Table 16

Formal Casework by gender, ethnicity and disability 2014

Category Disciplinary Capability Grievance -

complainant ET’s Total

Gender Female 1 0 3 1 0

Male 3 0 2 0 0

Ethnicity

BME 1 0 2 0 0

White Other 3 0 3 1 0

Not Declared 0 0 0 0 0

Disability

Disabled 0 0 0 0 0

Not Disabled 4 0 4 1 0

Not Disclosed 0 0 1 0 0

Total 2013-14 4 0 5 1 10


29

2014 Disciplinaries and Grievances Table 17 Gender Ethnicity Disciplinary Hearing Outcome

1 F Other White Summary Dismissal

2 M White British 1 Year Written Warning

3 M White British 6 months First Written Warning

4 M Other White Summary Dismissal

Gender Ethnicity Grievance Hearing Outcome

1 F Chinese Not up held

2 M White British Not up held

3 F x 3 White British,

White Irish and

Other Black

Collective Grievance not up held

4 M White British Not up held

2013 – Disciplinaries and Grievances Table 18

Gender Ethnicity Disciplinary Hearing Outcome

1 M White British 1 Year Written Warning

2 M White British 6 Months First Written Warning

Gender Ethnicity Grievance Hearing Outcome

1 F White Other Partially upheld

2 F White Other Not upheld

3 F White Other Partially upheld

4 M White Other Not upheld

2014 Employment Tribunal Claims


30

Table 19 Gender Ethnicity Employment Tribunals Outcome

M White British Claim failed

6.2 Disciplinary 6.2.1 There were four cases of formal misconduct in the year 2013-14. Of these, 3

cases were brought against white male employees with no disabilities. The other case against female employee, other white.

6.2.2 This data identifies that in respect of gender, more male employees than

female were subject to formal disciplinary proceedings during the year. Despite the profile of the School being 52.58% female, 47.42% male.

6.2.3 Looking at the data source, there is however no concern about adverse

impact in respect of gender or ethnicity as cases are spread across the School and contract groups.

6.3 Grievances

6.3.1 There were 5 grievances in the year, of which all cases were not held. This was compared to the 4 grievances in the previous year. The 2 partially upheld grievances were from female staff. The 2 cases upheld were from a female employee aged and the final case was from a male staff member.

6.3.2. As the numbers of grievances is low School wide and spread across staff categories, it is difficult to draw realistic conclusions about this data and to identify if there is anything that has precluded BME staff from raising grievances.

6.4 Employment Tribunals

6.4.1 There were 1claim brought against the School at Employment Tribunal, The numbers are too low to be able to draw any conclusions. Two case the claims were settled and the remaining case is due to be rescheduled.

6.5 Capability 6.5.1 There were no formal capability cases in 2014. 6.6 Flexible Working 6.6.1 Although, flexible working applications are not recorded as part of this report,

it is recommended that flexible working applications should be monitored against by age, gender, disability and ethnic origin.


31

And overall profile for future years. This area has also been highlighted by the Gender Charter Mark, Self-Assessment Team as an area for future monitoring and will be taken forward for 2015.

6.7 Formal Sickness 6.7.1 There were no formal capability cases in 2013 -14. 6.7.2 There were 30 cases referred to Occupational Health Services. It is planned

in future years to report the Occupational Health cases by age, gender, disability and ethnic origin.

6.8 Employee Support Programme (ESP) 6.8.1 The School provides a confidential Employee Support Programme (ESP)

although details of employees using the service are not provided due to confidentiality. The School is only provided with anonymous data based on take up as follows:

Table 20

Employment Issues 2013/ 2014

Legal 9

Telephone Counselling 17

Information 6

Finance 1

Total 33

6.8.2 It is hoped with the introduction of the new Occupational health provider, for

April 2015, to promote this area to improve overall take up. 7.0 Maternity

7.1 Although not directly casework, data about maternity leave and returners from maternity leave are reported here for information. As part of the monitoring process for the Gender Charter Mark Bronze Award the School has committed to monitoring the data of staff that do not return from maternity record trends, and monitor the take up of staff with adult dependents. These recommendations will be addressed and taken forward by the GEM Working Party as part of the three year action plan (2014 – 2017). At present, for the period 2014 all maternity leaver’s have returned to work or are currently on maternity leave. The other wider issues will be reported in the Staff Equality & Diversity report for 2014/15.

Table 21


32

Employees on Maternity leave

at 21.12.12

Employees on Maternity leave at

31.12.2013

Employees on Maternity leave

at 31.12.2014

BME Female 8 19 4

White Female 7 18 14

Employees failing to return to work after Maternity leave

1 0 0

Total number of employee taking maternity leave

16 37 18

8 Staff Turnover Table 22

2010 2011 2012 2013 2014

Overall Staff Turnover

6.15% 3.93% 4.2% 3.5% 5%

Female Staff Turnover

8.15% 3.67% 5% 2% 5.4%

BME Staff Turnover 6.26% 2.49% 3.7% 1.6% 5.3%

8.1.1 For the 2013/14 period a total of 65 leavers are recorded, with an overall

turnover figure of 5%. The staff turnover for 2012-13 was 3.5%, compared to 2011-2012 where turnover was 4.2%.

9.0 Exit Questionnaires

9.1 It is planned to introduce electronic exit questionnaires to enable the School to report in this area, however age, gender, disability and ethnicity will be monitored in future years in a more meaningful way.


