THE UNIVERSITY OF YORK HUMAN RESOURCES STRATEGY 2010-2015 Summary Context The University aims to continue to build and develop an environment in which staff can develop and contribute to the achievement of our goals, where work is stimulating and rewarding and happens in a culture of diversity and equality. We operate in an increasingly competitive and global job market, where there are changes in expectations about work-life balance, and against a backdrop of change in a range of areas legislative and financial. The HR Strategy is an enabling strategy which responds to the changing environment, supports other strategies such as Learning and Teaching, and Research, and continues to build on our current strengths. Objectives 1. Workforce planning and sustainability We will plan workforce requirements according to the University s objectives, actively developing people, managing change, recruiting appropriately and aligning with financial plans. 2. Recruitment as an employer of choice We will attract candidates nationally and internationally with excellent and transparent recruitment and selection processes, strengthening our employer brand and implementing policies and practices to support managers and improve the candidate experience. 3. Reward and recognition We will develop a total rewards package which attracts staff, achieves value, is equitable and transparent and is operationally efficient. 4. Employee relations We will develop employment policies and practices which are legally compliant, effective in times of change and well understood. We will have strong partnership and meaningful dialogue with trades unions and have sound mechanisms in place to resolve employment issues. We will have a standardised approach to different types of employment. 5. Performance management and development All staff will have defined roles, and have performance measurement and development embedded into their work throughout their time at the University. Policies and systems will support the management, recognition and development of performance. 1
6. Learning and development We will develop capability and skills among staff to enable them to contribute, feel supported, improve knowledge, raise standards and adapt to change. 7. Leadership and management development We will continue to develop programmes for leaders and managers at all levels, including provision for succession planning, coaching, mentoring, and feedback, gradually building our collective leadership capability. 8. Employee engagement and inclusivity Continuing staff surveys will be a key monitor of engagement and satisfaction among staff. We will also encourage effective two-way communication throughout the organisation, and support different types of staff, including international staff as they settle into a new environment. 2
THE UNIVERSITY OF YORK HUMAN RESOURCES STRATEGY 2010-2015 1. Introduction The University of York, in less than 50 years, has become one of the leading research universities in the UK and internationally. It appeared eighth in the UK in the 2008 Research Assessment Exercise and in the top ten for many other rankings. It also has a very good reputation for the quality of its learning and teaching, which compares favourably with many competitors in terms of published indicators, and is one of the largest employers in the city of York. The University has grown significantly in the last 10 years, with expansion in turnover, staff and student numbers. The University currently employs 3,250 staff in 5 major functional groups: academic, research, teaching, technical and support. We exist in an increasingly competitive environment and with many pressures: we also have ambitious plans to grow and improve further in all areas of activity. This will only be achieved through our staff, and the leadership, motivation, engagement and development of our staff are central to the achievement of the University Plan. 2. Context The HR Strategy focuses on a number of areas in which we will continue to build an organisation, environment and culture within which our staff can develop, flourish and contribute to the achievement of our goals, and where work is stimulating and rewarding and happens in an environment of diversity and equality of opportunity. We need to address considerable internal and external challenges: An increasingly competitive and global job market in a changing HE sector Changes to the UK immigration system Developments in employment legislation Changes in staff expectations in respect to a work/life balance The need to achieve a financial surplus that allows for sustainability and reinvestment An uncertain future of national pay bargaining with greater risk of local disputes and disruptive action The University will operate in a challenging financial environment as more demands are placed on limited resources: the key financial objective of containing payroll costs below 60% of overall spend and the pension provision issue both locally and nationally will prove very challenging. 3
