This form sets out the 25 questions of the Stonewall Workplace Equality Index and should
be used to complete your submission to the Index. Please indicate for each question which
criteria your organisation meets and answer any relevant follow-up questions.
Once complete, this form should be uploaded to our secure online form accessible via
www.stonewall.org.uk/wei2013. Many questions will contain prompts to submit
supporting evidence, which can also be submitted via the secure online form. Please
ensure that all evidence is correctly labelled and referenced in your submission.
The deadline for submitting to the Workplace Equality Index is Friday 14 September 2012.
This deadline is final and Stonewall will be unable to accept submissions after that date.
Detailed information on how to fill in the Workplace Equality Index can be found in
'Guidance for Participants' which can be downloaded from the Stonewall website at the
address above. If you need further help, please contact the Workplace Team on 020 7593
1868 or email us at workplace@stonewall.org.uk
SUBMISSION DOCUMENT 2013
Part A: Your Organisation
Organisation name:
The University of Sheffield
Industry/sector:
HE
Number of employees in the UK:
Staff - 6,110 (2011/2012). Students - 25,805 (2010/2011).
Regional location(s):
UK-wide
Cymru
East of England
East Midlands
London
North East
North West
Scotland
South East
South West
Yorkshire & the Humber
West Midlands
Part B: About You
Name:
Julie Campbell
Job title:
Senior HR Adviser (Equality & Diversity)
Address:
The Arts Tower, Western Bank, Sheffield, S10 2TN
Telephone:
0114 22 9144
Email:
j.l.campbell@sheffield.ac.uk
Questions? Call our Workplace team on 0207 593 1868 or visit www.stonewall.org.uk/wei2013
SUBMISSION DOCUMENT 2013
Part 1: Employee Policy
1. Which of the following do you have in place to tackle discrimination against lesbian,
gay and bisexual (LGB) staff?
A
B
C
D
1A
Organisation-wide policy that bars discrimination based on, and
specifically referring to, sexual orientation
Strategy linking equality and diversity for LGB employees to your
organisation’s aims and values, including identifiable objectives or
milestones
Board or CEO equivalent are accountable for these policies and have
reviewed the diversity policy, strategy or action plan
We do not have any of the above in place
Provide the relevant sections of your policy below, or a link to the policy:
The University of Sheffield has an institutional equality and diversity strategy Excellence Through Inclusion (ETI). The drive behind this strategy is to embed
equality and diversity into all daily activities, and to support the Univerity's overarching Mission, Vision and Identity.
Our vision for the ETI is to make a positive difference to the culture of the
University and beyond, to create a corporate culture that is inclusive at all levels
and in every system and process, and ultimately to create a motivated and diverse
university community where staff and students demands the highest standards
from each other and work together to maximise the benefits of difference.
Our objectives focus on:
- recruiting and nurturing talent from all backgrounds, which include reaching out
to the LGBT community via advertising jobs on the Stonewall Champions website,
supporting the Starting Out Guide and distributing it widely, and sponsoring
Sheffield Pride where available job vacancies are included on the stall, as are
student prospectuses
- to build positive relationships with all stakeholders, both internal and external,
and meet their needs and expectations, evidenced by the support the University
gives to the LGBT staff network, ongoing and very positive working relationships
between Human Resources and the Student Officers, and membership of City wide
and regional networks, including LGBT specific networks
Our measures support our commitment to culture change. Our strategy states
that we will measure our success by:
- the extent to which we involve and engage people in the implementation of our
strategy
- the achievement of a positive and inclusive culture
Absolutely key to our equality and diversity work is our statement that we will
work with and listen to people from across the University and beyond, to hear and
help them tell the positive stories about what we have achieved already through
inclusion and what we should be doing in the future. We are doing this in a
number of ways for LGBT staff, students and other stakesholders:
- we have a visible and active LGBT network that includes profiles of staff
(see www.shef.ac.uk/hr/equality/involved/lgbtnetwork/exhibition);
Questions? Call our Workplace team on 0207 593 1868 or visit www.stonewall.org.uk/wei2013
SUBMISSION DOCUMENT 2013
- we publicise LGBT staff who have achieved accolades elsewhere;
- we ensure LGBT staff are included in consultations and projects. For example,
recent consultations on the strategy and the development of University wide
equality objectives were attended by the chairs of both staff and student LGBT
networks, plus other LGBT staff, and their comments have directly led to
collaborations over Sheffield Pride and filming LGBT staff and students;
- we advertise opportunties to get involved in consultations and projects on a
University wide basis, and additionally via the LGBT networks
- we run specific storying projects for LGBT people.
Of particular note are a recent collaborative project between the University's
Department of History and Sheffield's Gay Choir 'Out Aloud', to document and
showcase LGBT voices from the community, culminating in a multi-media
performance which will be shown as part of a city wide, week long celebration
incorporating performances, talks, exhibitions and activities on all topics this
September, 2012. This is the 'Festival of the Mind', which is open to all and is free.
To tie into this, a collaborative film between Human Resouces and the Students
Union to hear LGBT voices talking in particular and specifically about the
University, about support for them, and about what they would say to their
younger selves, will also be launched.
For details of the Storying project with the city, Festival of the Mind, and the
staff/student storying collaboration, please see the links below:
- http://festivalofthemind.group.shef.ac.uk/allowed-out-songs-stories-fromsheffields-lgbt-community/
- http://www.shef.ac.uk/news/nr/lgbt-stories-sought-for-new-project-1.179065
- http://www.sheffield.ac.uk/ hr/equality/involved/lgbtnetwork/storyinglgbt-tuos
The ETI strategy can be accessed at:
http://hr.dept.shef.ac.uk/equality/eti_strategy.pdf
The staff LGBT pages at: http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork
The student LGBT pages at: http://www.shef.ac.uk/ssid/student/lgbt and at
http://www.shef.ac.uk/union/advice/support-for-groups/lgbt/
To ensure our ETI strategy can be delivered, we have a robust framework of
policies and guidance in place. All of our policies are fully inclusive of LGBT people,
and the more pertinent ones are listed below.
For staff:
http://www.shef.ac.uk/hr/az/eopolicy (Paragraph 2)
Code of practice on harrassment:
http://www.shef.ac.uk/hr/guidance/eamp/harassment/cop
Harassment - What it is and what to do about it - Section on Sexual Harassment
http://www.shef.ac.uk/hr/guidance/eamp/harassment/index
1B
For students:
http://www.shef.ac.uk/ssid/admin/equal/statement (Paragraph 2, 3 and 4).
http://www.shef.ac.uk/ssid/sos/harassment (Sexual Harassment section, bullet 1).
Describe how LGB equality links to your organisation’s aims and values, indicating
any objectives or milestones relating to LGB equality:
The main drivers of the University are encapsulated in our Mission, Vision and
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SUBMISSION DOCUMENT 2013
Identity, supported by University Strategies such as the Human Resources strategy.
Throughout all of these key strategies runs the desire and determination to create
a supportive culture where everyone can flourish and reach their potential, and
this is reflected time and again in goals, objectives and over-arching statements,
aswell as in the activities we undertake to achieve that vision.
We have a number of KPIs driving performance across the business - of particular
note are two of our staff related KPIs, which seek improvement in the percentage
of staff who are proud of working for the University and percentage of female
senior academic staff. The first one is a strong indicator of staff engagement, and
in our most recent staff survey (2012) 86% of staff indicated they were proud to
work for the University - this is an increase of 8% from the previous staff survey 4
years ago and is also 7 percentage points above the Universities (UK) benchmark
norm (the response rate to the survey overall was 11% higher than the last staff
survey). The second KPI on female academics is an indication of the University's
willingness to set targets against positive action in order to change culture, and we
are currently working with the University's Equality and Diversity Board on
reviewing our Excellence Through Inclusion strategy, in order to set e&d targets
across the University that may impact on these KPIs.
Useful links to the University Strategic Plan 2010-2015 web pages
http://www.sheffield.ac.uk/strategicplan/index
The opening statement of the 'People' section of how we will manage our
resources states:
"All staff, academic and Professional Services, have a role to play in delivering our
academic strategy, so it is vital to create an environment where everyone can
flourish and succeed. We will continue to promote and develop a culture of
excellence, innovation, inclusion, commitment and respect. We will encourage
openness and transparency. We will develop a diverse community of highly
motivated, fully engaged staff with a strong sense of belonging."
Support for our students (our key stakeholders and customers) states how we will
focus on support during "transitions across the student journey, integration into
our diverse academic community, student wellbeing, and development of our
students’ employability skills."
This is underpinned by a number of our goals:
Goal 3: "Attract and retain the best students, staff and partners." We understand
that this can only be done if we have a culture that will attract, grow and engage
people from all backgrounds. This is a key theme in our current Equality Objectives
project, and is measured by our KPI of percentage of people saying they are proud
to work for the University, and a KPI to in increase the percentage of students from
low participation neighbourhoods.
Goal 10: "To nurture a community in which equality and diversity contributes
positively to student and staff experiences." One of our priorities under this goal is
to "Embed equality and diversity values and practices in all we do."
Underpinning our Mission, Vision and Identity are our Guiding Principles:
http://www.sheffield.ac.uk/strategicplan/mvi/guiding-principles
One of these is the Guiding Principle of 'Working Together'
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http://www.sheffield.ac.uk/strategicplan/mvi/guiding-principles/working-together
'Solutions to important problems depend increasingly upon collaboration:
between staff and students, across disciplines and in partnership locally, nationally
and internationally. We aim to build inclusive teams, maximising the benefits of
difference and drawing on the skills and potential of the widest possible range of
colleagues' (Paragraph 1).
It is this framework, and the conversations the judges had with staff, students and
visitors as they walked around the University, that contributed hugely to the
University winning the Times Higher Education University of the Year 2011. See:
http://www.shef.ac.uk/about/the-university-of-the-year
The HR team have also won a raft of awards, including runner up in the HR
Excellence Awards 2011 for `Best Workplace Diversity Strategy´; Excellence in HR
in Higher Education (`Talent Challenge´ category) for the Female Academic
Progression work; the Times Higher HR Outstanding team award in 2010; and the
UHR (Universities HR) Exceptional HR Achievement Award at the UHR 2012 Annual
Conference. This demonstrates the HR team's long term and ongoing commitment
to creating a culture and environment where everyone can be themselves and
everyone can flourish. The new HR strategy (draft included in the appendices) very
clearly illustrates our key drivers of attracting, engaging and growing staff,
supported by a culture within which e&d runs throughout.
In addition, the Faculties have all created, or are currently working on e&d action
plans, and there is positive work around increasing the numbers of female staff
and students in Engineering headed up by Elena Rodriguez-Falcon, one of our most
prominent LGBT members of staff and winner of a Northern Light Award. See:
http://www.shef.ac.uk/faculty/engineering/staff/whos-who#Women in
Engineering
http://www.sheffield.ac.uk/news/nr/inspiring-northern-champion-1.197151
1C
When did the board or CEO equivalent last review your equality and diversity
policy, strategy or action plan? How are they held accountable for outcomes?
Please describe any action(s) taken:
The Equality and Diversity Strategy - 'Excellence Through Inclusion' - was reviewed
in 2010, including consultations with staff (including the LGBT Staff Network), local
and national organisations, and the University Council Level 'Equality and Diversity
Board' (EDB). The resulting strategy, which includes a number of completed action
plans (we are working with the remaining areas to develop their plans) went back
to the EDB to be agreed (June 2010) and then to the University Council for
discussion and to be ratified (July 2010).