33

10. Recruitment Data: Ethnicity, Gender, Age, & Disability 10.1 Applications –Ethnicity Profile of Applicants (Summary)

10.1.1 During this period, 3106 applications were received by the School. The table below provides statistics on applicants by Ethnicity (summary from 2010 to 2014). Table 23

Ethnicity 2010(% to Total)

2011(% of Total)

2012(%of Total)

2013(% of Total)

2014(% of Total)

BME White Unknown

1134(45%) 1277(50%) 123(5%)

1087(48%) 1041(46%) 114(5%)

1439(43%) 1648(50%) 239(7%)

1334(54%) 974(39%) 153(6.2)%

1334(43%)

1601(52%)

171(6%)

Grand Total Applications

2534

2242

3326

2461

3106

10.1. 2. The table shows a consistent percentage of applications received during the period of 2010 – 2014, however there has been a considerable increase in applications received during 2014, increasing from 2461 in 2013 to 3106 in 2014. There has been a slight decline in application from BME, decreasing to 43% in 2014, however comparing this percentage throughout the years 2010 to 2014 it has generally been in the 40% category, which is normal for the School. The significant increase in 2014, has been for the White category which has increase to 52%.

10.2 Applicants - Disability Profile of Applications (Summary)

Table 24

Disability Declared

2010(% of Total)

2011(% of Total)

2012(% of Total)

2013(%of Total)

2014(%of Total)

No Not Given Yes

2402(95%) 61(2%) 71(3%)

2120(95%) 55(2%) 67(3%)

3083(93%) 127(4%) 116(3%)

2320(94%) 78(3%) 63(2.5%)

2921(94%) 86(3%) 99(3%)


2534 Applicants

2242 applicants

3326 applicants

2461 applicants

3106 Applicants

10.2.1 The table shows data on applicants by disability from 2010 to 2014. 10.2.2 The data over the period has remained fairly consistent and the

applicants disclosing a disability have not significantly changed.


34

10.3 Applicants - Age Profile of Applications (Summary)

Table 25

Age Range 2010(% of Total)

2011(% of Total)

2012(% of Total)

2013(%of Total)

2014(%of Total)

Under 20 1(- %) 1(0.04%) 2 (0.06%) 1(0.04%) 2(0%)

20-29 739(29%) 759(34%) 911(27%) 523(21.2%) 908(29%)

30-39 989(39%) 785(35%) 1306(39%) 1033(41.9%) 1187(38%)

40-49 463(18%) 396(18%) 617(19%) 538(21.8%) 574(18%)

50-59 219(9%) 205(9%) 263(8%) 204(8.2%) 266(9%)

60-65 24(1%) 20(1%) 38(1%) 41(1.6%) 34(1%)

Over 65 6 (0.5%) 4(0.2%) 8(0.2%) 7((0.2%) 8(0%)

Not Provided

92(3.5%) 72(3%) 181(5.5%) 114(4.65)

127(4%)


2533 Applicants

2242 applicants

3326 applicants

2461 applicants

3106 Applicants

10.3.1 The table provides data on applicants by age from 2010 to 2014.

10.3.2 As in previous years the School has received the majority of applications from the 30 – 39 age range and this has increased slightly since 2012. A significant number of applications were received within the 30 – 39 age categories particularly in the Teaching & Scholarship category. 10.3.3 The report illustrates an even split in the 60-65 age range and this may be due to the abolition of the default retirement age and remains generally at 1% throughout the years. 10.3.4 The age profile for under 20 – 29 has significantly increased from 21.2% in 2013 to 29% in 2014. This age demographic was identified in the Equality & Diversity report 2013 as a possible area for further workforce planning as a measure to attract more applications within this demographic. From the recruitment data, a number of applicants have applied for Professional Support posts in External Relations, Finance and HR. 10.3.5 We will explore further how many of the applications from this age range converted into successful candidates and the overall impact this has on the School. It must be remembered that for academic staff the requirement for qualification and experience for academic posts will have an impact on the age demographic. 10.3.6 The tables and charts on the next 2 pages set out the applications received by ethnic groups in 2013 and 2014. For the period in 2014, the School has received an increase in applications from the Black or Black British/African, Other Asian background, Chinese Other Ethnic background and White – British categories.


35

2013

Applications by Ethnicity 2013

Asian or Asian British - Bangladeshi 46

Asian or Asian British - Indian 151

Asian or Asian British - Pakistani 53

Black or Black British - African 156

Black or Black British - Caribbean 31

Chinese 148

Information refused 39

Mixed - White and Asian 33

Mixed - White and Black African 6

Mixed - White and Black Caribbean 11

Not known 8

Other Asian background 183

Other Black background 16

Other Ethnic background 57

Other Mixed background 83

Other White background 821

White - British 513

Not provided 106

2461

1%

5%

1% 3% 1%

3%

3%

0%

0%

1%

0% 5%

1% 3%

5%

22%

38%

5%

Applications applications by Ethnicity 2013

Asian or Asian British -Bangladeshi


Asian or Asian British - Pakistani


Black or Black British -Caribbean

Chinese

Information refused


36

Application by Ethnicity 2014

Ethnicity Total

Asian or Asian British - Bangladeshi

82

Asian or Asian British - Indian 162

Asian or Asian British - Pakistani 64

Black or Black British - African 231

Black or Black British - Caribbean 83

Chinese 176

Information refused 21

Mixed - White and Asian 34

Mixed - White and Black African 16


13

Not known 34

Not provided 116

Other Asian background 221

Other Black background 12

Other Ethnic background 134

Other Mixed background 106

Other White background 822

White - British 779

Grand Total 3106

3% 5% 2%

7%

3%

6%

1% 1%

1% 0% 1%

4%

7%

0% 4%

3%

26%

25%

Applications application by Ethnicity 2014

Asian or Asian British -Bangladeshi


Asian or Asian British -Pakistani


Black or Black British -Caribbean

Chinese

Information refused


37

10.4 Gender Profile of Applicant

2013

2014

The charts above illustrate that for the period of 2013 and 2014 the composition of applications by gender remains generally unchanged.