3. Vision In 2008/9, the University implemented a staff opinion survey to which 61% of our staff responded. The information gathered from the survey and subsequent follow-up forums, meetings and action plan, has been of great value in identifying objectives and priorities. These are reflected in the vision and view of what kind of organisation we want to develop and the aims of our people management approach as outlined below. 1. Develop an employment proposition which is satisfying and fulfilling and enables us to recruit and retain at the highest level and in the international arena; 2. Create a culture of high performance and continuous improvement in all we do; 3. Ensure that all our staff understand their role in delivering the University s objectives, work effectively in teams and in ways which reflect our values; 4. Promote and celebrate the diversity of our organisation; 5. All those in a leadership role demonstrate the values of our people management approach through their behaviours and interactions with others; 6. Through a range of learning and development interventions enable staff to gain/improve skills and competencies that will contribute to achieving individual, team or department and organisational goals in an increasingly demanding context; 7. Our culture will value, encourage and recognise achievement, constructive feedback, creativity, contribution and innovation; 8. We will strive to be a learning organisation which will create and nurture the conditions for highly motivated and skilled staff who are empowered to challenge constructively, take some considered risks and find solutions to problems. In defining objectives and activities within each of the 8 themes we are also seeking to assist in the development and shape of an organization culture which has characteristics that build on and retain those aspects of York which make it such a good place to work. A culture and environment which: Seeks and embraces change and continuous improvement as a means of achieving our goals Strives to be a learning organisation in which staff feel empowered to be creative, challenge constructively and make decisions and which is based on organization values such as: A commitment to the success of the University and belief in its goals and ethos A mutual respect for roles that others perform The importance of productive team work, both within and across departments and functions A professional approach to one s job encompassing conscientiousness, maintenance of high standards, desire for continuous improvement, 4
customer/user friendliness, a positive can-do attitude and a striving to add value to the University s mission and goal 4. What does the University Plan mean for the HR Strategy? The main themes of the University Plan: a) Excellence b) Internationalisation c) Inclusivity d) Sustainability will guide all aspects of the University s work, and the People Strategy will contribute to them in a number of ways. This is shown in the matrix in Appendix I. Almost 60% of our revenues are spent on staffing the University. How we design, structure and utilise our workforce and plan for the future are key to the delivery of the University Plan. This involves looking at: The organisation structure of the University and the number and type of roles and staff needed both now and in the future; The skills needed to respond swiftly to the needs of our students and other stakeholders; The leadership and managerial capability and capacity available to deliver it, succession planning and managing our talent more effectively; Considering new roles, new ways of working and different types of contractual arrangements in addition to regularising contractual arrangements, and sound, fair and effective people management practices at all levels; Ensuring that our approach to internationalization and inclusivity is embedded across all of our people management policies and practices; Supporting the University to adapt and manage change in ways which are innovative and flexible and as an efficient, effective and high performing organisation. 5. Themes and Objectives The People Strategy for 2010-15 builds upon work of the Strategic HR projects 2007-9, which were themselves informed by a variety of means, including the Staff Opinion Survey, focus groups held with managers and staff, desktop research, benchmarking with other organisations, discussing at SMG and HR Policy Committee and the Self Assessment Exercise in 2008. There are 8 themes of the Strategy which are: 1. Workforce Planning & Sustainability 2. Recruitment as an Employer of Choice 5
3. Reward and Recognition 4. Employee Relations 5. Performance Management and Development 6. Learning & Development 7. Leadership and Management Development 8. Employee Engagement and Inclusivity and underpinning the above a project to improve HR effectiveness. It should be noted that equality and diversity do not appear as a separate section, but are instead embedded in all the above themes. 5.1 Workforce Planning and Sustainability 5.1.1 Where are we now? There has been a continuous growth in staff numbers and student numbers over the last 5/10 years, and staff costs form a high proportion of total revenue. The University financial plan is based on managing staff costs at levels below 60% of revenue over the next 5 years and with the various pressures on pay i.e. over 15% increase on base rates via the 3 year national pay deal 2006-9, the additional cost of maintaining final salary pension arrangements (c. 2% on employer contributions) and the incremental pay system, together with the increased competition for the best staff and the need to attract and retain on an international basis, means that there is a need to develop our workforce planning capability and decision-making. Workforce planning is a continuous process of projecting and matching workforce requirements to organisational objectives and highlighting and forecasting the human resource implications when undertaking particular operational or strategic activities. It is a framework that links HR decisions to the financial plans and budgetary resources. As the University anticipates and responds to changes in service delivery requirements, external labour markets and the internal workforce demographics, it may need to reconsider its assumptions about its ability to maintain a sustainable workforce. The Workforce Plan will identify the key University priorities to be achieved in the current planning period 2010 2015 and the resources required to achieve these outcomes and position York for the future beyond 2015. The following principles will underpin the Workforce Planning process: Developing a culture that values excellence in learning and teaching research and service delivery Alignment of the workforce profile with the medium and long-term planning process 6
