Departmental Restructuring Bronze and Silver Interim Award ...

DepartmentalRestructuringBronzeandSilverInterimAwardApplication

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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 [email protected]

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&degreeclassificationsandanalyseBAMEstatus;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

20

levelopendiscussionsaboutREF; and contribute todevelopmentofguidance forpart-time staffwithregardstoREFrequirementsandcascadeittoALLSHSstaff.

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SILVERAPPLICATIONSONLY

4.2. Keycareertransitionpoints:professionalandsupportstaff(PSS)


(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


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£


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


madeTotalsumofrevenuevalues


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


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


No.ofapplicants

No.ofawards


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


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:[email protected]

SHSActionPlan Version1 18/05/2018

42

LANDSCAPEPAGE

Ifyourequirealandscapepageelsewhereinthisdocument,pleaseturnonSHOW/HIDE andfollowtheinstructionsinred.Thistextwill

notprintandisonlyvisiblewhileSHOW/HIDEison.Pleasedonotinsertanewpageorapagebreakasthiswillmeanpagenumberswillnot

formatcorrectly.


43

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.


44

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


45



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.


46



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


47



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.


48



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.


49



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



SHSASsurveybyApril2021.


50



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



SHSASsurveybyApril2021.

Ongoing

Faculty

level

Action

4.Attendanceatcentrally

coordinatedinductioncourse.

SLDUwith

supportfrom

delegated

managers

Started

post-

restructure

and

ongoing


satisfactionatleast80%by

April2021onSHSASsurvey.

New

Action 5.EncourageALLnew-starters

totakeupmentoring

opportunitiesthrough

“ManchesterGold”.

Linemanagers

withsupport

fromSLDU

As

appropriate

–whenever

new-

starters



SHSASsurveyandrecord

numberofnewstarterson

ManchesterGoldover3year


51



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.


52



New

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.


53



New

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


54



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


55



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


56



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.


57



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&


providedforreturnfromlong-

termleavebyApril2021.


58



Silver

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


providedforreturnfromlong-

termleavebyApril2021.

5.8 Impactofmaternity/paternity/

New

Action

linkedto

Conductastudyaimingto

identifywhetheraperiodof

maternity/paternity/adoption

ASSATwith

Divisional

Aimfor

Sept2020

Improvedunderstandingof

theimpactof

maternity/paternity/adoption


59



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


60



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


61



survey M5.4;N32

&33;Ph3

madetoachosencharityfor

eachsurveycompletedto

encourageincreased

completion.

application.

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