48%

47%

5%

Applications by Gender 2013

Female

Male

not provided

59%

38%

3%

Applications by Gender 2014

Female

Male

Not provided


38

10.5 Gender Profiles of Interviewees 2013

2014

The tables above illustrate that for the period of 2013 and 2014 the composition of interviews by gender remain, generally unchanged.

47%

50%

3%

Interviewees by Gender 2013

Female

Male

not provided

48%

47%

5%

Interviewees by Gender 2014

Female

Male

Not provided


39

10.6 Ethnicity Profile of Interviewees (summary)

Table 26

Ethnicity 2010(% to Total)

2011(% of Total)

2012(%of Total)

2013(% of Total)

2014(% of Total)

BME White Unknown

130(37%) 212(60%) 12(3%)

61(31%) 129(65%) 9(4%)

125(31%) 264(66%) 12(3%)

104(36%) 166((58.6%) 13(4.5%)

175(37%) 282(59%) 20(4%)

Grand Total Interviews

354 199 401 283 477

Ethnicity EO APPLICATIONS SHORTLISTED FOR INTERVIEW

Asian or Asian British - Bangladeshi

BME 82 11

Asian or Asian British - Indian BME 162 32

Asian or Asian British - Pakistani

BME 64 7

Black or Black British - African BME 231 26

Black or Black British - Caribbean

BME 83 12

Chinese BME 176 12

Information refused Unknown 21 1

Mixed - White and Asian BME 34 8

Mixed - White and Black African

BME 16 1


BME 13 0

Not known Unknown 34 4

Other Asian background BME 221 27

Other Black background BME 12 4

Other Ethnic background BME 134 20

Other Mixed background BME 106 15

Other White background White 822 106

White – British White 779 176

Not provided Unknown 116 15

Total 3106 477

9.6.1 The table above provides statistics on shortlisted application by Ethnicity

Summary from 2010 to 2014.


40

10.6.2 The data illustrates 2012 is the first year where the percentage gap has

narrowed between the BME and White shortlisted candidates compared to

previous years. There are at present no significant correlations for this finding

however the use of statements in recruitment advertisements encouraging

applications from BME groups for senior posts may have an impact on the

increase in applications and shortlisting from the BME category for 2013 and

2014.

10.7 Disability Profile of Interviewees

Table 27

Disability Declared

2010(% of Interviewees Total)



2013(%of Interviewees Total)

2014(%of Interviewees Total)

No Not Given Yes

332(94%) 10(4.5%) 12(3%)

189(95%) 6(3%) 4(2%)

372(93%) 10(2%) 19(5%)

266(93%) 10(3%) 7(2.4%)

447(94%) 17(4%) 13 (3%)

Grand Total Interviewees

354 199 401 283 477

10.7.1 The table above provides data on shortlisted applications by Disability

from 2010 to 2014.

10.7.2 The proportion of interviewees disclosing a disability has relatively

stayed unchanged within all the categories. The Equality & Diversity

Committee has requested a Staff Disability Working Party to be

established and this will be working in conjunction with the Disability

Liaison Group, Chaired by the School Secretary. One of the aims of

the group will be to increase disclosure from Disabled employees and

review the recruitment data in more detail to attract more applications

from this group. It is therefore recommended to address, analyse and

report on this area in the Equality & Diversity Staff Report 2014/15.

The School will be seeking to achieve the Positive Disability Symbol for

2015 and this area will be further addressed in conjunction with this

work.

10.8 Age Profile of Interviewees

Table 28

Age Range

2010(% of Total)

2011(% of Total)

2012(% of Total)

2013(%of Total)

2014(%of Total)

Under 20 0 0 0 0 0

20-29 82(23%) 54(27%) 81(20%) 49(17.3%) 135(28%)

30-39 155(44%) 77(39%) 162(40%) 119(42%) 169(35%)

40-49 67(19%) 38(19%) 86(22%) 74(26.1%) 94(20%)


41

50-59 35(10%) 24(12%) 38(10%) 24(8.4%) 49(10%)

60-65 3(1%) 1(0.5%) 9(2%) 3(1.0%) 7(1%)

Over 65 4(1%) 0 0(%)

Not Provided

12(3%) 5(2.5%) 21(5%) 14(4.9%) 23(5%)

Grand Total Interviewees

354 199 401 283

477

10.8.1 The table provides a summary age profile from the period of 2010 to

2014 of the shortlisted candidates. The table has reported an increase

in the age category 20 - 29 in 2014, to 28%. 135 candidates have been

interviewed in 2014, the highest number of candidates interviewed from

2010 – 2014 in this age group We have reported earlier, and that there

has been a significant increase in applications received from this age

demographic and this trend has continued from application, to shortlist

and interviews. The rise in unemployment and increase in population

in this group can be argued to have an impact in this area. The other

age bands generally remain unchanged. The increase of staff in this

demographic will hopefully have an impact on reducing the gender pay

gap.

10.8.2 The 30 – 39 categories still remains the highest category for shortlisted

candidates and is consistent with the previous tables.

10.9 Ethnicity Profile of Successful Candidates (Summary)

Table 29

Ethnicity 2010(% of Total)

2011(% of Total)

2012(% of Total)

2013(%of Total)

2014(% of Total)

BME White Unknown

26(29%) 62(70%) (1%)

15(21%) 50(71%) 5(7%)

21(21%) 62(70%) 5(6%)

24(25%) 57(60%) 8(8.5%)

50(33%) 98(65%) 1(0.6%)

Grand Total Interviews

89 70 88 94 149

10.9.1 The table illustrates a significant decrease in successful BME

applications during in 2011. Since then there has been an increase in the

percentage of successful BME staff since 2012.


