MANCHESTER METROPOLITAN UNIVERSITY. Baseline Diversity Audit Report. Final Draft

Transcription

1 MANCHESTER METROPOLITAN UNIVERSITY Baseline Diversity Audit Report Final Draft

2 March 2002

3 CONTENTS Section Page No. Introduction 3 Results 9 Conclusions and Recommendation 54 Recommendations 56 Appendix 1 62 Appendix 2 69 Pearn Kandola 3

4 MANCHESTER METROPOLITAN UNIVERSITY BASELINE DIVERSITY AUDIT INTRODUCTION Following on from the publication of its Equal Opportunities Policy and Action Plan in September 2001, Manchester Metropolitan University commissioned a Baseline Diversity Audit to be conducted by Pearn Kandola. The aim of the Audit was to take a baseline measure of where the University currently stands in terms of Diversity and Equality issues. This will then enable the University to identify areas of strength and weakness in order to focus improvement strategies and also give a 'before' measure for accurate evaluation of subsequent measures put in place. Design of the Audit Scope of the Audit MMU's Equal Opportunities Policy and Action Plan covers the following broad areas: Showing commitment Human Resources The Academic Experience External and Community Relations Service Provision and Customer Care Monitoring Pearn Kandola 4

5 This covers a huge range of topics and encompasses a wide range of stakeholders. It was therefore necessary to prioritise between these areas for the purposes of the Audit. It was decided that the baseline audit should focus mainly on the issues which relate to University staff. These are covered by the areas 'Showing Commitment' and 'Human Resources'. The 'desired outcomes' of these two areas give a range of sub-issues: Desired Outcomes: Showing commitment Awareness of the Policy and its aims Setting equal opportunities in the mainstream Celebrating diversity Human Resources: Recruitment and selection Work Life balance Career Planning and Development Building equal opportunity capability Data Collection The Audit employed three main data collection techniques: questionnaire, focus group and interviews. Participants Because of the focus on the above areas, the vast majority of participants were drawn from the staff population. Pearn Kandola 5

6 Questionnaire The Diversity Climate Questionnaire (DCQ) was used in the Audit. The DCQ was designed and developed by Pearn Kandola and has been used in a number of organisations. The DCQ is a 56 item questionnaire which measures respondents' perceptions of diversity and equality on a range of issues which are organised around the MOSAIC model (Kandola & Fullerton). The MOSAIC model describes the six main areas which affect the diversity climate of an organisation - Mission and Values Objective Systems Skilled Workforce Active Flexibility Individual Focus Culture which Empowers. The questionnaire offers the advantage of providing a quantitative measure of the diversity climate at MMU - this means it would be relatively simple to take a second measure in the future to measure the success of the Action Plan and any further diversity initiatives. It is also an effective way of reaching a large number of staff to record their views. In order to maximise this benefit, it was decided that all staff should receive a copy of the DCQ. This is unusual in an audit of an organisation of this size, and should be viewed as a measure of the seriousness with which the organisation has taken the audit and the degree to which it wished to include the opinions of as many staff as possible. The assistance of UNISON in helping to facilitate staff in responding to the questionnaire should also be recognised. Focus Groups Thirteen focus groups were conducted with randomly selected staff. The aim of these groups was to generate qualitative data to determine what the main issues were in terms of diversity at MMU. Pearn Kandola 6

7 There were nine 'generic' groups and three 'specialist' groups. The generic groups were randomly selected from each of the three main divisions in the University - academic, APT&C and manual. It was decided to run separate focus groups for each of these areas because: It was felt the issues might be different between the groups, which would make facilitation of a mixed group very difficult Some staff might feel inhibited about speaking out in a group where there were people from other areas Three of each type of generic group were held. The proportions of staff in each division were taken into account in this decision. Although there are significantly fewer manual staff than academic or APT&C staff, it was decided to hold the same number of groups for manual staff to encourage wider participation. There was concern that fewer manual staff would respond to the questionnaire because of communication and literacy problems. A focus group was therefore potentially a better forum for them. A further 'mixed' generic group was held at Crewe and Alsager site. The specialist groups covered the areas of disability, ethnic minorities and work life balance. A specialist disability group was held because otherwise it would be unlikely that people with disabilities would be represented in the generic focus groups simply by random selection, owing to the relatively small proportion of people with disabilities in the population as a whole and in the University population. It was felt to be important that specific questions about MMU's treatment of people with disabilities were also asked. It proved impossible to run a focus group for people with disabilities, so disabled staff were interviewed individually instead. A group specifically for people from ethnic minorities was included to ensure that ethnic minority staff had the opportunity to air their views - it was felt that some might feel inhibited about discussing ethnic minority issues in a group where they were still a minority. Pearn Kandola 7