Actively managing the recruitment of new employees, the development of existing employees and the separation of employees, to achieve the University capability to deliver its goals and outcomes Delivering outcomes within an effective change management framework 5.1.2 Where do we want to be? Workforce Planning will occur at both the departmental level and at the University level: each will have a workforce plan in place which is aligned to its annual operational plan. It will address short (12 months), medium (1-3 years) and longer term (3-5 years) issues. The Workforce Planning process will involve an analysis of the University Plan, the 8 Strategic Plans which support it, and the department medium term plans to identify: o The number and discipline/areas of expertise of the staff required to achieve the projected goals o The internal and external supply of people who can undertake the critical roles to achieve these outcomes o The strategies required to make sure that supply meets demand (including bridging the gaps in skills and competencies) o The process will enable a benchmarked analysis of workforce profiles across the University or in a specific function against other HEIs o Provision of management information to departments with analysis and insight to assist in decision-making o The process will also provide a focus to issues such as learning and development priorities, workforce demographics, retirement and succession planning and provide managers with a strategic basis for making HR decisions 5.2 Recruitment as an Employer of Choice The ability to continue to recruit excellent staff in all areas is fundamental to the University s success as a globally competitive, research intensive University with the highest academic standards. 5.2.1 Where are we now? The University recruits at a local, national and international level. It is one of the largest employers in York and is seen as a good employer offering a competitive total benefits package including opportunities for career development and job security. Our ability to attract staff is demonstrated by the very high volumes of applications and our ability to attract high quality academic and research staff from the international academic community across most disciplines (any shortages are in keeping with the sector norm e.g. Economics, 7
Management): we recruit many senior posts on a national/regional basis, again with very good rates of attraction. Our staff turnover has dropped in the last 3 4 years from over 13% for all staff to under 10% in 2009. However, when we consider academic roles the turnover here is 3 4% and has not varied significantly to date. The University s employment policies and practices are well regarded by both candidates (volume of applications) and current staff (staff survey results) but we need to continue to monitor this - particularly in relation to our Reward policies. The new government policies on immigration may well affect the number of international applicants in the future. 5.2.2 Where do we want to be? We will have resourcing plans via the process of workforce planning (theme 1) which will assist in a pro-active approach to recruitment that is effective, efficient and customer and candidate focused. We will continue to attract excellent candidates at an international level as well as within the UK and will use appropriate selection methods with clear criteria for selection. Our recruitment and selection practices will be robust and transparent, based on principles of open competition and on valuing a diverse workforce. The candidate experience will be a positive one and we will continue to optimise the use of technology to deliver this as well as enabling recruitment to be cost effective. Our employment policies and practices will support our reputation as an Employer of Choice and we will continue to strengthen our employer brand. We will understand any retention difficulties and have resourcing plans in place to address them. 5.3 Reward and Recognition 5.3.1 Where are we now? Our staffing costs represent almost 58% of total revenues and control of such costs is critical to our financial sustainability. Equally, the way that the University rewards, recognises and promotes staff is a vital one to the engagement of staff at all levels. The implementation of the National Framework Agreement in 2006 introduced a new pay spine, formal job evaluation and harmonization of key terms for all staff. It also created the opportunity for greater use of mechanisms such as market supplements and performance-related pay. The University, through the nationally agreed pay spine, has an incremental system of progression which itself includes an upward 8
pressure on pay (c 1.5-2% p.a.), and is currently part of the national pay negotiations process through UCEA. However, in the longer term consideration may have to be given to alternative approaches. The University is party to a number of sector wide salary and benefit benchmarking exercises and remuneration surveys. These tend to demonstrate that levels of pay for different staff categories are fairly consistent with the sector norms, however, more analysis is required, and we need to ensure that market intelligence is used to help inform pay decisions and reward strategy in a meaningful way. A review of those groups outside the Framework i.e. Professorial and Senior Management and Administrative groups has recently been undertaken and revised arrangements are in place, which also incorporate performance as a factor in determining pay. 5.3.2 Where do we want to be? The Rewards