42

10.10 Disability Profile of Successful Candidates

Table 30

Disability Declared

2010(% of Total)

2011(% of Total)

2012(% of Total)

2013(%of Total)

2014(%of Total)

No Not Given Yes

57(64%) 29(33%) 3(3%)

68(97%) 2(3%) 0

81(92%) 5(6%) 2(2%)

86(91%) 5(5.3%) 3(3.1%)

146(98%) 2(1%) 1(1%)

Grand Total Job Offer

89 70 88 94 149

10.10.1 The table illustrates the disability profile remains broadly unchanged.

However there is a marginal increase in candidates declaring a disability for

2013.

10.11 Age Profile of Successful Candidates

Table 31

Age Range

2010(% of Total)

2011(% of Total)

2012(% of Total)

2013(%of Total)

2014(%of Total)

Under 20 0 0 0 0 0(

20-29 21(24%) 19(27%) 18(21%) 18(19.1%) 37(25%)

30-39 34(38%) 32(46%) 37(42%) 37(39.3%) 57(38%)

40-49 21(24%) 12(17%) 21(24%) 21(22.3%) 38(26%)

50-59 11(12%) 5(7%) 6(7%) 11(11.7%) 14(9%)

60-65 2(2%) - 2(2%) 2(2.1%) 3(2%)

Over 65 - - 2(2%) 0 0

Not Given - 2(3%) 2(2%) 5(5.3%) 0

Grand Total Job Offers

89 70 88 94 149

10.11.1 The table illustrates that the largest percentage of successful candidates

have been recruited from the 30 – 39 age category which is pleasing to report

bearing in mind the age populations for SOAS as a whole falls within the 40 – 49

category.

0

100

20 to29

30 to39

40 to49

50 to59

60 to65

Age of Succesful Applicants 2014

Total


43

9.12 Gender Profile of Successful Candidates

9.12.1 The 2013 chart shows a slight a change of groups in the gender profiles of

successful candidates, with general even ratio of gender profile. However the

gender profile for 2014 has increased in favour of female candidates. This

trend is captured in the composition of SOAS staff by gender reporting with

findings of 52.58% in favour of female staff compared to 47.42% for male

staff.

Female 45%

Male 44%

Not Provided 5%

Job Offer by Gender (2013)

Female

Male

not provided


44

11. Staff Development Events Attended

11.1 Data has been collated regarding attendance at internal and external staff development events organised or funded centrally from 1 September 2013 – 31 August 2014. In addition information on attendance at courses for new staff and monitored rates of participation in the School’s Staff Development and Review (SDR) scheme are included.

The data below has been collated on the following basis:

It records events organised centrally by the Staff Development Office and external events which have been funded by the staff development office;

It records all staff employed on substantive contracts for any part of the period 01/09/2013 – 31/08/2014, whether on a full time or part time basis. NB Many staff work at SOAS on fractional teaching contracts or are GTAs and as such work for relatively few hours each week. These members of staff are less likely to take up staff development opportunities than other groups;

It records only training courses or events which were completed during the above period;

It records that a particular employee has attended training – not the number of courses taken (although the total number of courses taken by staff is also provided);

It records data for all staff who were employed at any time during the year, including those who have subsequently left, and those on short term contracts;

Some data, particularly on ethnicity and disability is at present incomplete and has been categorised as ‘no data’ or ‘not known’; staff may also select to ‘not disclose’.

11.2 Centrally Organized Training 2013-14

The Staff Development Programme is open to all staff groups, regardless of contract type. This is also true of access to funding for attendance at external events such as seminars, briefings and conferences. This year 1442 staff are included in these figures (1294 in 2011-12, 1355 in 2012-13). The Staff Development programme included 120 events including those events organised by the Bloomsbury Colleges (TBC) and health and safety related training. Additionally there is one online course in Data Protection, and although advertised via the Bulletin, very few completions have been recorded. The Bloomsbury Colleges co-operation allows SOAS to purchase places for staff that require ‘just-in-time’ training, are unable to attend the relevant session at SOAS or where it would be uneconomical to put on a course at SOAS. Staff registered for 16 places on these courses. The SOAS programme is greatly enriched by this co-operation and allows very cost effective purchasing of places.

It should also be noted that staff will be attending other development and training activities which are not centrally organised or funded. This will include subject specific development


45

and conferences for academic staff, and departmental / faculty / directorate for other staff including locally funded external events. Additionally there are many other development interventions which are taking place but not recorded e.g. departmental seminars, on the job training, self-study, reading, team away days, mentoring etc.

11.3 Attendance at Internal Staff Development Events by Staff Group The following table shows the differences in attendance rates on the internal programme for different staff groups. Support staff are much more likely to attend than other groups, with those on Fractional Teaching or GTA contracts accessing the programme in very small numbers. There is a drop in the number of academic staff attending training, but this is largely due to there being a large number of Moodle sessions the previous session which attracted this group of staff. Figures for 2012-13 are included in brackets for comparison.