In June 2011 the strategy was reviewed again by the EDB, who wanted to take a
more active role in developing objectives that would directly contribute to a
supportive and inclusive culture and support core University business. This led
directly to a consultation meeting in December 2011 with a range of stakeholders University Council members, members of staff including the Chair of the LGBT staff
network and other LGBT staff members, students including Student Officers and
the Chair of the LGBT student committee, members of the EDB, members of the
University Executive Board, external speakers and guests, and other members of
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SUBMISSION DOCUMENT 2013
staff.
Please see Appendix 1C(a) for a plan of the Equality Objective Setting Session held
in December 2011, and Appendix 1C(b)for the second Equality Objectives
Workshop session plan from May 2012.
The role of the EDB is to ensure the equality strategy and related policies are
implemented across the University, and to make recommendations to progress
equality across the University. They are directly accountable to the University
Council. The EDB is chaired by the Pro Vice Chancellor for Science, Professor Tony
Ryan, and includes staff, external and student representation from across
disciplines, grades and equality groups.
http://www.shef.ac.uk/hr/equality/links/edb.html
http://www.shef.ac.uk/govern/council
The review meeting in December was the beginning of a University wide project,
championed by members of the EDB, to develop business focussed equality
objectives. We are working with Simon Fanshawe, founding member of Stonewall
and Chair of the University of Sussex Governing Body, to help the team focus on
objectives that will make a positive difference to the University. The project has so
far involved a number of focus groups and other data collection exercises,
exploring three key themes of policy implementation, recruiting for difference and
the civic responsibilities of the University. The project is due to present draft
objectives to the University Executive Board in October 2012.
Further details of the project can be found here:
http://www.shef.ac.uk/hr/equality/equalityobjectives
2. Do you have an accountable team/person in place whose remit includes LGB equality
and diversity?
A
B
C
D
2A
Yes, we have a diversity team/person in place whose remit includes
LGB equality and diversity
Yes, this team/person reports to or has access to board/senior level
management
Yes, this team/person has access to resources including a budget
No, we do not have a team/person accountable for LGB equality
Provide a short description of the team/person and its duties relating to LGB
equality and diversity:
Name: Gill Tait
Job Title: Assistant Director of Human Resource Management
Main responsibilities: Overview of business development, Equality and Diversity;
Staff Development, Leadership and Management development.
Name: Julie Campbell
Job Title: Senior HR Adviser (Equality)
Main responsibilities: Equality and Diversity strategy - 'Excellence Through
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Inclusion' Equality and Diversity action (including LGBT); Support for the Equality
and Diversity Board; focussed project work
Name: Sarah Woodhead
Job Title: HR Assistant (Equality & Diversity)
Main responsibilities: Support for Equality and Diversity events and projects,
support for LGBT staff network and events.
Below is a link to our web pages which gives details of the above:
http://www.sheffield.ac.uk/hr/aboutus/whoweare/od
This team forms the equality team within HR, and Gill Tait reports directly to the
Director of HR Andrew Dodman, who is a member of the University Executive
Board (UEB). The Equality Team also provide support to the EDB, and work closely
with the Chair of the EDB Professor Tony Ryan, who is also a member of the
University Executive Board. Both Andrew Dodman and Tony Ryan are champions
of the Equality Objectives Project.
The HR equality team also works closely with the Chair of the LGBT staff network,
Tom Reaney, providing administrative support and sharing good practice, and
through the LGBT staff network, are making close links with the LGBT student
committee. The HR equality team work with the Student's Union Women's Officer
on a range of projects also, including our most recent collaboration on filming
LGBT voices, and the Women's Officer is a member of the EDB. In this way, we
have a framework that encourages collaboration and partnership working with
LGBT people and our key stakeholders (students), and also ensures equality
activities has a presence at University Executive Board meetings.
The HR equality team has access to the HR budget for equality projects, including
supporting LGBT activity and sponsorship of Sheffield Pride, and also recently gave
the LGBT staff network an annual budget for £500 to fund LGBT meetings.
2B
Describe the reporting structure, or explain how the team/person has access to
board/senior level management and provide evidence where relevant:
As above the reporting structure to senior level management from the equality
team is through the Director of HR, and the Chair of the EDB, who are both
members of the University Executive Board. Additionally, we also work closely
with PVCs across all faculties, and the Vice Chancellor is fully supportive of our
work (for example, on faculty based equality and diversity plans, on Women in
Engineering Initiatives, and on University wide activities and events).
Gill Tait, Assistant Director of HR and responsible for the Equality Team, and
Andrew Dodman, Director of HR, are also both members of the Human Resources
Management Team, of which the Vice Chancellor is a member.
This whole framework ensures visibility, communication and accountability of
issues at a number of high profile committees and management arenas, including
our LGBT work. In additon, we have begun discussions with the Chair of the LGBT
staff network about how to improve the reporting system, possibly by feeding
directly into the EDB, or having a member of the EDB being a 'link' to the
committee. This could be a model rolled out across our other engagement groups
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SUBMISSION DOCUMENT 2013
(for example, Female Academic Steering Group, Female Professors Network).
LINKS:
Governance
http://www.shef.ac.uk/hr/aboutus/about/governance
Council
http://www.shef.ac.uk/govern/council/councilmem
UEB
http://www.shef.ac.uk/ueb
Human Resource Management Committee
http://govern.dept.shef.ac.uk/committees/hrc.pdf
2C
Describe the resources available and give an approximation of the budget:
Our main resource is in the form of dedicated staff (as above) who have
responsibility for driving forward the e&d agenda, including LGBT related action.
In addition, many staff within the wider HR team work on e&d related projects.
Our equality budget is part of the wider HR budget. To give a flavour of budgets:
- our sponsorship of Shefffield Pride is £1,000, including 2 stalls at the event (HR
departmental funds). This is the third year we have sponsored the event.
- £500 budget to the LGBT Staff Network (used for meetings and Sheffield Pride
materials). This is an ongoing budget held by HR but responsibility for it lies with
the LGBT staff network.
- £400 for the LGBT Filming Project, in which we filmed 10 individuals recounting
their experiences of being an LGBT staff member at the University. This is in
partnership with the Student's Union, who filmed 8 students.
- Equality Objectives Project - including full and half day workshops (circa £20,000
in total)
- Unconscious Bias Workshop for the EDB. We aim to transmit this to a wider
audience across the University, including management (circa £18,000)
- Children and Academia: An event for parents and parents of the future (circa
£1,000)
- Support for Athena Swan (circa £15,000)
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3. What steps do you take to ensure that your current and any new policies and
procedures are inclusive of LGB staff, customers and service users?
A
B
C
D
3A
We have done a full audit and will continue to do so on a routine
basis
We have done a full audit, but have no system in place to ensure that
audits are completed on a regular basis
We have not previously audited but we are currently doing so
We have not audited
Describe how policies are audited to ensure they are LGB-inclusive:
Full audits of equality and diversity were carried out in 2008 and 2010 by external
auditors: both resulted in very positive reports with few recommendations, and
service to demonstrate that, when subjected to external scrutiny, the University
has robust measures in place to progress the equality and diversity agenda.
The University undertakes Equality Impact Assessments which include
consideration of issues related to Sexual Orientation in relation to all its Policies
and Procedures. All new Projects/Policies/Procedures include an EIA and existing
policies are regularly reviewed by the Policy Team to incorporate any new
legislation, identify gaps and highlight opportunities to promote equality. There is
a strong commitment to the Trades Unions that all reviews of departments will
include an EIA, and we have committed to carrying out three EIAs as part of our
Research Excellence Framework (REF) process. This activity supports our overarching aim as outlined in the University's Mission, Vision and Identity to 'Embed
equality and diversity values and practices in all we do' (priority under Goal 10).
We also have planned an audit of recruitment and selection, and promotion
processes, to test for Unconscious Bias within our processes -this forms part of a
wider project on Unconscious Bias (see Q12G for fuller details).
When was your last full audit?
External audit was 2010, and internal reviews (EIAs) are done on an ongoing basis.
3B
4. How do you ensure that all benefits offered by your organisation are available and
accessible to all staff regardless of sexual orientation?
A
B
C
D
4A
We specifically use inclusive terminology and language in all of our
benefit policies
Line managers are briefed on the application of benefits to LGB staff
Benefits are promoted as inclusive to LGB staff
None of the above
Please submit relevant LGB-inclusive sections of at least two of the following
benefit policies: paternity/maternity support leave, adoption leave, bereavement
leave, carer’s leave:
University of Sheffield Adoption Leave Scheme
http://www.shef.ac.uk/hr/guidance/leave/adoption
This scheme is open to all eligible employees, which includes individuals or
couples. It is explicit that, if adopting as a couple, "the couple must choose which
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SUBMISSION DOCUMENT 2013
partner takes adoption leave." Adoptive parents are entitled to a maximum of 52
weeks adoption leave, combining both paid and unpaid leave. This, along with
other supportive policies, are all advertised on the LGBT staff network pages.
University of Sheffield Paternity/Partner Leave
http://www.shef.ac.uk/hr/guidance/leave/paternity
The University is fully committed to helping working parents to balance work and
family life and appreciates the importance of providing greater choice for parents
in how they arrange parental care during the first year of a child's life or following
their adoption. This policy is open to all eligible employees, and is also advertised
on the LGBT staff network pages.
These policies are part of a wider suite of family friendly policies aimed at
supporting staff to achieve work/life balance and meet demands faced when
caring for dependents e.g.
- Flexible Working for Working Parents and Carers of Adults
- Time off for Dependants
- Work Life Balance
- Parental Leave
- the ability to purchase additional leave
- Pay Plus for Childcare
All policies at the University of Sheffield are fully inclusive and available to all staff.
Please see Appendix 4A(a) for the Adoption Leave form and Appendix 4A(b) for the
Paternity/Partner Leave Notification form, with the relevant sections highlighted.
4B
Describe how line managers are briefed:
Regular Training which encompasses LGBT equality is provided to all HR Staff in
relation to policies and new legislation. Generally, Senior HR Advisors provide
bespoke training to departments on policies which reinforce good management
practice, for eg. Performance Management Training including use of inclusive
language/examples, and also specific policy training eg. Sickness Absence Training again provided to Departments and highlighting all elements of the policy.
Mandatory Recruitment & Selection Training for all Chairs of Recruitment panels
has and continues to be delivered. This includes an online package, followed up by
face to face sessions. The online package covers key University policies and
legislation in relation to protected characteristics, and the University's equality
programme 'Excellence Through Inclusion.' The programme also covers
discrimination, victimisation and harassment relating to sexual orientation and civil
partnership within the recruitment and selection process.
Relevant powerpoint slides from the online module are provided in Appendix
4B(a).
The Instructor led element of Recruitment and Selection Training also covers
perception and discrimination, and includes an LGBT relevant case study in the
'Review Quiz' section.
These powerpoint slides are provided in Appendix 4B(b).
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4C
Describe how benefits are promoted to LGB staff and give an example from the
past year:
All our policies and procedures are openly available to all staff via the Support and
Guidance web pages: http://www.shef.ac.uk/hr/guidance/leave which covers
Annual Leave, Additional Leave, Maternity Leave/Paternity & Partner Leave,
Adoption Leave, Parental Leave, Special Leave, Study Leave, Casual Leave, Absence
Through Ill Health, Compassionate Leave, Elective Procedures, Statutory Sick Pay,
Work Life Balance Policies.
All benefits are promoted to LGBT Staff via the LGBT Staff Network webpages
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/index.html.
The benefits pages can be found at http://shef.ac.uk/hr/reward/mybenefits.
MyBenefits is regularly advertised in Overview, with a recent example being the
re-launch of UOffers, which offers discounts at a range of suppliers. For the relaunch of Uoffers an e-mail was sent to all staff informing them of the updated
UOffers Website. The Reward and Benefits Team promoted these benefits for the
re-launch on 29th June 2012, and demonstrated the service in various locations
including a stall in the Students Union.