8 A 'women only' group was considered but decided against because women are well-represented in the organisation, and so a randomly selected focus group would be likely to contain equal numbers of men and women. It was therefore deemed reasonable that women (or men) should not feel unduly inhibited to put their point of view. The work life balance group was set up specifically to explore the issues of work life balance in more depth than was possible in the generic focus groups. A table giving details of focus group participation may be found in appendix 2. Interviews Ten interviews were conducted with stakeholders and subject matter experts. These were: 3 Union representatives The Student Union Equal Opportunities Representative A staff harassment adviser A personnel officer 2 Heads of Department (one academic, one APT&C) 1 Faculty Secretary 1 Dean The aim of the interviews was to elicit more detailed qualitative information from people who either had a specific role in terms of diversity (e.g. the harassment adviser, personnel officer etc) or who came into contact with diversity issues in the everyday course of their job (e.g. Heads of Department etc). Design of Focus Groups The questions for the focus groups were designed around the 'desired outcomes' of the two areas of the Policy and Action Plan chosen as the focus of the Audit. Specifically these were: Awareness of the Policy and its Aims, Setting Equal Opportunities in the Mainstream, Celebrating Diversity, Recruitment and Selection, Work Life Balance, Career Planning and Development and Building Equal Opportunities Capability. The questions were designed to elicit both strengths and weaknesses in terms of each item. Pearn Kandola 8

9 Data Analysis Diversity Climate Questionnaire The DCQ was analysed using the statistical package SPSS. Free-text comments were grouped into themes. Focus Groups and Interviews The focus groups and interviews were analysed by using a card sort theming process. In this process, each issue raised in an interview or focus group is grouped together with similar issues to form themes. These themes were then grouped together under the seven 'desired outcomes' headings. Any themes not falling under these headings were kept separate. Pearn Kandola 9

10 RESULTS Outlined below are the themes derived from the focus groups and interviews, together with additional evidence from the DCQ. It should be noted that the themes contain the opinions of the staff who contributed and constitute a measure of perception rather than fact. However, it should also be borne in mind that for a large proportion of these issues, perception is the only means of measurement. The summary at the end of each section highlights the most frequently mentioned and significant issues. A more detailed report of the findings of the DCQ is available separately. 1. Awareness of the Policy & Its Aims Generally, the fact that the University had now developed policies and an action plan on Diversity was seen as a very positive move. 1.1 Communication / awareness of policies This was a major theme in the whole audit - staff are unsure what policies exist and how to find them. Comments focused on better communication of policies using a variety of media (particularly to new staff) and for staff to know where they can access policies. 1.2 Advice for managers in implementing policies Managers complained of lack of advice and support on how to implement EO policy - for example, assistance in managing staff flexibly and still managing peaks and troughs in work. 1.3 Lack of implementation Many staff felt policies simply were not implemented, or only when it suited the organisation. Pearn Kandola 10

11 1.4 Inconsistencies in implementation Inconsistencies across the University is a key theme in the audit. Implementation was felt to vary by manager and by department / division. In particular, it was felt that policy implementation was far stricter for manual staff than for academics - examples cited were the policies relating to drinking at work and special leave. 1.5 Policy development The challenge of developing a policy relevant to all staff and students was highlighted. The unions commented on the fact that they had not been involved in the policy development. 1.6 Taking a strategic approach to EO / the business case for diversity A need for a more strategic approach to diversity was expressed - looking at where the university is now and where it needs to get to. Similarly at a departmental level, staff felt they needed a greater sense of where the department needed to be heading in terms of diversity and how to get there. It was suggested that MMU should use the private sector business case for diversity - e.g. a commercially driven case based on ability to respond to customer needs and the likelihood of missing out on a large resource pool (and its talents) in terms of minorities. 1.7 Harassment policy There was significant positive comment about the harassment policy, with people citing examples of it having been implemented and effective. However, there was also the suggestion that it sometimes is not implemented and issues are swept under the carpet. Lack of awareness and promotion of the policy was another issue - in particular it was felt it should be communicated to new staff. Pearn Kandola 11