Post Type

Total Staff Number (All contract types)

Number and % Staff Attending an Event

Academic

319 (292)

85; 27% (41%)

Research

44 (45)

15; 34% (20%)

Support

479 (448)

241; 50% (60%)

Teaching

70 (70)

22; 31% (47%)

Fractional Teaching 376 (368)

10; 3% (15%)

GTA

144 (132)

0 (5%)

Total Staff

1432 (1357)

373; 26% (36%)

Total: Staff on at least 0.4 contract

911 (844)

395; 39% (52%)

Table Showing Attendance Rates per Staff Group

Notes:

a) Fractional teaching posts now make a large group of staff, many on a very low number of annual hours at SOAS. By the nature of this group it will be difficult to engage them in the staff development programme. b) Graduate Teaching Assistants (GTAs) are now included in these statistics. They also have their own development programme as PhD students, organised by the ADD and not recorded here as well as departmental and faculty programmes, they can also attend the Staff Development Programme events as part-time staff. The overall percentage of those who have attended at least one centrally organised course or training event during the 2013-14 academic year has decreased from 36% to 26% when including all staff. When looking at the figure for staff that have at least a 0.4 contract this increases to 39% (52% in 2012-13). A total of 371 staff attended at least one internal course


46

as part of the SOAS staff development programme with 915 course places recorded This suggests that quite large numbers of staff attend more than one course. a) Training Event(s) Attended 2013-14 (Number of Staff)

Post Type Training Attended

Full Time

Part Time

>0.4 hours

Disability Gender (attendees)

Yes No ND* M F

Academic

85 (120)

82 (115)

3 (5)

o (0)

2 (3)

73 (103)

10 (14)

45 (70)

40 (50)

Research

15 (9)

15 (8)

0 (1)

0 (0)

1 (0)

10 (7)

4 (2)

7 (2)

8 (7)

Support

241 (269)

196 (214)

41 (51)

4 (4)

12 (12)

203 (223)

26 (34)

88 (112)

153 (157)

Teaching

22 (33)

14 (20)

7 (13)

1 (0)

0 (1)

20 (28)

2 (4)

10 (14)

12 (19)

Fractional Teaching

10 (55)

1 (0)

0 (8)

9 (47)

0 (2)

8 (33)

2 (20)

3 (24)

7 (31)

GTA

0 (7)

0 (0)

0 (7)

0 (7)

0 (1)

0 (5)

0 (1)

0 (1)

0 (6)

TOTAL

373 (493)

308 (357)

51 (78)

14 (58)

15 (18)

314 (399)

44 (75)

153 (223)

220 (270)

Note: ND* = No data provided / not disclosed

Figures in brackets are for 2012-13 for comparison. In terms of gender, 23% of all male staff attended some form of training or development while for females the figure was 27%.


47

b) No Training Event(s) Attended 2013-14

Post Type Training Not Received

Full Time

Part Time

>0.4 hours

Disability Gender (non-attendees)

Yes No ND* M F

Academic

234 (172)

209 (151)

17 (12)

8 (9)

6 (3)

197 (142)

31 (27)

155 (115)

77 (57)

Research

29 (37)

14 (17)

13 (16)

2 (4)

1 (1)

20 (25)

8 (11)

12 (21)

17 (16)

Support

238 (179)

173 (125)

55 (42)

10 (12)

5 (5)

202 (131)

31 (43)

100 (70)

138 (109)

Teaching

48 (37)

30 (24)

17 (11)

1 (2)

1 (1)

39 (30)

8 (6)

18 (15)

30 (21)

Fractional Teaching

366 (313)

1 (2)

22 (17)

343 (294)

8 (4)

260 (198)

98 (111)

183 (148)

183 (165)

GTA

144 (125)

0 (0)

0 (0)

144 (125)

4 (1)

116 (86)

24 (38)

58 (48)

86 (77)

TOTAL

1059 (862)

427 (319)

124 (98)

508 (446)

25 (15)

834 (612)

200 (235)

526 (418)

531 (444)

Note: ND* = No data provided / not disclosed

17% of staff have not disclosed whether or not they have a disability, which continues to be

a significant number.


48

11.4 Nationality and Ethnicity Data – Employees Who Attended One or More Training Event

The percentage of different nationality/ethnicity groups who attended courses varies greatly, but it should be remembered that some groups are quite small so the results are not statistically significant. It is not possible to allocate some staff to a specific group as the information has been refused or is unknown.

a) Training Event(s) Attended: Ethnicity Data 11-12 12-13 13-14 11-12 12-13 13-14

11 White – British

177 (41%)

186 (44%)

151 (33%)

33 Asian or Asian British - Bangladeshi

8 (33%)

5 (38%)

6 (40%)

12 White – Irish 7 (32%)

13 (57%)

3 (17%)

34 Chinese 18 (31%)

14 (16%)

11 (13%)

19 Other White background

78 (33%)

112 (35%)

80 (23%)

39 Other Asian background

17 (17%)

35 (35%)

21 (21%)

21 Black or Black British - Caribbean

11 (58%)

9 (41%)

13 (52%)

41 Mixed – White and Black Caribbean

3 (43%)

6 (86%)

3 (38%)

22 Black or Black British - African

17 (45%)

14 (67%)

19 (43%)

42 Mixed – White and Black African

0 (0%)

1 (50%)

1 (50%)

29 Other Black Background

4 (36%)

4 (36%)

5 (45%)

43 Mixed – White and Asian

6 (55%)

9 (60%)

6 (40%)

31 Asian or Asian British - Indian

15 (20%)

27 (39%)

11 (18%)

49 Other Mixed background

6 (30%)

9 (28%)

8 (20%)

32 Asian or Asian British - Pakistani

3 (19%)

5 (31%)

3 (14%)

80 Other Ethnic background

17 (21%)

22 (25%)

20 (21%)

Information refused

7 7 3 Ethnicity not recorded 0 12 9

Not known 0 3 0 Total 390 493 373

Note: % figure in brackets equals the percentage of staff of that ethnic group who attended

training during this period

The relatively small numbers of staff in some categories mean that it is difficult to draw any firm conclusions about attendance by ethnicity.