A copy of the all staff UOffers e-mail is provided in Appendix 4C(a).
We also signpost parents to Stonewall's guidance for LGB parents. Please see
Appendix 4C(b) for a screenshot of our Parents in Academia webpage
(http://www.sheffield.ac.uk/hr/equality/support/childrenandacademia) and
Appendix 4C(c) for our LGBT Network webpages
(https://www.shef.ac.uk/hr/equality/involved/lgbtnetwork)
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5. Have you had an Employment Tribunal hearing against your organisation that
included a complaint on the basis of sexual orientation in the past 12 months?
A
B
C
D
E
5A
5B
Yes, and the complaint on the basis of sexual orientation was upheld
and we have taken action to resolve the issues identified
Yes, and the complaint on the basis of sexual orientation was upheld,
but we have no plans to take further action to resolve the issues
identified
Yes, and it is currently on-going
Yes, but the complaint was not upheld
No, we have not had a hearing in the past year that included a
complaint on the basis of sexual orientation
Describe the action(s) taken:
N/A
Please summarise the complaint and reason(s), if any, why no further action has
been taken:
N/A
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6. What policies and procedures do you have in place for LGB-related bullying and
harassment and/or grievances at work?
A
B
C
D
E
F
G
6A
We have a policy against workplace bullying and harassment which
specifically mentions sexual orientation
The policy gives examples explicitly clarifying what constitutes antigay bullying and harassment
These policies and procedures are actively promoted to all staff and
communicate zero tolerance of this behaviour
Additional measures have been put in place to facilitate reporting of
LGB-related bullying and harassment
Staff who deal with complaints are trained regarding LGB-related
bullying and harassment
We monitor for LGB-related complaints and regularly review
monitoring data to inform our work
We do not have any dedicated policies or procedures in place for
LGB-related bullying and harassment
Submit a copy of your bullying and harassment policy and identify the relevant
passage(s):
Please see Appendix 6A(a) and 6A(b) for our Bullying and Harrassment Policy with
highlighted sections.
Harrassment - What It Is and What To Do About It
http://www.shef.ac.uk/hr/guidance/eamp/harassment/index
Section One: Sexual Harrassment
A form of sex discrimination, it involves unwanted sexual attention which
emphasises sexual status over a person's individual status.
Some examples of sexual harassment are - Remarks, looks, jokes, use of offensive language, alluding to a person's private life
or sexual orientation by innuendo, or remarks about a person's appearance.
- Making provocative suggestions or pressing people to accept unwelcome
invitations.
- The display of suggestive or pornographic material.
- Deliberate physical contact, to which the individual has not consented or had the
opportunity to object to.
Section Three: Other forms of Personal Harrassment
Harrassment may take forms and people can be subject to harrassment on a
variety of grounds including sexual orientation, religious or political convictions,
age, real or suspected infection with AIDS/HIV, or disability.
Harrassment Code of Practice:
http://www.shef.ac.uk/hr/guidance/eamp/harassment/cop
Harrassment guidelines:
http://www.shef.ac.uk/hr/guidance/eamp/harassment/guidelines
Personal Harrassment Network Contacts:
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http://www.shef.ac.uk/hr/guidance/eamp/harassment/network
24 Hour Support Line for University Staff
http://www.shef.ac.uk/hr/aboutus/news/stories/supportline
Harassment - Useful Contacts
http://www.shef.ac.uk/hr/guidance/eamp/harassment/contacts
http://www.shef.ac.uk/hr/guidance/eamp/harassment/network
The Harassment and Bullying Support Network
http://www.shef.ac.uk/ssid/sos/harassment/networkmembers
____________________________________________________________________
Our strong message about the unacceptability of harassment is also reflected in
the Student Service webpages, as detailed below:
Student Services: Tackling Harrassment and Bullying at TUOS
http://www.shef.ac.uk/ssid/sos/harassment
What is Harrassment and Bullying?
http://www.shef.ac.uk/ssid/sos/harassment/bullying
The Students' Union has a "Gay and Trans Friendly Policy"
http://www.shef.ac.uk/union/you-run-us/policies/current/index.php#gayfriendly
This policy identifies the Students' Union building as a "gay and trans friendly"
building and as such is a "safe space" for all students who identify as LGBT and that
the services and facilities the Union provides are available to all students.
The Students' Union also has a "Zero Tolerance to Sexual Harrassment Policy"
http://www.shef.ac.uk/union/you-runus/policies/current/index.php#sexualharassment
This states that the Students' Union will adopt a zero tolerance approach to sexual
harrassment of any student. All staff have been trained in how to deal with
complaints of sexual harrassment and approporiate monitoring mechanisms are in
place.
The Students' Union also has a disciplinary procedure (bye law 15) outlined in the
constitution to deal with all forms of bullying and harrassment. There is also a
complaints procedure (bye law 16).
http://www.shef.ac.uk/union/you-run-us/constitution/files/constitution-20112012.pdf
6B
Submit a copy of the policy that clarifies what constitutes anti-gay bullying and
harassment and identify the relevant passage(s):
Our policy does not explicitly refer to examples of LGBT bullying and harassment,
but provides examples of sexual harassment, including that which is based on
sexual orientation:
Harassment: What It Is and What To Do About It
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http://www.shef.ac.uk/hr/guidance/eamp/harassment
Sexual Harassment
A form of sex discrimination, it involves unwanted sexual attention which
emphasises sexual status over a person's individual status.
Some examples of sexual harassment are - Remarks, looks, jokes, use of offensive language, alluding to a person's private life
or sexual orientation by innuendo, or remarks about a person's appearance.
- Making provocative suggestions or pressing people to accept unwelcome
invitations.
- The display of suggestive or pornographic material.
- Deliberate physical contact, to which the individual has not consented or had the
opportunity to object to.
We direct staff to the Stonewall publication 'Bullying: Preventing the bullying and
harassment of gay employees' which provides specific examples of anti-gay
bullying and harassment.
This can be be found on 'Our current focus' page under LGBT:
http://www.shef.ac.uk/hr/equality/focus
And on the LGBT Staff Network pages under 'Publications':
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/index
And on our Harassment information pages: 'Harassment - What It Is and What To
Do About It' under 'External Resources' http://www.shef.ac.uk/hr/guidance/eamp/harassment
And on our Personal Harassment Network Contacts page under 'External
Resources' - http://www.shef.ac.uk/hr/guidance/eamp/harassment/network
Also on our LGBT Staff Network pages we provide a link to the Stonewall
publication 'Hate Crime' which provides examples of anti-gay bullying and
harassment and advice on reporting incidents of bullying and harassment.
This can be found under 'Publications' on our Network page
http://www.sheffield.ac.uk/hr/equality/involved/lgbtnetwork and at
http://hr.dept.shef.ac.uk/equality/stonewall_hatecrime_publication.pdf
6C
Describe how you ensure all staff are aware of and understand your bullying and
harassment policies and procedures:
All our Policies and Procedures are available on the University web pages and are
accessible to all staff and students.
http://www.shef.ac.uk/hr/guidance
Information on bullying and harassment for students can be found on the
Harassment Website and the Student's Union Advice and Welfare Centre website:
http://www.shef.ac.uk/ssid/sos/harassment/bullying
http://www.shef.ac.uk/union/student-advice-centre/personal-advice/bullyingand-harassment.htm
New staff to the Student Services department also receive a link to this information
through the Staff Induction Pack.
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http://www.shef.ac.uk/polopoly_fs/1.107970!/file/WelcomeInductionPack201112.pdf
Additionally, training around bullying and harassment will be given to groups of
staff through existing training frameworks. For example, our Residential Mentors
who look after the students in residencies receive training on harassment, which
focusses on LGBT harassment, and our new lecturers have received equality
training that specifically covered harassment as part of their week long induction
programme. See appendix 6C(a) for the relevant sections.
6D
Describe the measures taken to encourage reporting of LGB-related bullying and
harassment:
We have a number of different routes to enable people to report bullying and
harassment for staff and students.
STAFF
We have personal harrassment network contacts:
http://www.shef.ac.uk/hr/guidance/eamp/harassment/network
The University Personal Harassment Network is staffed by volunteers from across
the University workforce who have received training in the Harassment Policy and
Procedures. They are available to provide information on a confidential basis to
any member of University staff who feels (s)he is being harassed.
The Personal Harassment Network is available to any employee, regardless of their
area of work. It is intended that the network is a further avenue of support, in
addition to other support/welfare groups which already exist. There is a link to
the network from the LGBT staff network pages.
Staff wishing to discuss/report LGBT-related bullying and harassment can also
contact the nominated LGBT Staff Network contacts as displayed on the LGBT Staff
Network homepage for more information and help.
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork
Tom Reaney - Network Chair
Jackie Marsh - Network Founder Member & Head of School of Education
Nicky Hallett - Network Founder Member & Senior Lecturer in English.
We have a number of different routes to enable people to report bullying and
harassment.
STUDENTS
Training of Residential Mentors in harassment and bullying ensures that students
have a route to report harassment and bullying. Students also have pastoral
support from tutors within departments. Students wanting to discuss an incident/s
of alleged bullying or harrassment should contact the Harrassment and Bullying
Support Network:
http://www.shef.ac.uk/ssid/sos/harassment/networkmembers
http://www.shef.ac.uk/ssid/sos/harassment/support
The following people or services are available for help and support:
The Harrassment & Bullying Support Network, email:
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harrassment@sheffield.ac.uk, tel: 0114 222 9621
Your Personal Tutor or Head of Department
The Student Advice Centre, email: sac@sheffield.ac.uk. tel: 0114 222 8660
University Counselling Service, email: ucs@sheffield.ac.uk, tel: 0114 222 4134
Nightline (the Union), email: nightline@sheffield.ac.uk, tel: 0114 222 8788
Your Residential Mentor (if living in University owned Residences)
24 Hour Support Line for University Staff - 0800 068 6729 http://www.shef.ac.uk/hr/aboutus/news/stories/supportline
Students wishing to discuss/report LGB-related bullying and harrassment can
contact any Students' Union Officer but in particular could contact either the
Women's Officer or Welfare Officer who have specific responsibility for LGBT
students. Also the Student Advice Centre or the Student LGBT Committee who
have appointed Mens and Women's Welfare Officers. They are all available for LGB
students to discuss any bullying or harrasment that they encounter.
http://www.shef.ac.uk/union/you-run-us/officers/womens-officer/index.php
http://www.shef.ac.uk/union/you-run-us/officers/welfare-officer/index.php
http://www.shef.ac.uk/union/student-advice-centre/
http://sheffieldunilgbt.weebly.com/welfare.html
The University recognises four main campus trade unions which are represented
on the Joint Unions Campus Committee. These are all committed to promoting
LGBT equality and outlawing harassment and bullying in the workplace:
Unison provides information on LGBT members in the workplace. One publication
entitled 'LGBT Workers Rights' contains information on workplace discrimination,
victimisation and harassment, and provides areas to target in order to reduce LGBT
bullying and harassment in the workplace:
http://www.unison.org.uk/file/LGB%20workers%20rights%20%20April%202012.pdf
Unite promotes a Dignity at Work policy to encourage a zero tolerance to
workplace bullying and harassment, including LGBT:
http://www.unitetheunion.org/resources/equalities_2011/equalities__legacy_content/equalities_campaigns/dignity_at_work.aspx. The Unit website
also encourages the confidential reporting of all bullying and harassment in the
workplace: http://www.unitetheunion.org/resources/equalities_2011/equalities__legacy_content.aspx.
University and College Union provide many resources on their webpages:
http://www.ucu.org.uk/index.cfm?articleid=3314.