Strategy, policies and procedures will seek to maintain staff costs at below the 60% level set by the University Plan and will look to achieve value and flexibility from the reward spend. Reward principles and approach will be developed and communicated to enable better understanding. There will be a competitive total rewards package that enables us to attract and retain staff at the international level as well as from national and local markets. Streamlined job evaluation processes supported by a library of generic role profiles and job descriptions. A number of staff groups where pay is partly determined by measured performance aligned to department/university aims and plans. A robust equal pay audit and action plan process embedded and happening on a regular basis. Well developed market pay data available and contributing to appropriate reward mechanisms. Equitable and transparent remuneration review arrangements in place for all groups. Policies and procedures on international remuneration that enable attraction and retention of staff from outside the UK. All processes will be as simple and un-bureaucratic as possible. 5.4 Employee Relations 5.4.1 Where are we now? The University has c 40% staff who belong to one of the recognised Trade Unions (UCU, Unison, Unite) and a recent agreement in 2008 introduced a single table arrangement for consultation and negotiation. 9
Staff who are not in a trade union are not involved in any formal consultation arrangements and have limited opportunities to engage or influence in decision making about employment matters. A Collective Consultation process as required by legislation has been developed for the body of staff whose employment is directly affected by fixed-term research funding, with associated activity in identifying redeployment opportunities and career counselling. Work in a number of areas and groups not covered by framework is currently ongoing to regularise employment and remuneration arrangements e.g. atypical teaching staff. Work has also been underway for over a year on consulting with trade unions on changes to the Statute and Ordinances as they affect employment, and which are cumbersome and slow and impact negatively on our ability to deal with such issues in an effective and timely manner. The modernisation of employment practice will contribute to inclusivity and effective procedures for resolving employee relations issues. It should be noted that we will continue to protect academic freedom. There has been a lack of line management involvement with many of the formal mechanisms which needs to be mitigated in employee relations activities going forward. 5.4.2 Where do we want to be? Modern employment policies and practices which are both compliant with legislation, enable an effective vehicle for change, and are applicable to and understood by all. Effective partnership working with the recognised trade unions with employee relations engagements reinforcing the collegiality and collaboration valued in the University and supporting organisational change. Early resolution of employee-related matters using appropriate informal and formal mechanisms. Managers and trade union representatives with the knowledge skills and confidence to resolve employee relations issues at the earliest opportunity by informal and/or formal mechanisms. There is a standardised approach throughout the University (based on clear policies) to different types of employment e.g. casual, fixed term, atypical staff. Managers have regular dialogue with trade union representatives and are involved in formal employee relations mechanisms: such formal mechanisms are known and understood. Resolution of employment issues are dealt with at the earliest opportunity and are supported by a mediation service/framework. Mechanisms are in place which enable all staff to have an involvement and influence in employment matters, this is regarded as an important underpinning element of staff engagement. 10
There is a communications strategy in place which supports provision of information to managers and staff on matters relating to employee relations. 5.5 Performance Management and Development 5.5.1 Where are we now? The individual Performance Review process was introduced some years ago and focused on identifying development needs. Over 90% of staff have a review on an annual basis but the perception from the staff survey was that it had a limited impact on developing performance. The process operates differently across the University and between academic and support staff groups and in some areas there appears to be a lack of effective performance dialogues or feedback to individuals on performance whether good or unsatisfactory. Generally there are low levels of management buy-in to the concept of performance management and a view that it deals only with poor performance. Additionally, there are instances where poor performance has been tolerated because of the complexity of procedures involved in addressing it and where excellent performance goes unrecognised. The implementation of the Framework Agreement in 2006 introduced a number of performance related pay mechanisms to start to align pay and performance, but these are currently under utilised by departments. On the academic side the ability to gain promotion to a higher grade is based on individual performance against criteria set out in the promotions and professorial pay review processes. Learning and development activities undertaken by individuals are often not part of an agreed development plan and do not necessarily relate to skill or behavioural issues. There is a lack of alignment between development and individual/department/university objectives. 5.5.2 Where do we want to be? Performance Management and Development is embedded throughout the employee life cycle starting from clarity of expectations in the recruitment and induction phase and including objective setting, performance review, dealing with under performance, recognition of good performance, career development and required standards of performance underpinned by understood values and principles. There is a standardised and consistent performance management framework and process which is used fairly and effectively and is recognised as contributing towards excellent performance. All roles in the University can be and are defined in terms of expected contribution, and actual performance against this expectation is discussed regularly with a focus on the how as well as the what. 11