12 1.8 Work life balance policies Comments focused on the current lack of policies relating to work life balance and flexible working options. These are seen as potentially highly beneficial. However, the issue of managers' discretion was raised - on the one hand that flexible working policies would rely on this to work and on the other, that this would lead to inconsistencies and inequalities (see Implementation of Policy - above). The need to adapt the culture of the organisation to make any work life balance policy work was also noted. 1.9 Areas excluded from policy Areas commented on as being excluded from policy (other than work life balance) include cultural issues, religion, the 'two ticks' disability symbol, and the Access to Work Scheme. Awareness of the Policy and its aims - Summary The existence of policies in the area of equal opportunities is seen as being positive, and some policies are seen by some staff to be working well. Lack of policy in some areas (particularly work life balance / flexible working) is seen as a problem. The main problem area is in staff awareness of policies and in policy implementation. This links to the DCQ findings, both in terms of the statistical results and the free text comments. Although generally happy with the mission and values of the organisation, practising what it preached in terms of policies was seen as a weak area. Putting policies into practice was also a theme that emerged in the free text comments, with the general consensus being that policies are not followed through to implementation sufficiently. A useful suggestion was that the business case for diversity could be exploited more in 'selling' the diversity approach and encouraging a more strategic approach to diversity. Pearn Kandola 12

13 Awareness of the Policy and its Aims - Recommendations Awareness of the policy (and all policies relating to EO) needs to be raised amongst all staff, but particularly amongst those most affected (e.g. managers) Consideration should be given to provision of support to managers in implementing policies (e.g. who can they contact regarding advice on where to advertise to attract minority groups, how to deal with bullying etc) The business case for diversity could be applied to greater effect in selling the diversity policies to senior managers - this includes reference to demographic changes, which will necessitate seeking talent in a wider pool. 2. Setting Equal Opportunities in the Mainstream 2.1 Equal Opportunities as a day to day issue The need for equal opportunities to be taken into account and integrated into all MMU's activities was expressed. One interviewee commented: "'What is the implication for equal opportunities for this decision?' is never asked - it needs to become second nature." 2.2 Managers' role in EO Five sub-themes emerged from this theme: Manager Accountability for EO Managers (and all staff) need to be made aware of their responsibilities under EO and to be accountable for it Varying support from Managers regarding EO issues Manager support for EO issues seems to vary considerably across the organisation - some being very supportive, others being unsupportive and unaware of the issues involved. Pearn Kandola 13

14 2.2.3 Training and Development for Managers The need for training and development of managers in EO issues was highlighted. A lack of focus on the general skills of management was also highlighted Guidance and Empowerment for Managers This area particularly related to work life balance. Managers need clearer guidance on this issue. It was also felt that even where managers are keen to implement equal opportunities, they are not empowered to do so, or must operate outside of the rules of the University in order to be compassionate Communication between staff and management Improvement in communication between staff and management is required. In particular, the need for managers to listen to their staff was highlighted - some managers assume they are being challenged if someone asks questions. 2.3 Personnel's role in EO It was felt that Personnel should be more proactive in terms of equal opportunities, for example, challenging managers, providing advice, checking out practices and ensuring bad practice is eliminated. There was a perception that Personnel seem to be on the side of management. 2.4 MMU's attitude to EO Some people recognised the efforts being made by the University, commenting: "At least EO's on the agenda". Others cited EO initiatives for students, which are not available for staff. Other comments suggested the University should be more proactive in EO issues - the current approach is felt to be reactive/defensive. Doubt was expressed as to whether senior management truly understood EO. "The University says "we treat everybody equally", but this isn't what's needed - people don't start off with equal need - special needs are ignored." Pearn Kandola 14

15 2.5 Representation of different groups Representation of women in MMU was felt by many to be very good, although there is an imbalance in some departments. The lead from the Vice Chancellor in terms of a role model was seen as excellent, but women are still under-represented in senior positions, leading to a lack of role models for women. Certain aspects of the structure of jobs may disadvantage women - e.g. where promotion is dependent on taking a shift job (which women are less likely to want / be able to do). Issues such as widening access and opening later will create a greater need for shift work, again potentially disadvantaging women. The University is not doing so well in terms of ethnic minority representation - it is still seen as very white in terms of staffing, with discrimination and a 'glass ceiling' operating for black and Asian staff. 2.6 Inconsistencies The attitude and actions relating to EO are seen to vary between departments. The requirements of staff appear to vary by department, with rules being stricter in some areas than others (e.g. APT&C staff feel rules such as sick leave are applied more strictly to them than academic or manual staff). The different organisational divisions are seen to operate different systems - not working together. Pearn Kandola 15