Some of these include:
- Guidelines on harassment and bullying in Further Education
- What to do if you are being bullied or harassed
- What to do if you witness bullying or harrasment
- Guidance for those accused of bullying or harrassment.
- Stopping bullying and harassment at work - a handbook for UCU reps and
members on essential steps to prevent bullying and harassment.
- Tackling bullying and harassment at work - a 2 day course for local reps designed
to increase understanding of these issues and consider the practical ways in which
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harassment and bullying can be tackled in the workplace http://www.ucu.org.uk/index.cfm?articleid=3211.
6E
Describe how staff dealing with complaints are trained on LGB-related bullying and
harassment:
Residential Mentors participate in a four day training and induction programme
prior to the students' Intro Week which is led by Student Services. This programme
covers appropriate support for LGBT students including bullying and harrassment,
in which Mentors are encouraged to listen and signpost to support available within
the University. All training is followed by individual evaluation and feedback forms.
The Residential Mentor team is in itself one of the most inclusive and diverse in the
University.
We have personal harassment network contacts who currently receive training.
We have an online e-learning package entitled 'Challenging Behaviour: Dealing
with bullying and harrassment in the workplace' which is available to all staff.
http://www.sheffield.ac.uk/hr/sld/lms
This includes reference specific to sexual orientation and gender reassignment and
Scenario 1 relates to sexual harrassment, and Scenario 4 - 'that's against the law' is
a specific scenario relating to Sexual Orientation.
See Appendix 6E(a) for course screenshots.
The key learning outcomes are:
- The legal and moral repsonsibilites of all staff
- The tools to recognise and put a stop to bullying and harassment
- Why certain behaviours are inappropriate
- The damage caused by bullying and harassment
- How to respond to inappropriate behaviour
- Why inappropriate behaviour cannot be tolerated
- The knowledge and skills necessary to work successfully as a team
Users should also understand:
- What is meant by inappropriate behaviour (bullying and harassment) in the
workplace
- The effects of inappropriate behaviour on individuals and organisations
- Some of the reasons why people bully and harass
- How to deal with people who behave inappropriately
The e-learning course 'Managing Diversity' is aimed at managers of diverse teams,
and contains a case study specifically related to LGBT bullying and harrassment.
The case study explores appropriate responses and ways of managing and reducing
this behaviour in the workplace.
The objectives of this course are:
- Understand why it is important to manage diversity
- Look at case study scenarios asking “What would you do?”.
- Understanding your responsibilities as a manager of a diverse workforce
- Help to build action plan for improving the way you manage diversity in your
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team
See Appendix 6E(b) for a 'Managing Diversity' screenshot.
6F
We are currently in the process of reviewing our online provision, to include
specific Bullying and Harassment packages for managers. As part of this, we hope
to tailor the package so at least one case study is LGB focused.
Describe how incidents are monitored, including those from informal reporting
routes, and provide relevant evidence (e.g. samples of monitoring forms):
All monitoring reports of harassment and bullying are strictly confidential. Where a
Monitoring Complaints form is completed, one copy is kept by the complainant,
one by the Bullying and Harassment Network member and another by an internal
representative. If the complainant wishes to remain anonymous a reference
number can be ascribed which the complainant can quote in further contact.
Details of the case are noted alongside future action agreed between the
complainint and Network member.
All complaints which come straight to HR are logged on Faculty spreadsheets and
are monitored by LGBT and other equality characteristics.
The Bullying & Harassment Support Network Monitoring form is provided in
Appendix 6F(a).
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Part 2: Staff Engagement
7a. Is your most senior lead champion for LGB issues:
A
B
C
D
At Board/CEO level equivalent
At Senior Management level equivalent
The HR or Diversity officer
We do not have a champion for LGB issues
7a
Please provide the name and job title of the individual referred to in 7a, stating the
number of management grades between that person and the Chief Executive, and
the number of management grades in total:
Professor Tony Ryan, Pro Vice-Chancellor for the Faculty of Science and chaIr of
the Council level Equality and Diversity Board.
There is one Management Grade between the Pro-Vice Chancellor and The Vice
Chancellor. There are approximately 11 Management Grades below the Pro ViceChancellor.
7b. How has the champion named in 7a engaged with staff on issues of LGB equality
during the past year?
A
B
C
D
E
F
G
7b
A
Communicated to all staff a strong leadership message on the
importance of LGB equality in the workplace
Engaged with board and management to ensure LGB issues are
promoted across the organisation
Identified as LGB equality champion in internal communications
Met periodically with LGB employees, or acts as sponsor to LGB
employee network group
Attended LGB employee network group event or LGB awareness
raising event
Other
Our lead champion has not done any of the above in the past year or
we do not have a lead champion
Provide an example from the past year of a message from your senior champion:
Professor Tony Ryan, Chair of the EDB, is championing our Equality Objectives
Project, and has provided a foreword to the project on our website. This
communicates to all staff the importance of inclusion and diversity in the workplace,
which encompasses LGBT staff. This project has been heavily influenced by LGBT
staff and students, amongst others, and at the meeting in December 2011 to discuss
key themes to make the university an inclusive and supportive place to work and
study, it was the chair of the LGBT student committee who pointed out that the
University is very welcoming to LGBT people, and that we need to do more to shout
about this. As a direct result, HR have been working with the LGBT staff network and
Student Officers to film LGBT staff and students talking about the University and
about being LGBT at the University. This is fully supported by Professor Ryan.
Additionally, a message went out to all staff inviting them to participate in focus
groups as part of this project, to ensure their voices were heard.
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"There is no doubt in my mind that, to be the strongest University we can be, we
need to attract, grow and engage with talented people from all backgrounds and all
sectors of society and everyone needs to feel included in the University community
so that they can flourish and reach their full potential."
http://www.shef.ac.uk/hr/equality/equalityobjectives
A copy of the e-mail asking people to participate in our Equality Objectives Focus
Group is provided in Appendix 7bA(a).
7b
B
The message of LGBT equality is also one that is strongly endorsed by the ViceChancellor, Professor Keith Burnett (CEO equivalent). For example, in a recent
Question and Answer session with students held in the Students' Union on the 19th
March, the Vice-Chancellor was questioned on a whole range of topics - Education,
wider HE issues and the University. One student raised a question about the
University's commitment to LGB equality and the VC gave a very supportive answer,
highlighting how it is an important issue which the University is taking seriously.
Video available via YouTube here:
http://www.youtube.com/watch?v=nY83OOc1mGs&list=UU9XMnntaI9bg_Zpi8s7ofq
w&index=10&feature=plcp
The Wider University topics begins from 30:01 mins
The LGB related question begins at 43:35 - 45:05 mins
Describe how your senior champion has engaged with board/management:
Through his role as chair of the Equality and Diversity Board and champion of the
Equality Objectives Project, Professor Tony Ryan has engaged with the Equality and
Diversity Board to encourage investigation into issues of equality throughout the
University. These issues have been explored through focus groups and 1-1 sessions,
and Equality Objectives are currently being crafted which will support key University
objectives to be a fully inclusive University.
7b
C
7b
D
7b
E
7b
F
He has also engaged with and involved the University Executive Board (UEB) in the
project, including in particular the Director of Human Resources. This will ensure that
the project has wide support amongst senior University committees and
management, and will enable us to develop meaningful equality objectives and
promote issues of equality, including LGBT, throughout the University.
Provide a copy of a message identifying the LGB equality champion:
N/A
How often does your senior champion meet with LGB employees or the employee
network group?
N/A
Describe this event and provide evidence where possible:
N/A
Please describe:
Whilst Professor Tony Ryan does not meet periodically with the LGBT staff network,
he chairs the Equality and Diversity Board that includes LGBT representation, he
invited the LGBT staff and student network chairs to the initial meeting of the
Equality Objectives Project where over-arching themes were discussed and agreed,
and he is considering ways, in conversation with HR, of making stronger links
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between the LGBT staff network and the EDB (as per Q2B above).
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Optional Question: Stonewall Workplace Champion of the Year
If you would like your senior champion to be considered for the Stonewall Workplace
Champion of the Year award, please submit a supporting statement. Focus on the personal
impact of your senior champion, how they have demonstrated their understanding of LGB
issues, and the organisational change they have enabled:
8. Does your organisation have a lesbian, gay and bisexual employee network group
(ENG) in the UK?
A
B
C
D
E
F
G
Yes, and the network has formal recognition and a defined role
Yes, and the network has access to a budget and other resources
Yes, and the network has an agreed terms of reference or business
plan
No, we do not have a network, but we have a formal agreement with
external support networks in our region or sector
No, we do not have a network, but we make other facilities and
resources available to LGB staff for networking and
consulting/feeding back to organisation
No, we do not have a network but are in the process of setting one
up
No, we do not have a group nor do we offer specific alternative
resources
8A
Give the name of the group, number of members and date established:
The Lesbian, Gay, Bisexual and Transgender (LGBT) Staff Network. The network
has circa 50 members on our online network space, although an average of
between 6 and 10 people come to each meeting. The network was launched on
May 17th 2010.
8B
Describe the financial and other resources available to the group:
The network has a dedicated budget of £500 per year from the central HR equality
budget. In addition, HR fund awareness raising events, network meetings and
Sheffield Pride sponsorship, along with some publicity material - for example, the
network chair has business type cards which he takes to events and meetings, and
which HR also take to the VC's welcome events for new starters. See Appendix
8B(a)for a copy.
In addition, the HR Equality & Diversity Team assist the network with producing
and circulating numerous posters and leaflets, writing articles for our Staff
Newsletter - Overview, and using the University’s central messaging system –
Announce – to advertise and show support for LGBT Network related news. We
also organise events, and deal with the booking of and payment for rooms,
catering and other equipment needed for network meetings.
8C
Staff network members are also reimbursed for travel to the Regional LGBT
Network.
Please submit a copy of your network’s terms of reference or business plan:
Terms of Reference
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(http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/tor)
Aim
To work in partnership with management and staff at the University of Sheffield to
create an inclusive and diverse working environment that encourages a culture of
respect and equality for everyone regardless of their sexual orientation and
gender identity.
Objectives
1.
Provide a forum for networking, information sharing and peer support;
2.
Act as a consultation forum;
3.
Increase the visibility of LGBT staff and;
4.
Liaise with other groups, e.g., staff and student societies to share
information and best practice.
8D
8E
8F
Support will be provided by the Organisation Development Team (Equality &
Diversity).
Describe how the external support network is promoted in your organisation:
N/A
Describe these other facilities and resources, e.g. LGB trade union representative,
equality and diversity working group etc.:
N/A
Describe the steps taken towards setting up a network and when you expect the
network to launch:
N/A
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9. Please specify below the function(s) of your LGB employee network group.
A
B
C
D
E
F
G
H
I
J
K
L
9
A
Advise on LGB-specific implications of internal policies and
procedures
Social and other networking events for LGB staff
Support the professional development of network members
Take action to recognise, address and include the distinct needs of
lesbian, gay and bisexual network members
Maintain an intranet page
Collaboration with other LGB employee network groups (e.g. crosssector or regional)
Collaboration with other internal employee networks (e.g. women’s,
disabled, BME)
Awareness raising for non-LGB staff
Provide support and advice for LGB staff with issues at work
Advise on business development/service delivery
Other
None of the above, or we do not have a group
Describe how the LGB employee network group advises on internal policy and give an
example:
The LGBT Staff Network at the University of Sheffield is consulted with by the Senior
HR Adviser (Equality) in all instances of changes to or implementations to internal
policy, with opportunities for information sharing, discussion and feedback.