49

b) No Training Event(s) Attended: Ethnicity Data 11-12 12-13 13-14 11-12 12-13 13-14

11 White – British 255 (59%)

240 (56%)

313 (67%)

33 Asian or Asian British - Bangladeshi

8 (67%)

9 (62%)

9 (60%)

12 White – Irish 15 (68%)

10 (43%)

15 (83%)

34 Chinese 59 (69%)

71 (84%)

71 (87%)

19 Other White background

78 (67%)

206 (65%)

267 (77%)

39 Other Asian background

81 (83%)

63 (65%)

80 (80%)

21 Black or Black British - Caribbean

8 (42%)

13 (59%)

12 (48%)

41 Mixed – White and Black Caribbean

4 (57%)

1 (14%)

5 (62%)

22 Black or Black British - African

21 (55%)

29 (33%)

25 (57%)

42 Mixed – White and Black African

1 (100%

)

1 (50%)

1 (50%)

29 Other Black Background

7 (64%)

7 (64%)

6 (55%)

43 Mixed – White and Asian

5 (45%)

6 (40%)

9 (60%)

31 Asian or Asian British - Indian

59 (80%)

42 (59%)

52 (82%)

49 Other Mixed background

14 (70%)

23 (72%)

32 (80%)

32 Asian or Asian British - Pakistani

13 (81%)

11 (69%)

18 (86%)

80 Other Ethnic background

66 (79%)

65 (75%)

75 (79%)

Information refused

21 23 29

Ethnicity not recorded

6 26 25

Not known 23 17 15 Total 904 863 1059

Note: % figure in brackets equals the percentage of that group who did not attend training

during this period

11.5 Mandatory Training

There are a small number of courses at SOAS which are mandatory for all staff, or for

specific staff groups. These are:

New staff orientation core programme – for all new staff

Equality and diversity briefing – for all new staff

Information Compliance – for all new staff

Recruitment and Selection Training – for those who sit on interview panels (mandatory since December 2006)

Research Supervision – for inexperienced or less experienced staff

11.6 New Staff Orientation Programme

New members of staff, and those having joined SOAS in the previous year, were invited to attend the 3 new staff orientation sessions. Staff that are unavailable to attend the full orientation programme rely on their local induction for necessary information about SOAS, so it is essential this is done well locally.


50

Attendance at individual events is as follows:

Equality Overview Orientation Information Compliance

Attended Attended Attended

FT 105 58 78

PT (over 0.4) 25 11 21

PT (under 0.4) 3 2 0

Staff who do not attend the nearest scheduled events to their employment start date will

continue to be invited to subsequent events, with both the Equality Overview and Information

Compliance session invitations continuing until they attend. A paper will be going to Equality

and Diversity Committee in February 2015 to clarify at what point these invitations should

cease if the staff member fails to attend.

Recruitment and Selection Training

This is a two part course. A further 66 members of staff completed this training so that a total of 227 staff have been trained in this area to date. In addition 88 members of staff attended the shorter Part 1 session either as part of their initial training in this area, or as a refresher.

11.7 External Training Events

Centrally funded events such as courses, briefings, workshops and conferences are open to all SOAS staff regardless of contract type. Funding for external events is allocated disproportionately to staff in professional services to keep them up-to-date with legislation, developments or trends in their field and for professional development, and because subject or research specific development is provided via faculty budgets. In addition 16 places were funded on courses at Bloomsbury or other local institutions, 4 SOAS language courses and 5 external language courses were funded almost all to help teaching and scholarship staff with language skills to support their research. All participants who are funded to attend events are asked to complete evaluation forms in relation to the event. In this way it is possible to build up a better picture of the value for money of different events and most importantly participants are asked how exactly they have / will put their learning into action. This should be discussed with their line manager to ensure reflection on the event and to encourage transfer of learning into the work situation, and where appropriate to other team members. In addition to these activities it should be remembered that academic conferences are funded from Faculty funds, and research projects fund some personal and professional development for research staff. Lots of further development is either informal, on-the-job, or organised within departments.


51

11.8 Staff Development and Review (SDR) 2013-14 The Staff Development and Review scheme runs annually to ensure work objectives for individuals are explicit and linked to Department, Faculty/Directorate and School objectives. As such, all eligible staff1 were asked to attend a review meeting with their line manager2 . There is one scheme for all staff, with the main review period being April - July 2014, although meetings can take place at any time throughout the academic session. As part of the SDR scheme the Personal Development Action Plan is used to identify training and development needs, and this form is supposed to be returned to the Staff Development office to help inform the internal training programme. This form forms the basis of the monitoring of completion rates, although anecdotal evidence suggests that many more review meetings are held than forms received. Staff are replied to on receipt of the form, with an explanation of how they might best be able to follow up on their identified training needs, and this data is very useful in designing the internal programme and ensuring it matches these needs.

11.9 SDR Forms Received in Staff Development

The following table shows the number of forms received by the Staff Development office sorted by contract type The figures for this section are based on a total staff number of 773 staff which reflects staff still in employment at SOAS at the report run time. 68 members of staff can be excluded from these figures as they have been recorded on some kind of absence or leave. Additionally a number of new staff are exempt from the scheme as they are included in the probation process.

All staff on at least 0.4 contracts: 773

SDR Forms Returned: 207 (not returned 566)

Excluded: probation, maternity, research leave etc.: 68

Returned % Not returned

Academic 81 33 166

Research 4 14 24

Support 88 22 315

Teaching 26 38 43

Fractional teachers 8 31 18

207 27 566

Table: SDR Forms Returned, by Contract Type (0.4+ contracts on 31 October 2014)

1 Not those on probation, research leave, maternity or long term sick leave etc.

2 Or their delegate e.g. in departments with flat structures senior staff can take on the role of reviewer

on behalf of the head of department / director


52

Other staff may work very few hours at SOAS and while they should be offered the opportunity to have a SDR meeting they are less likely to take up the opportunity than other staff working more hours at SOAS. The 2014 Pulse Survey suggests that many more staff than this actually have their SDR meetings as 53% of staff reported having had an SDR meeting in the previous 12 months. There still continues to be an issue with the return of the Personal Development Action Plan to the Staff Development Office. Without this plan, review meetings are not recorded leading to this substantial under-recording. Ways to reduce this problem are under consideration, including the development of an online system for SDRs and new reporting lines which will send automated reminders to staff and their line managers. This project is on schedule to be completed by 31 July 2015.