16 Setting Equal Opportunities in the Mainstream - Summary There are two linked themes which are key in this area - that of the managers' role in equal opportunities and that of inconsistencies in applying equal opportunities. There was considerable evidence of a wide variation in commitment to EO amongst managers - this is likely to be a major cause of the inconsistencies in the application of EO principles between departments, which were also extensively reported. Managers themselves report the need for greater advice and support in the area of EO and greater empowerment to act, particularly in the area of flexible working. This finding in relation to managers was also identified in the DCQ. 'Management Competence (Skilled Workforce)' was one of the weakest areas, indicating a need to ensure managers are competent at treating their staff objectively, fairly and consistently. Another major theme in this area is representation of different groups of staff. There is felt to be a significant absence of ethnic minorities in the University in general, and in some roles and senior positions in particular. Although women are generally well represented, they are under-represented in some areas, and especially in senior positions. There was also a need expressed for Personnel to take a more proactive approach in equal opportunities issues - monitoring recruitment and selection to ensure bad practice is stamped out, providing assistance and challenging managers where necessary. Setting Equal Opportunities in the Mainstream - Recommendations Managers to be prioritised in receiving diversity / equal opportunities training to ensure they are aware of their responsibilities regarding EO and that they know the behaviour expected of them, and the standards they should require in their staff. Training should also focus on where managers can receive support from on an on-going basis in EO issues. A support network, potentially based on the intranet system, could be set up, where managers and Personnel can share best practice and experience in relation to EO issues. This could be particularly useful in the area of flexible working, where managers could discuss how they have made specific flexible working arrangements work in their department / the pitfalls etc. Pearn Kandola 16

17 Success stories in terms of EO should be publicised - examples of positive action which have been successful, examples of flexible working options that have worked etc. There should be a greater emphasis on basic management skills - in selection criteria, in development activities and in job objectives / measures of success. Monitoring should specifically focus on the number of ethnic minority staff within the organisation, the positions they hold and their rate of advancement. 3. Celebrating Diversity 3.1 Cultural / Ethnic Diversity The Extent to which MMU welcomes Diversity There were many comments to the effect that MMU welcomes diversity and that there are no race relations issues. Comments suggest that most staff of all different backgrounds get on well. The recent appointment of an EO officer has been welcomed. Other comments suggest that MMU does little to welcome diversity, and that ethnic minority issues are either buried or not recognised as an issue. One quote was: "People cannot embrace differences in people". A lot of these comments were from the ethnic minority focus group, whereas none of the positive comments were Publicity materials MMU's publicity materials show a diverse range of people in them - this is felt to be positive. Pearn Kandola 17

18 3.1.3 Fear of Reverse Discrimination Concern over reverse discrimination and "whites becoming second class citizens" was expressed. At times promotion of ethnic minorities / women is seen as positive discrimination or tokenism Food / Facilities The canteen is felt to be responsive to a variety of dietary needs. However, it would be helpful if they could label food, giving its ingredients. Lack of relaxation facilities, particularly for manual staff, was commented on. (see also Religion) Raising awareness of cultural issues There is a lack of awareness of cultural issues and issues related to ethnic minorities. Assumptions are made about ethnic minorities and their awareness of their own culture Ethnic composition of staff Differences in the distribution of ethnic minority staff are noted - in particular they are very well represented in the cleaning staff, but are very underrepresented amongst academics Suggestions to improve cultural diversity The following suggestions were made: Our public façade does not say we are culturally aware - MRI has signs in multi-cultural languages for visitors MMU should link up with Manchester City Council regarding cultural diversity to see what they do Directors and senior managers should be exposed to other cultures to make them understand cultural diversity The University could bring people together to discuss culture Pearn Kandola 18

19 The University could hold multi-cultural days (e.g. Afro- Caribbean events) Make people aware of their culture Staff are not encouraged to contribute to the University's diversity - research into the issues - there is a need to harness strengths Language Issues The need for staff to have adequate English language skills in order to lecture effectively was highlighted, as was the fact that University documents are printed only in English Ethnic minorities and problems with exclusion There was a perception (particularly from ethnic minorities) that ethnic minorities were likely to experience more EO problems than other people, due to prejudice and ignorance. Some groups of people feel excluded in the University culture and the factors that disadvantage people and make them feel out of place need to be taken account of Recruitment and Ethnic Minorities MMU actively recruit abroad. One comment from academic staff was that they have never been under pressure to recruit from minority groups Consultation with Ethnic Minorities Staff from different backgrounds should be consulted about what they want to see happen with regard to diversity in MMU. Pearn Kandola 19

20 3.2 Religion The existence of prayer rooms is seen as a positive point, although it is felt that these are for students only. The prayer rooms are felt to be inadequate - with all faiths sharing the same facilities. Some people report a good level of flexibility with regard to time off in working hours to accommodate religious activities, whilst others report that this is either not possible because of the demands of their job or because of prejudice (not feeling able to ask). 3.3 Sexuality Issues There is a perceived need for the University to have an anti-homophobia policy. Currently homophobia exists within the University and gay staff do not feel it is a safe environment in which to 'come out'. It is also suggested that homosexual staff should have the same pension rights as heterosexuals. 3.4 Literacy as an Equal Opportunities Issue Literacy needs to be recognised as an equal opportunities issue - there is a perception that intellectual snobbery is a barrier to this. Literacy issues prevent some staff from participating in the EO debate and informing themselves about issues. 3.5 Organisational Culture Valuing People This was an extremely significant theme in the audit. There were a large number of comments about the fact that staff in general do not feel valued. Respondents attributed a high turnover of staff in some areas to be a direct consequence of not feeling valued. Lack of feedback on performance is linked to this issue. It was felt that there was a lack of respect for people in particular jobs especially - e.g. manual staff. It was also noted that MMU does not hold the Investors in People Award. Pearn Kandola 20