An example of this is the Consultation on the University's Excellence Through
Inclusion vision and strategy document – Julie Campbell (Senior HR Adviser) invited
comments from the LGBT network group on the draft strategy via the uSpace and by
attending an LGBT Staff Network meeting, and asked for and collated feedback from
the group which fed into the final document.
More recently, the Chair of the LGBT staff network, and other LGBT members of staff,
attended a meeting in December 2011 to feed directly into the Equality Objectives
Project, which will set the future direction of equality activity at the University.
A copy of the session plan for this meeting is provided in Appendix 1C(a).
9
B
Please give one example of a networking event in the past year:
In April 2012, the LGBT Staff Network held one of its quarterly staff meetings, with a
guest presentation from our nominated Stonewall Workplace representative,
Madelaine Lasko. This provided staff with the opportunity to catch up, meet new
network members, and learn more about Stonewall and the work being done with
lunch and refreshments.
9
C
http://hr.dept.shef.ac.uk/equality/LGBT_Network_Meeting_Agenda_April.pdf
Give an example of how the network supports the professional development of its
members:
Departmental changes, job opportunities and training and development programmes
are all advertised / shared / discussed as appropriate via the various contact methods
employed by the Staff Network (email, intranet pages, closed Facebook group)
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For example, the Stonewall Leadership Programme 2012 was recently advertised via
these methods to all LGBT staff at the University
9
D
9E
9F
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/stonewallleadershipprogra
mme2012
Explain how the network addresses the distinct needs of lesbian, gay and bisexual
members:
Consultation is key - during the initial process of setting up the network, LGBT staff
were met with and consulted regarding what would be needed from such a network,
what could be gained, what LGBT staff would like to see happen (such as events,
seminars, research, networking etc). Every effort was made to ensure LGBT staff
from different grades, roles and backgrounds were included in the working group and
in subsequent consultations.
This process remains in place - the Network Chair consistently consults with and asks
for feedback and ideas from network members to further the activity of the group to
fully meet the distinct needs of its members (via meetings and e-communications).
Network meetings remain small, with new members attending slowly, but the
Intranet has circa 50 people as members.
Submit a screen shot of your intranet page:
A screenshot of our intranet page can be found in Appendix 4C(c).
We also have a facebook page: see Appendix 9E(a).
Describe this collaboration:
The University of Sheffield is part of an LGBT multi agency committee – a city wide
network of representatives from different agencies coming together to discuss LGBT
related issues and policies, and share good practice. (Agencies include Sheffield City
Council, South Yorkshire Fire Service, Sheffield NHS, Crown Prosecution Service,
Sheffield Hallam University etc) and regularly consults with LGBT people at key events
in the city.
The University of Sheffield has also taken part in numerous 'cross-networking'
opportunities - including one organised by the University itself. The 'Meeting of
Minds' event was organised to bring together key organisations in Sheffield to discuss
LGBT issues and developments within the city.
We are also members of the Northern Universities Network, established recently
(April 2012), attending the inagrual meeting: this was set up following meetings and
consultations with other universities (such as York, Leeds, Liverpool, Salford) after a
networking event in 2011 at the University of Salford ('Let's Get Better Together').
See Appendix 9F(a) for a copy of this event poster.
The aim is to meet and network twice a year with regular e-communication in
between. The Terms of Reference are as follows:
1.
Promoting LGBT equality and visibility in the H.E sector
2.
Supporting organisations with poor LGBT support and encouraging those
institutions that do not have LGBT staff networks to set them up. Supporting
institutions with networks at different levels of development
3.
Sharing good practice
4.
Career development and networking
5.
A social network to promote strong LGBT alliance
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6.
To develop defined projects to ensure that the network has purpose
The next meeting will be hosted by the University of Liverpool, and the University has
put itself forward to host the one after that. We plan to invite Professor Tony Ryan,
our equality champion and Chair of the EDB, to introduce this meeting.
9
G
9
H
9I
The LGBT Staff Network is also beginning to start collaborating with the Students'
Union LGBT committee on events such as Sheffield Pride and working on joint
campaigns.
Describe this collaboration:
The scope for cross-over between the various employee networks is wide. For
example, we have numerous members of the LGBT Staff Network who are also
members of the Women's Network; the same for LGBT staff who are also disabled.
One of our most prominent LGBT members of staff, Elena Rodriguez-Falcon, is also
the Director for Women in Engineering and a founding member of the recently
formed Women in STEM network. We are working more on making links between
different equality groups, to ensure wide sharing of good practice and consistency
across the University.
Give an example of awareness raising for non-LGB staff:
The University of Sheffield's sponsorship and involvement with Sheffield Pride over
the last three years is becoming more and more visible to non-LGB staff, with 2012's
participation being the biggest yet. We sponsored Sheffield Pride 2012 on a £1000
package which included 2 University stalls at the event. Prior to the event both the
LGBT Staff and Student Networks collaborated on assembling and gathering various
materials for the stall. The LGBT Staff Network worked closely with HR on
communications for the event, raising awareness of Sheffield Pride and the LGBT staff
and student presence throughout the University. The Staff and Student Networks
were also involved in the first ever Sheffield Pride parade at the event. Following
Pride, details of the event were circulated to all staff via communications, which
raised awareness of the LGBT Staff and Student Networks and their presence and
activities within the University and the wider community. Details of all
communications for this event are provided in sections 9I, 10B, 10G.
Describe how this service is advertised:
The University of Sheffield's support of and inclusion in Sheffield Pride is advertised
via email, our website and across campus media platforms (such as plasma screens
used to display University news). There is also follow-up communications and
publications, including for 2012 an article in 'Overview' - the University's e-newsletter
sent to all staff:
http://theuniversityofsheffield.com/OverviewJune2012/FMW-GWS-1D2IN02EAEBVYN7-1/Events2.aspx?dm_i=FMW%2CUGSO%2C2IN02E%2C2I47T%2C1.
The University's twitter account also tweeted about taking part in Pride, which was
retweeted by 10 people. This tweet therefore had the ability to reach 28,934 people
through twitter. A screenshot of the University tweet is provided in Appendix 9I(a).
If LGBT people feel they have an issue at work, the LGBT staff network has advertised
contacts as a point of call for people. These are prominent on the LGBT webpages, as
below:
Contact us
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To join the network please email lgbtnetwork@sheffield.ac.uk
If you wish to know more about the network, or just want a friendly ear to talk to,
please feel free in confidence to contact:
Network Chair:
Tom Reaney on t.reaney@sheffield.ac.uk
Founder Members:
Jackie Marsh on j.a.marsh@sheffield.ac.uk or
Nicky Hallett on n.a.hallett@sheffield.ac.uk
9J
Please give an example of how your network has advised the organisation on business
development/service delivery:
During the inaugural meeting of the Network Group (established to facilitate the
creation of the LGBT Staff Network), the discussion focussed on ensuring LGBT staff
had a route to talk to people about issues outside of their Head of Department or HR.
We discussed the harassment network advisors with them, and as a result have
included details of this network on the LGBT webpages, and have ensured LGBT staff
are named as contacts on the webpages:
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork
9K Please describe:
Staff wishing to discuss / report LGBT-related bullying and harassment can contact
the nominated LGBT Staff Network contacts as displayed on the LGBT Staff Network
homepage for more information and help:
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork
This provides LGBT staff at the University with an extra avenue of communication and
resource to assist with any issues within the workplace, before seeking further advice
and action if needed. The named contacts can also be used by LGBT staff to forward
feedback and comments on University business development and service delivery.
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Optional Question: Star Performer Network Groups
If you would like to be considered for the ‘Star Performer Network’ award, please submit a
supporting statement. Focus on particular innovations, the impact of the group on
organisational culture and on individual experience, and anything else that makes the
group stand out:
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10. How have you communicated with and engaged all staff on issues of LGB equality
in the past year?
A
B
C
D
E
F
G
H
I
J
K
10
A
LGB-related information included in staff induction
LGB-related messages regularly appear in internal communications to
all staff
Information and resources on LGB issues made available to all staff
LGB awareness raising events
Use of ‘Stonewall Diversity Champion’, ‘Top 100 Employer’ or ‘Star
Performer Network’ logo in internal communications
Action is taken to ensure LGB awareness raising efforts reach all staff
Ally programme to involve non-LGB staff in promoting LGB equality
All staff survey including questions on LGB issues
Impact of awareness raising is tracked and evaluated
Other
None of the above
Explain how LGB information is included at induction:
During staff induction, new starters are asked to complete their personal
information through 'Myjob' (the employee self service portal). This includes
equality monitoring data. The sections for Sexual Orientation and Trans status both
have a direct link to our LGBT webpages and network pages.
The induction pack directs new staters to the Learning Management System which
includes the e-learning course 'Challenging Behaviour: Dealing with bullying and
harrassment in the workplace.'
Please see Appendix 10A(a) for screen-shots of MyJob and Appendix 6E(a) for
screenshots of the 'Challenging Behaviour' e-learning programme.
We also direct people to our online Diversity Training Packages from the welcome
pack for new staff, which include:
1) Equal Opportunities & Diversity Essentials
The course introduces the concepts of equal opportunities and diversity and
provides an overview of the main legislation and its implications.
2) Managing Diversity
This course takes an in-depth look at each of the main pieces of legislation in place,
and considers a range of ways in which you can help break down barriers.
3) Sexual Orientation: Respecting lesbian, gay and bisexual people in the workplace.
How do you ensure people recognise the grey line between harmless banter and
offensive behaviour and deal with it appropriately? Developed with our partners,
this exclusive training solution from Skill Boosters, demonstrates how treating
people with respect and dignity creates a working environment which is both
pleasant and productive.
Our Welcome Pack has recently moved from a paper version pack to an online pack,
which links through to the equality and diversity webpages. In the 'Useful
Information' section there is also a link to MyJob where new starters can update
their personal details, including sexual orientation information.
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We also attend VC welcome events (which all new staff are invited to attend) as
representatives of the HR equality team, thereby using this opportunity to publicise
both our work on LGBT issues, and the Staff Network in particular (we take along
cards with the contact details of Tom Reaney, the LGBT staff network chair on
them), and to encourage staff to get involved in the e&d agenda.
http://www.sheffield.ac.uk/hr/sld/newstaff
A copy of the LGBT Staff Network Business Cards is provided in Appendix 8B(a).
The welcome statement from the VC for new starters can be found in the online
welcome pack. http://www.sheffield.ac.uk/hr/sld/newstaff/vcmessage
10
B
Please give examples from the past year (e.g. emails, articles in internal publications,
pop-up messages):
The University has recently undertaken a project entitled 'Allowed Out', which was
advertised on the website. This was a collaboration between the University's History
department and the Out Aloud Sheffield LGBT choir. The University asked the LGBT
commumnity to get in touch and share their experiences of coming out and living life
as a lesbian, gay, bisexual or transgender person. Writing workshops were held with
Poet Laureate River Wolton, in order to generate original material for the University
of Sheffield's Festival of Mind in September.
http://www.shef.ac.uk/news/nr/lgbt-stories-sought-for-new-project-1.179065
All Festival of the Mind programmes are being publicised throughout the city and
the "Allowed Out" event has been publicised to the staff network in particular via email, uSpace and Facebook.
"Allowed Out" article on the LGBT Staff Network page:
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/allowedout
Prior to Sheffield Pride 2012 we sent an all-staff e-mail via Announce publicising the
event and our involvement in terms of sponsorship, stall rental and presence in the
first Sheffield Pride parade (see Appendix 10B(a)). We also contacted departments
across the University asking for volunteers and information to represent the
University at the event. Many departments provided various materials for use on the
stall including brochures, information leaflets and job vacancies. In addition,
Sheffield Pride 2012 was regularly advertised on the University and Human
Resources Twitter account prior to the event, and on television screens in a number
of central University locations such as the Student's Union and various faculty and
departmental buildings.