The individual performance review process has been revised and facilitates and encourages meaningful performance discussions, stretching objectives aligned to department/university Plans and a Development Plan agreed and monitored throughout the year. Capabilities and standards are incorporated into the design of roles and are discussed and monitored through probationary reviews, performance reviews and promotions processes. Mediation as an informal, structured process in which an independent and impartial third party helps resolve disputes and assists individuals to restore healthy working relationships is in place to support areas of underperformance. Consideration has been given as to how performance can inform rewards, and how existing performance related reward mechanisms can be more effectively utilised to support recognition of excellent performance, and an approach has been agreed. There is an environment in which individual and team achievements are suitably recognised either through financial or non financial rewards, and there is a focus on ensuring that the individual understands what is required of them in the performance of their role and managers have a framework and the necessary skills to develop performance and address under or inconsistent performance. 5.6 Learning & Development Developing the capability and skills required to achieve the University Plan. Learning and development will seek to enable staff to work effectively and be supported in their roles, and enable the University to maximize the potential of its staff through continuously improving knowledge, skills and understanding, raising service standards and enabling staff to adapt successfully to change. 5.6.1 Learning & Development for Researchers There is a well regarded and established programme for postgraduate students with a core suite of transferable skill areas, and evaluation and reporting in line with the RCUK and other recommended tools. There are a number of areas that we seek to improve including development for early career research staff and postgraduates who teach, and to continue to provide support for departments with such groups. (Leadership Development for Research Team Leaders is in the Leadership Project). All activities will be developed with the aim of continuing to provide generic transferable skills training that will enable research students and early career research staff to conduct and disseminate first class research and to strengthen their employability prospects. 12
Activities common to both research staff and research students will be: Continued development and delivery of a central programme of transferable skills Involvement in other support activities including work with department staff who support researchers Development of a range of collaborative initiatives to support research staff Evaluating and reporting on the impact of such activities Given the uncertainty of funding (Roberts) in this area, a strategy for delivery of revised requirements will also be carried out within POD with a view to ensuring maximum use of learning and development staff working with researchers 5.6.2 Learning & Development for Teaching Staff There are two linked and overarching objectives in this area. The first is to enable all staff engaged in learning and teaching to develop their personal efficacy in their role. The second and resulting aim is to contribute towards the achievement and maintenance of excellence in learning and teaching throughout the University and by consequence to ensure a rewarding and effective student learning experience. Activities will include: A review of the Postgraduate Certificate in Academic Practice (PGCAP) which will simultaneously meet the needs of programme participants, conform to principles of the modularisation scheme and be informed by national good practice. An analysis of the benefits and viability of an internal academic programme beyond PGCAP (Diploma/Masters) and development of such a programme. A review of the University Peer Observation of Teaching Scheme with recommendations for a continuing professional development framework for experienced academics and integrated into promotions/rewards processes. An expanded bank of learning and teaching resources, which can be accessed at time of need. The method of delivery will continue to be by enhanced liaison and collaboration with internal academic and educational support providers, academic departments and relevant committees to ensure complementary, integrated and effective provision for those engaged in learning and teaching. 5.6.3 Learning & Development for Support Staff In the last two years the provision of a central staff development programme for support staff has been much developed and its purpose 13
