Workforce Diversity Plan

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1 Workforce Diversity Plan The Department of Education and Training (the department) is committed to diversity and inclusion in providing high quality education and training services to our students and communities in NSW. NSW public schools and TAFE NSW Institutes are open to all students regardless of such differences as gender, identity, language, race, religious beliefs and practices, disability, sexual orientation, socio-economic background, geographic location or family structure. Our workforce needs to reflect the diversity of our students, parents and the wider NSW community. Improving the diversity of the department s workforce primarily refers to improving the representation of the following Equal Employment Opportunity groups: women in senior leadership roles; Aboriginal and/or Torres Strait Islander people (Aboriginal people); people whose first language was not English and members of racial, ethnic and ethno-religious minority groups; and people with a disability. There has been significant progress under the previous Equal Employment Opportunity Management Plan , however there remains much to achieve, as illustrated in the following table: Equal Employment Opportunity The department Govt Groups Benchmark Women 70% 72% 50% Aboriginal people 1.3% 2.3% 2% People whose first language was not 11% 11% 19% English People with a disability 5% 4% 12% People with a disability requiring work related adjustments 1.5% 1.2% 7% Note: These statistics, except for women, have been weighted to estimate the representation of Equal Employment Opportunity groups in the workforce where Equal Employment Opportunity survey response rates were less than 100% (Department of Premier and Cabinet methodology. Other characteristics of our workforce which need to reflect our community include age diversity, gender balance in non-traditional roles as well as changing family responsibilities, marital status, sexual orientation, educational level, life experience and socio-economic background. At a time when our organisation is focused on raising the achievement level and closing the performance gaps for students, it makes good business sense to improve diversity in our workforce and to strengthen a workplace culture that values fair and inclusive practices. The composition and capabilities of our workforce are important in order to continue to deliver a responsive high quality public education and training system. The Workforce Diversity Plan builds on the achievements and experience of the previous plan. It incorporates the principles of Equal Employment Opportunity which ensure that staff are selected for positions on merit, that equitable access to opportunities for employment, professional development and workplace participation is provided for people who are under represented in our workforce, and that workplaces are free from all forms of unlawful discrimination and harassment. The plan meets the requirements under section 122J of the NSW Anti-Discrimination Act Together with the Aboriginal Human Resource Development Plan , it is integral to the successful implementation of the Strategic Human Resources Plan

2 There are four areas for staff to focus on: to build organisation wide leadership, commitment and accountability to drive the strategic directions of the plan; to create a fair and inclusive workplace culture; to attract and select quality staff from under represented groups; and to develop capabilities and retain quality staff from under represented groups. The plan provides broad strategic directions to guide work areas in their workforce planning, goal setting and implementing programs and initiatives for building and retaining a high quality diverse workforce. In early 2009, key performance indicators and ideas for implementation gathered from schools, TAFE NSW Institutes, regions and state offices will be published online to assist with planning for the next three years. Online information, resources and good practice examples will be showcased. All staff at all levels of the department have responsibilities to make the intended outcomes of the plan a reality. This plan is intended to be a dynamic document that reflects what we learn and adapts to our changing environment. We will review our progress through the department s Annual Report to the NSW Parliament. I commend this plan to all staff.

3 Focus area: Build organisation wide leadership, commitment and accountability to drive the strategic directions of the plan Demonstrate leadership and commitment to building a fair, equitable and inclusive workplace culture that respects staff as individuals and values their differences as a source of strength Improve use of workforce data to inform planning for the increased employment, retention and participation of quality staff from under represented groups across the department Build a workplace culture of leading by example through strong accountability and continuous review and improvement to inform and update the strategic directions of the plan. Leaders 1, managers and supervisors model and promote the Workforce Diversity Plan as a vehicle for building and sustaining a skilled workforce reflective of the diversity of our students, parents and the NSW community All staff contribute towards the achievement of the strategic directions of this plan through their day to day work and through supporting and implementing initiatives as part of their school/regional/institute or unit plan Every single recruitment action is an opportunity to improve workforce diversity and ensure the person who best meets the needs of the position is selected. Decision making structures in workplaces value and reflect the diversity of our workforce Outcomes of the plan are reported through senior officers to the Director-General, and presented in the Annual Report to the NSW Parliament. 1 Leaders refer to the Director-General and other senior staff including Senior Executive Service Officers, Senior Officers and Principals

4 Focus area: Create a fair and inclusive workplace culture Ensure that all staff are aware of and understand their responsibilities under the Workforce Diversity Policy and Workforce Diversity Plan Create workplaces which welcome, recognise, utilise and showcase the value of diversity in our workforce Ensure policies, procedures and workplace practices are fair and contribute to building a diverse workforce and inclusive workplace culture Assist leaders, managers and supervisors to build a more diverse workforce and an inclusive workplace culture. A fair and inclusive workplace culture is championed by the Director-General, driven by leaders, managers and supervisors Staff from under represented groups are welcomed, supported and participate in decision making in their workplaces Flexible work practices are utilised to improve workplace relations, productivity and staff well being Communication about diversity is improved, responsibilities are clear and workforce diversity is supported Significant diversity achievements are recognised and promoted as good practice examples.

5 Focus area: Attract and select quality staff from under represented groups with diverse perspectives and the right capabilities Develop and implement innovative recruitment initiatives to attract applicants from diverse groups in our community Build knowledge and understanding of equity principles and the benefits of workforce diversity to enhance the capabilities of selection panel conveners and members recruiting the best person for the job Increase the number of staff with the right capabilities from under represented groups, especially people with a disability (aligned with the State Plan priority F2) and people from cultural, linguistic and age diverse groups Continue to recruit young people and graduates into positions across the department to improve age diversity in the workforce. Marketing and advertising encourages people from under represented groups to apply for employment opportunities Increased number of people with a disability enter our workforce in identified and/or mainstream positions (progress towards government benchmark of 12% representation of people with a disability including 7% who require work related adjustments in our workforce) Increased number of people whose first language was not English and minority groups entering our workforce (progress towards government benchmark of 19% representation of this group in our workforce) Increased number of young people and graduates from under represented groups entering our workforce Improved representation of women in senior management and leadership roles (up to 50% representation of women in senior positions across the department).

6 Focus area: Develop capabilities and retain quality staff from under represented groups Develop the capabilities of leaders, managers and supervisors to provide performance management, professional development and culturally appropriate support for staff from under represented groups Improve the career progression of staff from under represented groups, including young people Provide development opportunities for women to move into traditional and non-traditional managerial and leadership roles, including women with a disability and from non English speaking backgrounds Utilise retention policies and strategies to retain quality staff with the right capabilities from under represented groups Utilise the knowledge, skills and broad perspectives of an age diverse workforce. Performance management and professional development activities reflect Equal Employment Opportunity principles and are individualised to meet staff needs Equitable participation of all staff in building their professional capability to enhance job performance, share knowledge and experience and facilitate career progression Professional development for staff with a disability and staff whose first language was not English is aligned to enhancing job performance and facilitating career progression Improved management and leadership development opportunities for women Increased Equal Employment Opportunity online survey response rate validates evidence based planning and policy development.

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