21 3.5.2 Management Influence on Culture Faculty and Department culture is felt to be very dependent on the personality and style of the Head of Department / Faculty Raising EO problems / issues Some participants felt MMU is not a safe environment to highlight problems with equal opportunities. 'If you bring up any issues with EO Policies you are seen as failing ("you're not dealing with it")'. Black people feel forced into pushing the EO issues Sexism Some participants felt the culture of the University as a whole was very male-dominated. Others reported a 'deeply entrenched masculine culture' in particular departments. Similarly, it was commented that in predominantly male subjects, female students are not given support and have to put up with the lecturer telling sexist jokes (and then apologising when they realise there's a woman present!) Two-way Commitment It was acknowledged that MMU often gives more than the statutory minimum for leave and maternity leave etc. This was seen as positive. It was also felt that whilst the University asks for commitment, it does reciprocate. Pearn Kandola 21

22 3.5.6 Expectation to work long hours - Work life balance Staff expressed a concern over the fact that they do not feel able to say no to work requests, such as working late, even when they are unreasonable. This problem is particularly acute for staff on shortterm contracts. Some staff feel that flexibility on their part (i.e. working late) is not reciprocated by the University (i.e. flexibility over hours). There is a perception that there is no concern for employees' home-life. Some departments have a culture of working long hours, while others try actively to discourage it Diversity as an integral part of the culture It was commented that equal opportunities needs to be part of 'the way we do things around here' and practised by all staff. Celebrating Diversity - Summary One of the key findings in both the qualitative data and the quantitative (DCQ) was a difference in perception between white staff and those from ethnic minority groups. This was noticeable in the difference in opinion seen in the 'extent to which MMU welcomes diversity' - there was a positive / negative split between the mixed groups (mainly white) and the ethnic minority group. Similarly, in the DCQ, the mean scores given by ethnic minorities were less favourable on all areas but one, with some being statistically significant. Ethnic minority issues should therefore be an area of concern for MMU. Particular areas to address would be recruitment of ethnic minority staff and equality of opportunity in all areas - including promotion and access to development. Another area in which both the focus groups and the DCQ agree is that of sexuality. The main area for concern is that the culture is not felt to be supportive of homosexuals, with gay and lesbian staff feeling that it is not safe to 'come out' at work. A formally stated and implemented policy protecting homosexual staff would assist in improving this culture. A key theme in the focus groups and interviews was that of staff not feeling valued by the organisation. Although this is more the case amongst manual and APT&C staff, some academic staff reported this too. This was felt to be a significant cause of staff turnover. Similar comments were made in the free text of the DCQ. Pearn Kandola 22

23 An encouraging finding has been that there has not been significant adverse comment regarding sexism, and a quantity of positive feedback about male/ female issues in the organisation. There do appear to be pockets of bad practice in relation to sex equality - notably representation of women at senior management level and perceived inequality of pay. However, in the DCQ, responses by females were more favourable than those for males. This may in part be accounted for by allegations of positive discrimination, but is more likely to be the result of differing expectations of an employer between men and women. Certainly, although there were qualitative comments regarding the existence of positive discrimination in both the focus groups and the DCQ, there was not a sufficient volume of these relating to favouring women over men to suggest that this accounts for the difference in scores. Concern was expressed that it was difficult to raise EO issues within the culture at MMU. This was supported by the DCQ findings in the area of 'Culture which empowers' - MMU was perceived to be defensive to criticism, thus creating a culture in which people did not feel free to express their views or voice concern. Several comments from the DCQ also fit into the category of Celebrating Diversity. A number of people commented that they felt the University's approach to diversity was too narrow, focusing mainly on gender and ethnic origin. It was felt that an opportunity to embrace a far wider definition of diversity was being missed. It is likely that this wider definition would mitigate against concerns over reverse discrimination - diversity can be seen as an issue from which everyone can gain. Pearn Kandola 23