A copy of an image used on television screens to advertise Sheffield Pride is provided
in Appendix 10B(b).
We updated the Equality & Diversity pages (held on the main HR website) and LGBT
Network pages before and after Sheffield Pride 2012, reflecting the University's
involvement and presence at the event. An advert and link to our webpages
appeared on the University staff homepage. We updated the central staff University
calendar with the date of Sheffield Pride 2012, which appeared on the homepage of
the internal staff system 'Muse' (this system is where people access internal
University information, and open email and calendars through). An example tweet
from the University Twitter account is provided in Appendix 9I(a).
Following Sheffield Pride 2012 we published an article about experiences of Pride in
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the University monthly newsletter 'Overview', which is distributed across the
University to all staff, both past and present. Please see Appendix 10B(a) for the
Overview article.
10
C
Describe how you advertise these resources and where you make this information
available (e.g. Stonewall publications on intranet, library with LGB information):
We use the Stonewall Diversity Champion logo on the Equality & Diversity website
and LGBT Staff Network. The logo is also used on job advertisements in the 'About
the Job' section. A sample 'About the Job' is included in Appendix 10C(a).
Regular advertisement of Stonewall events on the Equality & Diversity and LGBT
Staff Network websites, including the Stonewall Leadership Programme 2012.
Advertisement of a number of LGBT leaflets and resources on the University stall at
Sheffield Pride 2012. These contained information on various issues, from housing
and parental advice to bullying and harassment support.
Student LGBT Lounge with a dedicated library of free LGBT resources. A large
selection of books are available and the list of titles can be found on the student
website - http://sheffieldunilgbt.weebly.com/lounge.html.
The Student LGBT Committee website also contains lots of information about
support and resources available to LGB students from the Students' Union and the
Committee - http://sheffieldunilgbt.weebly.com/index.html
The Student committee publishes an "LGBT Handbook" in both print and electronic
format for new and old students coming to Sheffield and contains information about
the local area and support, facilities and activities open to LGB people in the region http://sheffieldunilgbt.weebly.com/lgbt-handbook-201112.html
The student committee also has a stall every year at the Students' Union "Actvities
Fair" where it promotes the work and campaigns of the group, gives out handbooks
and other resources such as condoms and sexual health advice.
10
D
Describe the events held in the past year:
STAFF EVENTS
- Sponsorship of Sheffield Pride 2012, participation in the first Parade and stalls at
the event run by members of the LGBT Staff and Student Committee.
- Regular LGBT Staff Network Meetings and social events.
- Hosting of the LGBT regional network meeting for Universities, due to take place in
the next few months
- The chair of the LGBT staff network will be working with HR to run an event in the
near future open to all staff, but hosted by the LGBT staff network, where the LGBT
staff and student storying film will be shown.
STUDENTS
- Marriage equality. The committee constructed stalls in the foyer of the Student's
Union promoting marriage equality and providing access for people to sign the
petition.
http://sheffieldunilgbt.weebly.com/campaign-for-equal-marriage.html.
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10
E
- International LGBT Awareness Campaign 'Sticks and Stones: Not all Fun and
Games'. The committee hosted various events in the Students Union to raise
awareness about homophobia around the world.
- Weekly socials with Sheffield Hallam LGBT student network
- Project evaluating LGBT inclusion at religious places of worship in the local area and
what provision there is for LGB religious people in Sheffield. Report available here http://sheffieldunilgbt.weebly.com/uploads/6/3/1/3/6313637/religion_for_website.
pdf
- Monthly club night held at the Students' Union called "Climax" which has been
happening for 21 years and is the biggest LGBT night in South Yorkshire. As well as
the regular monthly nights there are also ad-hoc special nights at Halloween,
Christmas and Summer Spectactular. Climax is also the official after-party of
Sheffield Pride.
Please send an example of internal communications where a Stonewall logo was
used:
The Stonewall logo is featured on the HR Homepage where all the latest events are
advertised in the Main HR News Box.
http://www.sheffield.ac.uk/hr
It is included on job advertisements in the About the job section. An example About
the job is included in Appendix 10C(a).
It also features on the LGBT Staff Network pages, our Sheffield Pride webpages and
all advertisements of Stonewall events.
http://www.sheffield.ac.uk/hr/equality/involved/lgbtnetwork/index
http://www.sheffield.ac.uk/hr/equality/involved/lgbtnetwork/stonewallleadershipp
rogramme2012
http://www.sheffield.ac.uk/hr/equality/involved/lgbtnetwork/sheffieldpride2012
10
F
Describe how you ensure all staff (e.g. non-office based staff) receive LGB-related
information:
For all of our communications about equality events and activity, we are acutely
aware that circa 600 of our staff do not have regular access to a computer or receive
emails. We have a system in place where paper copies of emails and other
communications go through contact points for these staff (for example, via line
managers or via administrators) and are distributed widely.
For example, advertisements for Sheffield Pride 2012 were shown on tv screens
across all University buildings, including screens in entrances and foyers where
porters and security staff are typically based, and out in the residencies where they
would also reach students. In addition, the University had a full page advertisement
in the Sheffield Pride 2012 brochure, which was distributed across the University and
the wider Sheffield community. In order to prompt more pro-activity from
departments across the University, we also sent specific communications to them
asking for volunteers and for material for the stall, in an attempt to raise their
awareness of the event and the University's involvement in it.
Our advertisement in the Sheffield Pride 2012 brochure can be found in Appendix
22A(a).
This system works for University based activity aswell as just for LGBT related
activity. So, for example, the Staff Survey 2012, which included specific LGBT
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10
G
monitoring questions, was distributed by email to all staff, and by paper copy to
non-office based staff (porters, catering staff, cleaners) aswell as to people who are
currently on long term leave (for example, maternity, study leave, long term sick
leave, etc).
Please describe this programme:
Sheffield Pride 2012 was widely advertised to all staff via the University staff
homepage, all staff e-mails, television screens and twitter. These communications
encouraged both LGBT and non-LGBT staff and students to support Sheffield Pride.
On the back of this, the chair of the LGBT staff network and HR are discussing ways
of increasing the involvement of non-LGBT staff in LGBT staff awareness raising and
activity. Specifically, we are considering how to make a more formal link between
the LGBT staff network and the Equality and Diversity Board, bearing in mind LGBT
staff are already represented on the EDB; and are planning an event which will be
open to all staff and hosted by the LGBT staff network, and where the LGBT film
collaboration between HR, LGBT staff network and the Student's Union will be
shown.
The Student LGBT Committee hold regular campaigns and events in various locations
around the University. Those held in the Student's Union have taken place both in
the LGBT Lounge and the foyer, ensuring involvement for both LGBT and non-LGBT
staff and students.
Recent events include:
- A campaign for marriage equality, in which all individuals in the Student's Union
were encouraged to sign the Coalition for Equal Marriage petition.
- An LGBT Mental Health Awareness Campaign, in which stories written by LGBT
students are available on the website. http://sheffieldunilgbt.weebly.com/studentstories.html.
- An International LGBT Awareness Campaign entitled ' Sticks and Stones - Not all
Fun and Games.' The network organised a range of activities in the Student's Union
including face-painting stalls and craft activities to raise awarness about
homophobia around the world.
All these activities demonstrate an approach to raising awareness amongst both
LGBT and non-LGBT staff and other stakeholders.
http://sheffieldunilgbt.weebly.com/index.html
10
H
Please submit the LGB-specific question(s) from your most recent survey:
The University undertook a staff survey in 2012. All staff were asked to fill in their
Personal Details, as below:
"This section asks for equality related information about you.
The University uses equality data to understand the workforce profile, which enables
us to target, and support areas of under-representation and develop specific
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initiatives. It also helps to inform future planning, and the review and development
of policies.
This information will be used anonymously, to understand how different groups of
staff feel about various subjects, and no data will be available for groups of fewer
than ten respondents.
10) How would you describe your sexual orientation?
1. Heterosexual/straight
2. Gay man
3. Gay woman/lesbian
4. Bisexual
5. Other
6. Prefer not to say
11) Are you open about your sexual orientation with people at work?
1. Yes
2. No
3. With some people but not all
4. Prefer not to say"
In addition, there were specific equality related questions contained within the
survey, of which the results by all University staff and by LGBT staff are provided in
section 17D.
10I
10J
Explain how awareness raising initiatives are evaluated:
We track the impact of awareness raising initiatives via feedback sheets at events
and anecdotal evidence from people. As with all evaluation systems this is fraught
with difficulty and is not overly reliable - however, as this is often a sensitive area for
people, we are keen not to over-evaluate initiatives at this stage in our journey.
What is of note however is the fact that the LGBT staff network is still going strong
and is gaining new members all the time, and the very positive response we have
had from our invitations for LGBT staff to get involved in the 'Allowed Out' initiative,
where LGBT stories are being told as part of the City Wide Festival of the Mind; and
the positive response, and very open sharing of experiences, from LGBT staff and
students to being filmed, as part of our collaboration between the Students Union,
LGBT staff network and HR. It is difficult to imagine such a positive and open
response 2 years ago when the LGBT staff network began, and this is testimony to
the changing environment at the University.
Please describe:
The University e-mailed communications to all staff encouraging them to update
their personal Equality data via MyJob the employee self service portal (See
Appendix 10A(a). Through these communications we were able to raise awareness
amongst all staff by directing them to our Equality Pages and linking directly to the
LGBT Staff Network Group.
We were also able to direct all staff to our monitoring section which details why we
want to gather this valuable staff data and includes the specific section on why we
would want to monitor sexual orientation (including links to our LGBT Staff
Network).
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Part 3: Learning, Development and Support
11. Which of the following groups of UK staff are targeted for LGB-inclusive diversity
training?
A
B
C
D
E
F
11AD
Training is targeted to new starters
Training is targeted to senior managers
Training is targeted to line managers
Training is targeted to all other staff not included above
Impact of training is evaluated
We do not offer LGB-inclusive diversity training
Describe how you ensure that LGB-inclusive diversity training is taken up for all
levels that you have identified above:
The University of Sheffield has an inclusive approach to all training which is
available to all staff.
A) New Starters are required to complete our online Diversity Training Packages
which are inclusive of LGBT issues. They are directed to our online training as
part of the Welcome Pack for New Starters.
http://www.sheffield.ac.uk/hr/sld/developyourself/equality.
- Equal Opportunities & Diversity Essentials
http://www.sheffield.ac.uk/hr/sld/developyourself/directory/equalopsessentials
The course introduces the concepts or equal opportunities and diversity and
provides an overview of the main legislation and its implications.
See Appendix 11A(a) for screenshots.
- Managing Diversity
http://www.sheffield.ac.uk/hr/sld/developyourself/directory/managingdiversity
This course takes an in-depth look at each of the main pieces of legislation in
place, and considers a range of ways in which you can help break down barriers.
See Appendix 6E(b) for screenshots.
B) Equality Act Training and EIA Training (including LGBT examples) have been
delivered to the University Council, the University Executive Board (UEB), the
Equality and Diversity Board (EDB) and members of the Human Resources
Management Committee (HRMC).
The University has a Leadership Programme aimed at different levels of
managerial staff (this will include Senior Managers and Line Managers) which is
tied very closely to the Sheffield Academic statement, which outlines what the
University expects from its academics. Part of the statement says:
"Sheffield Academics recognise the potential for higher education to transform
people´s lives and welcome a diverse range of students and staff to the
University community". This is echoed in our equality and diversity strategy Excellence Through Inclusion. The Sheffield Leader programme equips our
leaders with the necessary skills and behaviours required by the University to
meet key organisational objectives and challenges to enhance its overall
effectiveness. Equality and diversity, and respect for individuals, is embedded in
this programme.