53

12. Update on Recommendations

All Equality recommendations have been updated on to the SharePoint project for monitoring and

tracking purposes.

Recommendation Lead

Repre.

Progress (Update in italics)

1 Extend monitoring

to cover religious

belief and sexual

orientation

HR Low recording rate made monitoring impossible for 09/10

and 10/11 reports.

It is anticipated that the ‘Enhancing Resource Link Project

will increase reportable stats during 2014 and provide

more detailed reports. This area will also be reviewed as

part of the Gender Charter Mark project and within the

forthcoming objectives for the Model Equality & Diversity

Working party.

SOAS’ low rate of disclosure has made monitoring

impossible. Our internal self-service system through ‘My

View’ and module work is anticipated to increase

reportable statistics during 2015.

E-bulletin notices and access to online payslips

communications have been used to promote the

enhanced my view self-service system.

The Enhanced Resource Link project will end in July

2015. HR to consider and confirm how to measure

progress, report due by the end of 2015.

2 Introduce Equality

Impact Assessment

(EIA) methodology

/ Review all

relevant policies as

part of the EIA

process

(Nether Equality

Act’s Public Sector

Equality Duty

retains EIAs but

calls them Equality

DA /

Policy

Owner

s

GB and EB have agreed a summary paper for all reports

requiring action/decision by EB, which covers equality

implications.

HR to customise and start using the summary paper in

2012/13 to consider equality implications as policies are

reviewed/introduced.

This area has been addressed by the Model Equality

working Party and a recommended template will be

introduced for all policies and practises.

In MEDE’s action plan for 2014/15 and so therefore will be

addressed by end of July 2015. A paper will go to MEDE in


54

Analyses –

emphasis on

outcomes rather

than process).

the Summer Term with guidance and templates.

A review of EB papers is also planned, due to be completed

by July 2015.

3 Create Equality

staff groups

DA BME, LGBTQ and Inter-Faith Staff Groups setup.

BME group still active, but LGBTQ and Inter-Faith Groups

are fairly quiet.

Our BME staff network is well established. Other staff

networks are encouraged and an area of focus in 2014/15

where staff will be invited to set up groups and be

encouraged to run an event termly. E-bulletin notice to go

out in the Spring Term 2015.

4 Design an Equality

& Diversity leaflet

to be distributed to

all current staff and

provided at

induction to new

staff

DA /

Staff

Debt/

HRM

The Model Equality & Diversity Working Group is working

in partnership with External Relations to create an equality

brand to raise the profile of equality & diversity. It is

planned to complete the rebranding of equality for

2014/15 academic year and the introduction of a Diversity

leaflet will be available with the new equality branding.

In conjunction with External Relations the rebranding of

equality & diversity which will include the role and

responsibility of the Diversity Advisor and HR Manager

(Equality & Diversity).

HR with work with the Diversity Adviser and Staff

Development and internal communications. For

completion by July 2015.

Human Resources have reviewed the leaflets used by

Birkbeck, University of London and will incorporate

relevant areas within the SOAS leaflets.

5 Promote role of

Diversity Advisor

and HR Manager

(Equality &

Diversity)

DA /

HR

In conjunction with External Relations the rebranding of

equality & diversity which will include the role and

responsibility of the Diversity Advisor and HR

Manager(Equality & Diversity)

Through our staff orientation/induction sessions (monthly)

we share information about the key roles at the School


55

working specifically on equality and diversity but also the

importance of equality and diversity being everyone’s

responsibility and the importance of embedding this in our

roles at the School. Our Equality & Diversity Overview

session provides an interactive training session on the

Equality Act and its implications

6 Review/Develop/ Evaluate Communications and Consultation Strategy with regards to Equality and Diversity issues

DA The Director now has a staff Q&A section on the

School’s website.

The Director has a staff Q&A section on the School’s

website and a schedule of regular staff forums are in

place so that all staff can contribute, this may include

E&D issues.

The Model Equality Diversity Employer Working Group

(joint School & Trade Unions) agreed an internal

communications plan to deliver E&D through our

webpages and regular updates and features to raise

awareness of the School work in progressing equality at

the School.

Work is due is to be agreed by MEDE/Internal

Communications.

7 Develop the

Harassment

Contact Network

DA Training provided for new cohort of Anti-Harassment

contacts during 2012. Further advertising and training

planned for 2014.

We have a Dignity at SOAS policy & procedures available to all students and staff.

Our Anti-Harassment Advisers play a key part in implementing our scheme.

During the year it was agreed to increase the number of volunteer Advisers and following a successful recruitment campaign, we are increasing our number of volunteers who will also attend specialist training to support their roles. Training dates are currently being arranged and will take place either in March or April 2015.


56

8 Attain the Two

Ticks Positive about

Disabled People

symbol

HR /

DA

As part the of HR objectives for 2014/15 the School will

undertake to attain the Two Ticks Positive about Disabled

people symbol. A working party consisting of the Disability

Adversity, Diversity Adviser, Staff Development Manager

and HR Manager (Equalities) have been formulated to

achieve the two ticks.

SOAS is working towards applying for the scheme,

planning is commencing March 2015.

Required better SDR completions figures to attend the

award. HR and DA to consider alternative options to

encourage the employment of disabled people during

2013/14.