24 Celebrating Diversity - Recommendations Consultation with ethnic minority groups should be improved. There is clear evidence that ethnic minorities feel themselves to be disadvantaged at MMU, and their views need to be taken account of. Consideration should be given as to the most appropriate forum for this consultation, bearing in mind that many ethnic minority staff are manual workers who might be less comfortable in traditional discussion forums. Efforts should be made to expand the definition of diversity and to communicate this to staff. Diversity needs to be projected as something which everyone can benefit from. A specific anti-homophobia policy should be created. A strong antihomophobia message needs to be communicated to staff, perhaps linked to the up-coming legislation in Recruitment and Selection guidelines and training should emphasise that positive discrimination is illegal (and frequently counter productive in diversity terms), and emphasise the difference between positive discrimination and positive action. Consider ways to create an environment more responsive to staff feedback to encourage staff to feel able to express concerns or contribute ideas. This might be some kind of confidential staff feedback initiative or a "bright ideas" campaign. Any initiative of this sort should be championed by a senior manager. Consideration should be given to developing a culture where staff feel more valued. No single initiative can address this issue. It must be incorporated into management training and general communications. The feedback initiative (mentioned above) might assist in this regard, as might schemes such as Reward and Recognition programmes. A fully implemented PDR system might also be beneficial in this area. Pearn Kandola 24

25 Any positive action campaign to increase the number of ethnic minority staff in specific areas should be considered carefully. There is a perception of bias in the system which is as much to blame for poor representation as lack of ethnic minority candidates (although this is a problem too). Unless the perceived bias in the system is addressed a positive action campaign is unlikely to be successful. 4. Recruitment and Selection 4.1 Job Descriptions / Person Specifications There were several comments relating to person specifications making unjustifiable requirements. This is a possible source of unfair bias and needs to be checked. Managers expressed the need for greater guidance on writing job descriptions and person specifications. 4.2 Short-listing Some participants identified short-listing as a potential area for unfairness as it is not the subject of training. Application forms need to be seen by people other than just senior managers. Managers need guidance on issues relating to eligibility to work in the UK. 4.3 Advertising It was commented that some internal jobs are not advertised, so staff do not know what jobs are available. More advanced advertising was suggested - e.g. for maternity cover or to fill a vacancy due to retirement. Pearn Kandola 25

26 Wider external advertising to encourage more diversity was proposed - however, it was noted that there is a financial disincentive for departments to do this, as it will cost more. It was also commented that departments would have to seek different advertising outlets proactively themselves, as this is not supported. Staff commented that equal opportunities / diversity is currently not mentioned in advertising - no positive action is taking place. 4.4 Qualifications versus Experience There is a perception that qualifications are given more weight than experience in recruitment and that this excludes capable people unnecessarily (and some feel intentionally). 4.5 Internal Recruitment Two main issues were raised. The first is that selection for internal posts is often less than rigorous, with internal jobs not being advertised and people being given jobs 'on the nod'. The second is that of people having to go through two interviews against external candidates for their own job (presumably to have a temporary position made full-time). 4.6 Panels Concern was expressed that panels are not sufficiently diverse - usually white middle-aged men. There is a danger of 'recruiting in our own image'. 4.7 Feedback from the Recruitment Process The need for feedback for all candidates who are not successful in job applications was highlighted, regardless of the stage at which they are rejected (application, interview etc). It was remarked that often no reasons for non-selection are given, and that when feedback is given, it is in writing and perceived to be insensitive. Pearn Kandola 26

27 4.8 Transparency / openness Recruitment and selection procedures (including for promotion) are not always perceived to be transparent and open. In addition, budgets for Recruitment and Selection are felt to be not transparent. 4.9 Fairness and discrimination in selection There were a large number of comments relating to unfairness and discrimination in selection Discrimination against minorities Although several comments suggest there is little discrimination against women in terms of recruitment and selection, others suggest that discrimination against ethnic minorities and people with disabilities is a problem Procedures not consistent across departments - one policy needs to be applied equally to all areas 'It's not what you know but who you know' Issues include jobs being spoken for before anyone has applied, posts being specifically created with someone in mind, job opportunities being given to the people at the front of the manager's mind and the manager's power to block advancement. Very subtle discrimination in terms of selection for things such as teaching teams was described - this is by 'invitation' rather than formal selection and tends to disadvantage minorities but has an impact on whether contracts are renewed etc. It was felt that people are selected for their ability to 'fit in' rather than actual ability. Again, this is likely to disadvantage minorities Many internal jobs are not advertised Pearn Kandola 27

28 4.9.5 Job Requirements disadvantage minorities It was felt that for academic posts, requirements such as postgraduate degrees / experience in academia disadvantage minorities who are less likely to fulfil these requirements Fairness and discrimination in contracts and pay Differences in contracts across the same levels were noted. This is felt to be unfair. It was also remarked that pay structures work inherently against women. There are two ways to determine starting salary - previous experience and existing salary - and both are felt to disadvantage women. Another perceived inequality mentioned was in the skills required for different jobs and the pay for these jobs. It was suggested that many staff are incorrectly graded (i.e. underpaid) for the work they do The Image of MMU as an employer There is a perception of the University as being an employer who only wants to employ 'brainy people'. Those lacking in qualifications or with literacy problems may feel inhibited from applying for posts Recruiting problems - transport Locations in Manchester pose a transport problem which causes difficulty with recruiting - there is no parking so there is a reliance on public transport Academic Snobbery as an EO issue Potential bias towards applicants from red brick universities was raised. Pearn Kandola 28