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Sheffield Leader webpages: http://www.shef.ac.uk/hr/sld/lmd/sheffieldleader
'Core Themes' including 'People and Leadership: Working with others to deliver
shared goals': http://www.shef.ac.uk/hr/sld/lmd/sheffieldleader/themes.
C) Training to managers
As above, there are a number of online courses open to managers that cover
e&d training, inclusive of LGBT training. Our values are embedded in what we
expect of people, in how we communicate with staff, and throughout our
training provision. Whilst we do not have specific LGBT focussed training for
managers, we are currently reviewing our central provision to identify where we
might include LGBT specific case studies in the generic managerial training.
D) All other staff not listed
- Staff with recruitment responsibilities
Recruitment & Selection Co-ordinators (RSC's) are the focal point for the coordination of all staff recruitment and selection activity, including e-recruitment,
within their departments. All the RSC's have completed mandatory Recruitment
and Selection Training which incorporated E&D issues including LGBT. This
training is also mandatory for Chairs of Interview Panels.
See Appendix 4B(a) and 4B(b) for further details of this training.
- As per New Starters (above) all staff have access to our online Diversity
Training Packages which are inclusive of LGB issues.
- Equal Opportunities & Diversity Essentials & Managing Diversity - As above
- The Diversity Challenge - (Produced in association with leading occupational
psychology practice Pearn Kandola), The Diversity Challenge will help the
University challenge long held misconceptions and prejudices (including Sexual
Orientation).
- Understanding Bias (Pearn Kandola)- Will be used to raise awareness of bias in
people and organisations.
- Sexual Orientation - Respecting lesbian, gay and bisexual people in the
workplace (developed with Stonewall). This training demosntrates how treating
people with respect and dignity creates a working environment which is both
pleasant and productive.
- Gender Matters: Creating an inclusive workplace for both women and men.
Enables staff to have a better understanding of:
•
Employers’ and employees’ obligations under Sex Discrimination and
Equal Pay Acts, as well as the Gender Recognition Act 2004
•
A variety of real-life factors that support and inhibit gender balance at
work
•
People’s different needs, depending on their gender
•
Gender bias in employment, for people undertaking gender
reassignment as well as men and women
•
Effective working relationships through organisational culture change, to
develop insights and build strong teams
•
The knowledge and skills necessary to work successfully as part of a
diverse team
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- Residential Mentors undergo a four day training course prior to the start of the
start of the academic year, which covers LGBT issues, including bullying and
harrassment. They are specifically trained to be aware of such issues, be
sensitive and signpost to available support within the Univeristy.
- Our Harassment Network members receive training when they join the
network, and then have quarterly meetings to which externals (for example, the
Staff Counsellor) are invited to undertake training / brief them on particular
issues. We have also recently put the Stonewall guide to preventing bullying and
harassment onto their webpages, and directed them to it.
- Our new lecturers receive generic e&d training as part of their week long
induction programme, which includes specific discussion of LGBT issues.
- HR are currently scoping a wide ranging project to undertake Unconcious Bias
training for groups of staff, following the success of the pilot training with the
Equality and Diversity Board in June, 2012. This training will be aimed at porters,
security staff, Faculty Executive Boards, the University Executive Board, Heads of
Department and line managers amongst others. We are also planning an audit
of our recruitment practices to check for Unconcious Bias.
11E
- Equality training, including LGBT awareness and the legislative framework has
been delivered to the REF Equality Advisory Panel, and will also be given to REF
panels within departments, and to the REF Appeals Panel.
Describe your evaluation process for LGB-inclusive diversity training:
We do not currently evaluate online courses as we do not have a mechanism to
monitor which individuals complete them, and we feel that people would be
more inclined to undertake the courses if their participation was not being
monitored. Instructor led courses which contain an LGBT element such as
Recruitment and Selection Training have 2 evaluation forms, one which is
completed on the course date and the other 2 months after course completion.
These forms are provided in Appendix 11E(a) and 11E(b).
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12. Please indicate which of the following areas are covered by your diversity training.
A
B
C
D
E
F
G
H
I
12A
12B
Organisational policy or legislation
Language, stereotypes and assumptions
Challenging inappropriate behaviour
Managing and supporting diverse staff groups
Multiple identities and/or distinct issues facing lesbian, gay and
bisexual people
Fair recruitment and selection
Unconscious bias
Other
None of the above, or we do not offer LGB-inclusive diversity training
Describe how LGB issues are included in this area of training and submit
supporting evidence:
Our e-learning courses cover organisational policies in depth, and link to the
policies on our webpages. They are also inclusive of equality legislation.
HR Advisors deliver bespoke training and support in departments on relevant
policies, and regular briefings and updates take place covering legislation for the
EDB, the University Executive Board, REF panels (decision makers) and HR staff.
An overview of organisational policy and legislation is provided to new lecturers as
part of their week long induction programme.
Describe how LGB issues are included in this area of training and submit
supporting evidence:
The e-learning programme 'Managing Diversity' covers language, stereotypes and
assumptions in relation to all aspects of diversity. One scenario in the case study
section of the programme specifically refers to LGBT bullying and harrassment
based on negative stereotypes.
See Appendix 6E(b) for screenshots.
The REF training, and other briefings, include an overview of the legislation that
includes LGBT related examples specifically in relation to harassment and bullying.
During the Students' Union handover period with the previous officers a session
was delivered about under-represented groups which are represented by the
Officers within the University. One aspect of this training session related to LGBT
issues - particularly in relation to isolation at University and difficulties relating to
LGBT identity as a student.
Furthermore the incoming officers also attended an NUS training day in
Manchester in July 2012 called 'Understanding and Supporting Liberation.' The
training was about understanding and empathising with those from oppressed
groups including LGBT students. The team were able to talk with and ask
questions of the National LGBT Officers and seek further information about how
they can promote equality and diversity within the Students' Union.
12C
Describe how LGB issues are included in this area of training and submit
supporting evidence:
The 'Challenging Behaviour' e-programme focuses on inappropriate behaviour,
bullying and harrassment in the workplace, which includes LGBT.
See Appendix 6E(a) for screenshots.
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Case studies in the 'Managing Diversity' e-learning programme relate to
challenging inappropriate behaviour in an LGBT bullying and harrassment
scenario. This scenario explores managerial responsibilities and the appropriate
action to this situation.
See Appendix 6E(b) for screenshots.
12D Describe how LGB issues are included in this area of training and submit
supporting evidence:
Our e-learning programme 'Managing Diversity' is aimed at managers of diverse
groups including LGBT staff, and provides a comprehensive guide to the
supporting policies. It includes case studies on handling diversity which link to
current legislation. The programme also links to the webpages where users can
find further guidance on managing and supporting diverse and LGBT staff.
The Objectives for this course are:
•
Understand why it is important to manage diversity
•
Look at case study scenarios asking “What would you do?”.
•
Understanding your responsibilities as a manager of a diverse workforce
•
Help to build action plan for improving the way you manage diversity in
your team
See Appendix 6E(b) for screenshots.
12E
12F
Describe how lesbian, gay and bisexual issues and/or multiple identities are
explored in this training and submit supporting evidence:
N/A
Describe how LGB issues are included in this area of training and submit
supporting evidence:
Recruitment & Selection Co-ordinators (RSC's) co-ordinate all staff recruitment
and selection activiity, including E-Recruitment within their departments. All the
RSC's have completed mandatory Recruitment and Selection Training which
incorporated E&D issues including LGBT. This training is also mandatory for Chairs
of Interview Panels, where it is now delivered by Senior HR Managers within
faculties (it used to be delivered centrally).
We also have a dedicated website on recruitment and selection, which provides
managers with the knowledge and tools to ensure that they have a good
understanding of their responsibilities concerning Equal Opportunities and
diversity, including LGBT.
http://www.sheffield.ac.uk/hr/guidance
12G Describe how LGB issues are included in this area of training and submit
supporting evidence:
A workshop on Unconscious Bias was recently held for all members of the Equality
and Diversity Board, in which members completed Unconscious Bias tests prior to
the meeting and received feedback on their responses. Unconscious Bias towards
LGBT individuals was contained within the tests and discussed in the meeting.
As a result, we are currenty scoping out a wide ranging project to undertake
Unconscious Bias Training for a varied number of staff groups, including Heads of
Departments, Line Managers, Faculty Executive Boards, porters and security staff,
to ensure the training is undertaken by those responsible for staff, key decision
makers, and those people who have the most day to day contact with our key
stakeholders - students. This training will will be inclusive of LGBT issues relating
to staff and students.
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In addition, we are hoping to provide the online testing to all new starters, to
ensure we can pick up any signs of bias early, and we are working with a provider
who is developing an online Unconcious Bias training package. We also have
planned an audit of recruitment and selection, and promotion processes, to test
for Unconscious Bias within our processes.
12H Please describe:
N/A
13. What proportion of UK staff been through LGB-inclusive diversity training to date?
A
B
C
D
13
75-100%
50-74%
49% or less
We do not offer LGB-inclusive diversity training
Describe how you are able to make this approximation:
Approximately 22% - We have taken into account the diversity training offered as
part of the induction process, recruitment and selection, Instructor Led courses, elearning and service specific training to make this estimation.
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14. What steps do you take to ensure that all managers have the skills and
understanding to lead diverse staff groups?
A
B
C
D
E
F
G
H
14A
14B
Appointment criteria for line management roles considers LGBinclusive equality and diversity knowledge and achievements
Line managers are accountable for equality and diversity outcomes
Regional or divisional managers are nominated as LGB equality
champions for their area
Line managers undergo advanced training on LGB issues relevant to
their role as a people manager
Engage with managers to raise awareness of LGB issues, relevant to
their role as a people manager
Guidance and resources are available for managers on supporting
LGB staff
Other
None of the above
Describe the appointment criteria and provide evidence:
N/A
Describe how managers are made accountable for LGB-inclusive equality and
diversity:
The University operates a Staff Review and Development Scheme (SRDS) which all
staff are contractually required to participate in on an annual basis. Every
individual member of staff's objectives and contribution is in line with their
department's aim of continued improvement of institutional performance. A
person's role specifically as a line manager is being included in some areas of the
University - for example, within the Faculty of Engineering - which will be
discussed and form part of their assessement under the SRDS.
In addition to individual targets, all 5 academic Faculties have developed, or are in
the process of developing, Faculty wide equality targets and action plans, and all
have equality groups. These plans are owned by and accountable to Faculty
Executive Boards, which included the Faculty Pro-Vice-Chancellor, the Faculty
Director of Operations and Heads of Departments, all of whom have line
management responsibility. An example of a plan is included in Appendix 14B(a).
This is meant to be a living document, and is considered by the Faculty equality
group every 6 months. The faculty has a new PVC - Professor Gill Valentine starting September 2012, and we fully expect further revisions to the plan.
14C
Describe how LGB equality champions are nominated by region or division, and
summarise their responsibilities:
N/A
14D Describe this training and provide evidence of LGB-related content:
We do not currently have mandatory training for line managers, although this is
currently being investigated as part of our Equality Objectives Project. For the
Policy section of the project focus groups are currently being held with Heads of
Departments and Line Managers, relating to equality training specfiically for
Managers. These are exploring how to develop effective training for Managers
enabling them to create a supportive environment for staff. LGBT issues are
included within this remit.
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We do also always take the opportunity to target line managers when holding
events that include training sessions and seminars, to ensure we reach this group.