can be summarised as enabling staff to enhance their capability and competence for the benefit of users of University services and for themselves. During the 5-year period of this plan, there will be a further learning and development solutions developed, which will reflect the identified needs of the University and all the diverse staff groups throughout the different stages of their employee life cycle. Anticipating the future needs of a responsive University, the programme will focus on a mix of skill based and behavioural based interventions, all with the intention of improving performance in the role, but also to positively impact on motivation and engagement of our staff. POD will provide a pivotal role in assisting individuals, teams and structures to become more collaborative, agile and responsive to changing requirements. The main outcomes will be: Evaluation of the current learning and development interventions to ensure they are fit for purpose and aligned to priorities highlighted via performance reviews, medium term planning process, workforce plans and other feedback mechanisms e.g. staff survey. All interventions will have identified success standards and will be assessed with a view to maximising transfer of benefits to the workplace. The promotion of the learning and development services will have been improved and staff development will be seen as a partnership activity between manager, learner and POD with a view to delivering improvements to performance in the role. The range of activities and offerings will be varied in nature, integrating blended options and will be designed to suit both the learner needs and wider budgetary considerations. 5.6.4 Blended Learning The objective in this area is to provide, where appropriate, varied, integrated and flexible development opportunities which maximise the willingness and ability of all staff who are eligible to engage with this provision at a time that is convenient and productive for them. The familiarity with electronic based activity and learning, which cannot be taken for granted currently, will become normal over the next several years, and will enable us to provide the effective learning and development for all staff in a cost effective manner. In order to achieve these aims we will have: Created a range of appropriate online/blended learning opportunities in relevant areas Developed the capability of learning and development of staff on the user application of online and blended learning approaches 14
Enhanced the timeliness and impact of provision through the implementation of appropriate online/blended learning provision 5.6.5 Learning & Development processes A number of processes related to learning and development have been identified as priority areas, namely: Induction Career Pathways for support staff Statutory & Compliance Training The prioritizing of learning and development in a way which is aligned to the University Medium Term Planning process 5.7 Leadership & Management Development 5.7.1 Where are we now? The ability to deliver the University Plan and the strategies supporting it, is dependant upon the engagement of staff. In turn, their management and leadership is a critical factor in achieving maximum performance and contribution. It is also essential that those in a leadership role are able to shape and influence the culture and environment in ways which positively support staff, and enable the sharing of best practice and continuous improvement. The University recognises the importance of supporting and equipping leaders at all levels to motivate and develop their staff to meet departmental and University goals and achieve their potential, and has invested in a number leadership programmes now in their second year. The principle of bringing together academic and support staff has been key to delivery of the programmes as has the development of strategic improvement ideas where groups identify projects to return value to the University. There are currently some groups not fully represented in the programmes e.g. Research Team Leaders, and although planned in advance, the ability to take people out of their day jobs is also proving difficult. There are increasing demands on those with people management responsibilities to both meet the changing expectations of staff particularly in respect of work/life balance and also the way that change both large and small is managed and communicated at all levels. These are aspects supported in a number of areas in the People Strategy (Employee Engagement, Employee Relations, Learning & Development) but which is also a critical area for developing leadership capability. Further areas to develop are the preparation of potential leaders in a timely fashion and linked to this, a more formalised succession planning process at the senior levels to help ensure the identification, development and retention of those identified as being in this body. 15
5.7.2 Where do we want to be? Development programmes for leaders at all levels are in place and recognised for their effect on developing skills and confidence of individuals but also supporting and building our collective leadership capability thought the network of shared ideas, views and best practices across all work groups. New programmes for first line managers, potential leaders, research leaders and deputy managers are developed and embedded. A supportive framework made up of development workshops, small group coaching, 360 feedback, mentoring and leadership exchange opportunities is in place and valued by those in the leadership population. A simple succession planning process for senior levels is in place to support decision-making and recruitment and retention of senior posts. Leadership metrics are identified and monitored (a number from staff opinion survey). A leadership values framework has been designed for York and is then used to develop a bespoke 360 tool for feedback as well as individual development plans. The needs of international staff with a leadership role have been incorporated into leadership events such as extended induction. 