29 Recruitment and Selection - Summary A key theme in this area was fairness and discrimination in selection. Despite some positive comments, there was a significant body of opinion stating that selection methods were open to bias and unfair discrimination. This was not just against recognised minority groups, but included a more generalised concern about favouritism and a culture of 'it's not what you know but who you know'. These findings are backed up by the DCQ, in which the section 'Objective Systems' was found to be the weakest area for MMU. Although objective systems for Recruitment and Selection exist, there is concern over the extent to which these are implemented and monitored. There appears to be considerable scope for subtle and insidious discrimination in areas where less formal decisions take place. Examples of this are internal vacancies which are not advertised, jobs created with someone specific in mind and the perception that selection decisions have already been made before the selection process takes place. Account also needs to be taken of decisions which may affect someone's chances of progression. One example cited was that of academic staff joining teaching teams 'by invitation'. This then puts the member of staff in a better position to have their contract renewed / made permanent, but the initial decision is very informal and therefore open to bias. In particular, it is felt that this adversely affects members of ethnic minority staff. This increases the perception that ethnic minority staff need the support of white colleagues to progress. The means by which jobs are graded and pay awarded was another cause for concern. Pearn Kandola 29

30 Recruitment and Selection - Recommendations Review policies and practices in terms of recruitment and selection with the aim of eliminating as many 'informal' processes as possible, as these are potential sources of bias. Monitor recruitment and selection processes. Ensure all staff applying for internal posts receive feedback (regardless of the stage of the process at which they were unsuccessful) Review the processes by which jobs are graded and pay awarded to determine whether there these are fair and whether there is any inherent bias in them. 5. Career Planning and Development 5.1 Development Personal Development Some respondents commented that development is possible in MMU and that development reviews do take place. Specific development initiatives were recognised, such as the Senior Management Development Programme. Others said that there was little in the way of a structured approach to development, and that this should be introduced for all staff. Comments were also made about lack of funding for development activities. There was a specific concern about part-time staff not receiving regular development meetings. Pearn Kandola 30

31 5.1.2 Development activities Mentoring There was a lot of support for the idea of mentoring. Respondents commented that little mentoring takes place currently, but that a structured system would be welcome. Secondments Secondments are possible, but tend to be an individual initiative. Shadowing One group commented that shadowing does not tend to happen Trainee Role An APT&C group suggested that a structured trainee role could be introduced Discrimination in development The ethnic minority group suggested that there was discrimination in development and that people would feel threatened by them being developed, and line managers would see the request for development as them "getting ideas above their station". An APT&C group suggested that younger staff get greater access to development opportunities Appraisals / PDR The majority of comments stated that regular performance reviews would be welcome but do not take place. The pattern appears to be that more senior staff might get an annual review, but less senior or lower paid staff do not. Where appraisals do take place, it tends to be amongst academic staff, and is dependent on the Head of Department's attitude to appraisals. The need for interim followups to reviews / development plans was highlighted. Many staff feel they have no way of knowing how they are performing in their job - the first time they know there is a problem might be when they are disciplined. UNISON's national policy is not in favour of the review aspect of PDRs, although they are in favour of the development aspect. Pearn Kandola 31

32 5.2 Career planning / progression Career Development There were a lot of comments about the lack of career structure and career development - particularly amongst academic staff. Part of this problem was simply lack of positions to move into. However, the need for regular career reviews and encouragement to progress was highlighted at all levels. Some staff recognised that career opportunities did exist, but that sometimes these are not always communicated. The need for a career structure for all staff was identified, giving staff the understanding of where they can go and what it will take for them to get there. In particular, lack of career development for part-time / fixed term contract staff and people with disabilities was highlighted Movement across departments / divisions The difficulty in moving between departments or divisions in the organisation was highlighted (e.g. manual into APT&C or APT&C into academic). The need for bridging posts to assist this was identified. Also suggested was the use of a more competencybased approach rather than simply basing it on specific experience Opportunities for Promotion Lack of opportunity for promotion was noted, due to flat structures. It was commented that MMU loses the "young bright ones" as a result Gender promotions Gender discrimination in promotion was also referred to - in one manual department, there was a perceived bias towards promoting women. The 'women in management training' was also mentioned, but pointed out that this is only successful if there are positions for people to move into. Pearn Kandola 32