The Scheme guarantees an interview to disabled

applicants, if their application meets the minimum

essential criteria for the post.

A positive statement appears in some adverts so this

needs a review including advertising on diversity

websites.

9 Further encourage

attendance at

mandatory

Recruitment

Training

Staff

Debt

A School wide policy has been introduced from August

2014 for mandatory training for recruitment and selection.

To date 277 employees have undertaken Module 1 and 2.

10 Develop and roll

out mentoring

schemes for under-

represented

groups/grades

DA /

Staff

Debt

Mentoring scheme for all staff will be rolled out for

2013/14.

The Mentoring scheme for all staff was reviewed and re-

launched in the Autumn term of 2014/15.

The School has identified under-representation for

women and BME in senior roles. In 2014/15 the School

promoted the Aurora programme. Aurora aims to help

address the issues of the reducing number of women in

senior posts in HE and to help halt this decline.

As part of the programme, employees have selected

their mentors.

Positive action for under-represented groups/grades to

be agreed by end of July 2015.


57

11 Consider making

higher graded

posts available as

part-time or job

share

HR Option continues to be available to Recruitment Managers

on I-Grasp.

12 Address the under-

representation of

female and BME

employees in

senior managerial

and professorial

roles

HR Statement continues to be added to recruitment adverts

for senior posts welcoming applications from BME and

female candidates.

Analysis of underrepresented roles across the School will be

identified for 2013/14.

With the achievement of the Gender Charter Mark,

Equality Challenge Unit have recommended to include the

following words on advertising and promotion

Equality Challenge Unit Gender Equality Charter Mark:

Bronze award holder. Addressing gender inequalities and

imbalance in the arts, humanities and social sciences.

Analysis of underrepresented roles across the school will be

identified for 2013/14.

13 Develop a grading

structure, using

HERA, for Senior

Professional

Services staff roles

scoring above 720

Hera Points i.e.

G10/Ac5

HR In development, for implementation in 2013/14

14 Conduct research

to investigate why

the proportion of

successful

applicants from

BME backgrounds

is far lower than

the proportion of

applicants from

BME backgrounds

HR/DA HR to undertake qualitative research on 10% sample of posts; to report back to E&D Committee in October 2013. Review of this area was carried out and will be reported to HR Committee February 2014. A pilot study undertaken during summer/early autumn

2013 and a report was provided to HR Committee and EDC

in February 2014. Recommendations are for a further

review following I Grasp project (Process Fix), and

dependent on the SharePoint project.

Therefore further analysis is now recommended to identify

by roles for across a six month period starting April 2014 to

end of October 2014.


58

Planning meeting with HRM/DA/HR Systems to be

arranged for February 2015.

15 Include data on Staff Category by Age Groups in future E&D Staff Reports, should any significant changes in the overall age profile become evident.

HR No change in the overall age profile evident in current

report. To be kept under review.

16 Raise and discuss

SDR completion

rates at HR

Committee

Staff

Debt

Completed

17 The PSED Technical

Guidance will be

examined during

2013 to ensure

that the School’s

Equality Reports

are fully compliant

and any shortfalls

will be addressed

next year

HR

Benchmarking against PSED Technical Guidance

18 Encourage

employees to

update their

personal data via

the new ‘My View’

self-service

module.

HR From January 2014, all School employees have been able to

access their personal details via the My View system. From

February 2015, the School will be working towards rolling

out MyView2(web view) effective Summer 2015. This will

enhance the user experience and will include the ability to

book annual leave; training courses and views SDR’s.

Rolled out in 2013/14. E-bulletin in notices and access

to online payslips. Enhanced Resource Link project end

of July 2015. HR to confirm how to measure progress,

report due by the end of 2015.


59

19 Extend to all

employees the

Flexible Working

Policy which

currently applies to

parents of children

up to age 18 and to

carers

HR Addressed within Model Equality & Diversity Working

Group. A monitoring system to records flexible working

application will be put in place and implemented as part of

the Enhancing Resource Link project. The update of the

formal and informal requests will be monitored by the

Gender Charter Mark Working Party.

20 Review the Grade

10 HERA Pay

Structure

HR Completion July 2015

21 MEDE to review

employee data on

religious beliefs or

sexuality

HR Report progress in Staff Equality & Diversity Report

2014/15

22 GEM to monitor

Flexible Working

formal applications


2014/15

23 GEM to monitor

the data of staff

returning from

maternity leave

and changing their

hours


2014/15

24 Monitor number of

stress cases and

Occupational

Health referrals by

gender, age, ethnic

origin and disability


2014/15

25 Introduce

electronic exit

questionnaires and

monitor by gender

age, ethnic origin

and disability


2014/15


60

26 Equality & Diversity

Committee

requested for a

Staff Disability

Working Party to

be established


2014/15

27 MEDE to devise and implement an administration light Equality Impact Analyses process

HR Report progress in Staff Equality & Diversity Report 2014/15

Acknowledgements: Further information about the data contained in this report, please contact the authors: Dalia Dasgupta – Interim Director of Human Resources – [email protected] ext. 4171 Brenda Lett - Human Resource Manager (Equality & Diversity) [email protected] ext 4847 Serena Yeo - Staff Development Manager [email protected] ext.4128 Simon Gwynne – HR Project Co-ordinator [email protected] ext.4480 Doyin Azeez - HR Systems Project [email protected] ext 4760 Jackie Smyth – Interim Diversity Advisor [email protected] ext 4957 The School would like to acknowledge the work achieved by the late Deb Viney, Diversity Advisor, who sadly passed away in June 2014.

mailto:[email protected]






equality and diversity staff full report 2013/2014 · equality diversity committee 17th february...

Documents