5.8 Employee Engagement & Inclusivity 5.8.1 Where are we now? Engagement is about discretionary effort, a sense of belonging and an alignment to the organisation s values leading to commitment and enhanced performance. The source of sustainable high levels of performance is the ability to continually achieve high levels of engagement with our staff. Our ability to do this is a function of many aspects including: o Leadership and management o Enabling environment o Values and principles reflected in actions o Two-way communication o Work/life balance o Management of change The first Staff Opinion Survey in 2008 demonstrated good levels of employee engagement with room for improvement in areas of: workload, change management, communication, staff development and career pathways. There were very positive responses on job satisfaction diversity and equality, service quality, benefits and immediate manager. An Employee Engagement Steering Group was set up to oversee strategy and plans following from the staff survey and action plans have been 16
developed and are part implemented in all departments and in a number of functional areas such as Health & Safety (for stress at work), Learning & Development, Leadership, Communications, Harassment & Bullying and Equality and Diversity to name but a few. There is a need to maintain momentum and ensure actions are progressed and communicated to all staff. A number of other metrics (at varying stages) are also under development to help inform the assessment of priority activities in this area (e.g. sickness absence, exit interviews). The Staff Opinion Survey showed that there is a very strong alignment of staff to their department but not as much to the University as a whole, and that there are differences in perception of how different staff groups are valued and included with support staff perceived by all groups as having a lower value. Inclusivity is one of the 4 main themes of the University Plan, and whilst there is no room for complacency in this area, feedback from the staff survey highlighted a positive perception from staff of this area. There are a number of aspects to inclusivity: including how we value diversity in our organisation whether due to ethnicity, race, gender, age or religious belief. Our staffing profile has the following in 2010: o 53% female (31% of academics female) o 6% BME o 3% with a declared disability o 45% aged 45 or over o 22% of academic staff from overseas o 34% of research staff from overseas The introduction to the University and support to newly recruited staff for overseas could be strengthened with support, even in the form of on-line resources, to assist such staff and their families become familiar with a new university in often a new country. 5.8.2 Where do we want to be? The momentum for action plans resulting from the 2008 staff survey was maintained and staff are able to see that a number of issues regarded as important by the majority of respondents, have been addressed via department or functional action plans with a corresponding improvement in the 2011 staff survey. There are regular surveys of staff perception/opinions which help inform activities to improve engagement and also inform of progress made or lack of it. Those in a leadership/people management role are informed by reliable management information including staff surveys, of staff perceptions and issues around engagement. Also that there is a preparedness for addressing negative issues due to external factors. 17
Reliable measures are in place to demonstrate the difference engagement makes to the organisation in terms of improved performance. Staff are aligned to both their department and the University s goals and objectives. Internal communications, structures and processes both within a department and between departments and The Centre /University are in place and effectively utilized. People managers recognise the impact of two-way communications and are supported by a suite of learning and development interventions. A programme of measures has been identified and implemented to support staff coming to work at the University from outside of the UK, and the University is regarded as a welcoming organisation with support for staff and their families and employment policies and practices that promote an organisation which genuinely promotes and values diversity. Staff in support functions regard themselves as valued members of the University community and are regarded by others as such. Pat Lofthouse Director of Human Resources June 2010 18
Excellence Internationalisation Inclusivity Sustainability Impact on the four Themes of the University Plan APPENDIX I University Plan Themes People Strategy Key Area Example of Activities 1. Workforce Planning & Sustainability 2. Recruitment as an Employer of Choice 3. Rewards & Recognition 4. Employee Relations 5. Performance Management & Development 6. Learning & Development 7. Leadership & Management Development 8. Employee Engagement & Inclusivity - establishment intelligence to profile and model - resource plans in key areas - flexible workforce model - ability to attract and retain excellent staff (internationally) - relocation support - competitive rewards package - to attract, recruit, retain and motivate our staff - greater control of staff costs - link pay more closely to performance - compliance with legislation - regularise outstanding groups - reform Statute & Ordinances affecting employment - positive employee relations - defined contribution - culture of performance improvement - underperformance managed appropriately - skills development in areas of teaching, research & professional support - standards - career pathways - capability of leaders - succession plans - targeted groups e.g. HoDs & PIs - regular feedback from staff to inform decisions - action plans to resolve key issues for staff - leadership awareness 19