33 5.2.5 Ethnic minority promotions Comments from the ethnic minority group pointed out that it is difficult to get promotion as an ethnic minority member, that ethnic minority staff do not progress at the same rate as their peers, and that they need white supporters in order to progress Low grade / manual moves Lack of any career progression prospects in manual grades was commented on several times. One member of staff was told that "nobody would be promoted internally". 5.3 Training Lack of funding for training was mentioned. The need for training to be conducted in one's own time and often at a distance was also noted - making it unsuitable for some people. It was suggested that work time should be given for training. Lack of availability of IT and specialist training was also noted. On the other hand, many respondents commented favourably on the opportunities afforded to undertake training - it being both funded and in work time. Access to NVQs and day release was commented on positively, as was the part funding of degrees in the past Induction The need for better induction (particularly for academic staff) was noted. One comment was that current induction tells staff things they do not need to know. The need in particular to induct staff from other cultures well was highlighted Equal Opportunities training issues The need for training in a variety of equal opportunities issues was commented on in several groups and by interviewees: Better training for recruiters to avoid bias - particularly in the areas of short-listing and wash-up procedures Pearn Kandola 33

34 General diversity training to inform staff about EO, cultural awareness and diversity and to challenge stereotypes Training in awareness of disability issues - in particular, input for managers who manage staff with a disability Training at the level of Organisational Development for senior managers on issues such as stereotyping, resulting in action plans to be implemented and reviewed. Training for managers in how to deal with complaints (e.g. bullying & harassment) Some groups commented that good EO training existed, and that staff are trained in fair recruitment and selection Inconsistencies Inconsistency as to who had access to training was commented on - the main source of this was 'manager discretion'. Poor training opportunities for part time staff were also noted Awareness of courses Whilst one group commented that courses are well advertised, others complained that it was difficult to find out what training was available Training suggestions The following suggestions were made: Redeployment training for people when departments close Opportunity to put training into practice Training and monitoring for harassment advisers Training for line managers in career development as a management skill Pearn Kandola 34

35 Set up a learning site for staff and their family members to help improve links and recruitment in the local community Training for career development The need to train staff to prepare them for promotion was noted - i.e. to train staff for the next job, rather than the current one. Career Planning and Development - Summary A significant theme in this section was the desire by staff to have an identified career path and assistance in progressing along it. Staff were uncertain what options were open to them and would welcome the opportunity to discuss this with managers. Whilst staff commented favourably on the number of jobs available within MMU, it was felt that it was difficult, if not impossible, to move between divisions in the University. This may considerably restrict career progression for many staff. Another major theme was appraisals / PDR process. The PDR process, where it exists, is inconsistently implemented. Staff indicated that they would welcome regular reviews. In particular, some staff felt they had no idea whether or not they were performing well or badly, because they received no feedback. A potential obstacle in this area is the fact that UNISON's national policy is not in favour of appraisals - or at least not in favour of the 'review and evaluation' part of an appraisal. A number of people mentioned favourably the development opportunities available within MMU - in particular NVQs and day release. Others mentioned a lack of opportunity to train - restricted by either budget, management indifference or lack of awareness of courses. There appears to be the potential to make greater use of alternative means of development, such as mentoring, shadowing, secondments etc. The existence of an equal opportunities course was referred to, however there were calls for more extensive EO / diversity training. In particular, awareness raising training for senior managers at the Organisational Development level was proposed, potentially resulting in individual action plans for managers. More specialist training for managers in terms of managing people with disabilities and how to manage incidents of harassment and bullying were also thought to be a good idea. Pearn Kandola 35

36 Career Planning and Development - Recommendations Where possible, potential career paths for all jobs should be drawn up, together with details of the development likely to be needed to progress from one to another. The potential for greater staff movement across organisational divisions (e.g. from manual to APT&C, APT&C to academic etc) should be explored. Adopting a more competency-based approach to selection might facilitate this. Secondments might also assist in bridging the experience gap. Where PDR systems exist, these should be monitored to ensure they are being carried out. Where no PDR system exists, consideration should be given to implementing some kind of review system. As a minimum, managers should be encouraged to give their staff regular feedback regarding their performance. The use of alternative means of development (other than training) should be encouraged - e.g. mentoring, secondments, shadowing, on-the-job training etc. All managers should receive diversity training, with refresher and follow-up courses available. The aim of this should be to make them aware of their responsibilities in relation to equal opportunities and to encourage a broader view of diversity to be taken. In-depth development of senior managers in relation to diversity should take place, with the aim of gaining buy-in to the Diversity Policy and Action Plan and encouraging managers to develop diversity action plans for their areas of responsibility. Pearn Kandola 36