14E
Diversity courses are available for all Line Managers:
- E-learning Courses:
http://www.shef.ac.uk/hr/archive/2.5341/staff/elearning
- Valuing Diversity in Teams
- Equal Opportunities and Diversity Essentials
- Managing Diversity
- The Diversity Challenge
- Understanding Bias
- Sexual Orientation
- Gender Matters: Creating an inclusive workplace for both women and men
Describe how you engage with managers to raise awareness:
As part of the Equality Objectives Project we are holding focus groups with Heads
of Department and Line Managers, along with other staff. These will engage with
managers by raising an awareness of the importance of diversity in the workplace,
including LGBT, and will explore ways in which the University can aid them in
supporting and managing their teams.
The e-learning programme 'Managing Diversity' is specifically designed to raise
awareness and appreciation of managing a diverse team. One of the case studies
addresses LGBT related bullying and harassment, and explores appropriate
responses to ensuring that this behaviour is reduced in the workplace.
In addition, we always specifically target and invite heads of department and
other senior managers to diversity events, including LGBT focussed ones. For
example, Professor Gill Valentine, who will be taking over the Faculty of Social
Sciences in September 2012 as Pro-Vice-Chancellor will introduce the Allowed Out
Event showcasing LGBT stories, as part of the city wide Festival of the Mind. The
Allowed Out Event will take place on 26th September. See the following links for
details:
http://festivalofthemind.group.shef.ac.uk/
http://festivalofthemind.group.shef.ac.uk/allowed-out-songs-stories-fromsheffields-lgbt-community/
14F Describe this guidance or resources and provide evidence where relevant (e.g.
manager’s handbook on LGB issues, drop-in sessions with diversity staff):
Guidance for line managers is available via the HR webpages, where many of our
policies include management guidance. Managers are also able to contact the HR
e&d team and other HR advisors for advice, which they frequently do.
Specifically, the guidance on harassment contains a link to the Stonewall guide on
harassment and bullying, and the paternity/partner leave policy is inclusive of LGB
staff.
See Appendix 4A(b) for the Paternity/Partner Leave Notification form.
The Stonewall guide on harassment and bullying can be found under 'External
Resources' at http://www.shef.ac.uk/hr/guidance/eamp/harassment/index.
14G Please describe:
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15. What career development opportunities do you offer LGB staff?
A
B
C
D
E
F
G
H
15
A
15
B
We review talent/career development processes to ensure that LGB
people are participating in these programmes
We ensure that general leadership/development opportunities are
actively promoted to LGB staff
LGB-specific leadership/professional development
Formal mentoring scheme with a specific LGB element, or mentoring
opportunities coordinated by employee network group
Contribution to LGB staff networks is recognised at annual
performance review
LGB-inclusive staff counselling and advisory service
Other
None of the above
Describe how talent and/or career development processes are reviewed to ensure
equality of opportunity and any action taken as a result:
Our current system for staff development does not allow for monitoring by
Protected Characteristic. What we do do is ensure all our career development
processes are fully inclusive to all staff, by ensuring they are widely advertised and
the language is inclusive to all.
Explain how you promote opportunities to LGB staff and provide evidence where
relevant:
The LGBT Staff Network USpace is used to advertise both LGBT and non LGBT related
training events. Stonewall opportunities and leadership courses are actively
promoted on the LGBT Staff Network website, and these pages also link to Staff
Development provision, which is available to all staff.
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/index
http://www.shef.ac.uk/hr/sld
See Appendix 15B(a) for a screenshot of the LGBT Staff Network USpace.
This information is also circulated via announce e-mail to ensure we inform all staff
of our courses.
All E-Learning Courses are available to all staff and can be accessed via Staff
Development web pages at any point during the year.
http://www.shef.ac.uk/hr/archive/2.5341/staff/elearning
We have a Learning Portal http://www.shef.ac.uk/hr/archive/2.5341/staff/lp which
is available to all staff throughout the year which has been designed to assist in
identifying staff development opportunities that are available across the University.
The information can be searched in 3 different ways:
1. by department delivering the training
2. by course title.
3. by training ‘theme’ (e.g. leadership, customer service etc)
We are acutely aware that monitoring by Protected Characteristic, including LGBT,
will be helpful to planning future development. We have recognised the need to
increase disclosure rates in general across protected characteristics, and are working
with the HR Systems Team and with faculties to try and improve these figures, by
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15
C
15
D
15
E
15
F
focussing on processes in conjunction with culture change. When we renew our
Learning Management System, we also aim to include the capability to measure
attendance by protected characteristic, including LGB.
Describe any LGB-specific leadership/professional development offered and provide
evidence of promotion to LGB staff:
We do not currently offer LGBT specific leadership or professional development
opportunities, although we promot the Stonewall Diversity Leadership Programme,
including the 2012 programme, through the LGBT network webpages.
http://www.sheffield.ac.uk/hr/equality/involved/lgbtnetwork/stonewallleadershipp
rogramme2012
Describe your mentoring scheme’s LGB-specific element, or mentoring opportunities
within a network group:
The University runs a number of mentoring schemes, aimed at students (post-docs),
people beginning their academic careers (researchers) and University staff. Details
of all the mentoring programmes can be found via the links below. We do not have
an LGB specific mentoring scheme, but links to all of these schemes are on the LGBT
staff network webpages.
http://www.sheffield.ac.uk/faculty/medicine-dentistryhealth/thinkahead/mentoring
http://www.shef.ac.uk/ris/pgr-support/rsd/mentoring
http://www.shef.ac.uk/hr/archive/2.5341/target/mentoring
Describe how employee network activities are recognised within your annual
performance review process:
The contribution of the Chair of the LGBT staff network group is recognised by his
line manager by allowing time off for network duties and external activities. This is
then taken into account when setting objectives under the SRDS.
Describe the LGB-inclusive elements of your counselling service and provide evidence
where relevant:
Numerous Support and Facilities are available to all though our Equality web pages:
http://www.shef.ac.uk/hr/equality/support.
Counselling Service http://www.shef.ac.uk/counselling - the highly qualified staff
counsellor has received equality and diversity training incorporating LGBT issues. The
service provided is available and open to all members of staff.
24hr Support Line: http://www.shef.ac.uk/hr/aboutus/news/stories/supportline
15
G
Student Services Counselling
http://www.shef.ac.uk/counselling/advice/sexuality
http://www.shef.ac.uk/counselling/advice/sexuality/yourself
http://www.shef.ac.uk/counselling/advice/sexuality/others
http://www.shef.ac.uk/counselling/advice/sexuality/help
Please describe:
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Part 4: Monitoring
16. Please indicate where you capture monitoring data on the sexual orientation of UK
staff
A
B
C
D
E
F
G
16A-E
At application
At appointment or induction
At promotion
During employment or through self-service declaration
At exit
Through anonymous all-staff survey
None of the above, or we do not monitor sexual orientation
For each of the options you have selected above, please describe how sexual
orientation is monitored and provide any relevant supporting documentation:
A) Equality information is collected at application stage via our E-Recruitment
system. Candidates are taken through the system screen by screen; the equality
data screen includes the option for the applicant to declare their sexuality using
the following questions:
- Heterosexual/straight
- Gay man
- Gay woman/lesbian
- Bisexual
- Other
- Prefer not to say
The E-Recruitment system also links through to the University pages on Equality
Monitoring, outlining why we want to collect the data, and how it will be used.
The system says the following:
"This section asks for equality related information about you.
The University uses equality data to understand the workforce profile, which
enables us to target, and support areas of under-representation and develop
specific initiatives. It also helps to inform future planning, and the review and
development of policies.
This information will be used anonymously, to understand how different groups
of staff feel about various subjects, and no data will be available for groups of
fewer than ten respondents."
Our equality monitoring pages, which were based on Equality Challenge Unit and
Stonewall good practice, can be accessed here:
http://www.shef.ac.uk/hr/equality/focus/monitoring
http://www.shef.ac.uk/hr/equality/focus/monitoringfaqs
plus say how we are currently reviewing forms
We find that the proportion of people not disclosing reduces significantly at
appointment stage - so the proportion of non-disclosures is higher among the
total pool of applicants than it is among the total pool of successful candidates.
As the equality information does not form part of the selection process, we
surmise that better quality applications tend to be more complete, including
equality information.
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B) Once the person has accepted the job they are required to access the
employee self service portal (myjob) which includes updating their EO
information, including sexual orientation. We take every opportunity to tell
people why we want this information, and so again there is a link to our pages
explaining what we will do with the information. And the LGBT staff network
pages also contain a link to our monitoring pages.
Additionally, HR Assistants manually check EO data is present on appointment,
and input it into the system. This is the case for employees and for casual
workers. An example of the form used for casual workers is in Appendix 16A(a).
C) We do not monitor sexual orientation at promotion at present. All completed
monitoring information is stored in our staff system and can be updated through
accessing MyJob.
D) During employment staff are actively encouraged to update their sexual
orientation information. This has been through an all staff e-mail, and FAQ's
about monitoring and a link to update information on both the Equality and
Diversity pages and the LGBT Staff Network home pages. The opportunities we
outline for disclosure discussions on our webpages are:
- Through discussions with your manager
• SRDS
• promotion or progression
• sickness absence interview
• disability leave request
• request for flexible leave
• request for reasonable adjustments
- Through wider University processes such as Fire evacuation plans - to identify
those who may require a personal emergency evacuation plan
- People can also update their data via a link from the LGBT webpages, and the
internal staff system through which everybody has access to their own individual
record.
We are currently evaluating our processes to try and identify if there are
additional opportunities to encourage people to disclose.
E) We do not carry out exit surveys in an consistent way, and therefore do not
currently monitor sexual orientation in exit surveys.
F) We have recently conducted an all staff survey which included sexual
orientation monitoring.
16F
Please submit the question used to monitor sexual orientation in your most recent
survey:
The University undertook a staff survey in 2012. All staff were asked to fill in
their Personal Details, as below:
"This section asks for equality related information about you.
The University uses equality data to understand the workforce profile, which
enables us to target, and support areas of under-representation and develop
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specific initiatives. It also helps to inform future planning, and the review and
development of policies.
This information will be used anonymously, to understand how different groups
of staff feel about various subjects, and no data will be available for groups of
fewer than ten respondents.
10) How would you describe your sexual orientation?
1. Heterosexual/straight
2. Gay man
3. Gay woman/lesbian
4. Bisexual
5. Other
6. Prefer not to say"
These are the same questions we include on our recruitment system, and on the
internal staff system, to ensure consistency.
17. Which of the following are scrutinised through monitoring sexual orientation?
A
B
C
D
E
F
17A
Fairness in recruitment and selection
Distribution of LGB staff by level or grade
Pay or reward
Staff satisfaction and/or engagement
Leavers or redundancies
None of the above, or we do not monitor sexual orientation
When was your most recent analysis of recruitment and selection processes?
Please state how often analysis is undertaken and supply relevant evidence:
We only began collecting sexual orientation in 2010, and as such, figures are small.
To try and increase this, we have been working for the last two years on building
engagement with LGBT staff, and increasing visibility of the University as LGBT
friendly through a number of activities (for example, Allowed Out, the LGBT film,
network meetings, Sheffield Pride, etc, of which all are detailed in the answers
above).
We recognise that now we need a concerted focus on increasing disclosure rates
across the Protected Characteristics, including LGB, and have been discussing with
the trades unions and HR Business Solutions team how to achieve this. It also
forms a key part of the Equality Objectives Project, and will be taken forward into
the final objectives.
17B
17C
We do consider our applications and recruitment figures by sexual orientation, but
currently the figures are very small and therefore we are unable to identify any
trends or actions from them.
When was your most recent analysis of the distribution of your LGB staff by level or
grade? Please state how often analysis is undertaken and supply relevant
evidence:
N/A
When was your most recent analysis of pay or reward? Please state how often
analysis is undertaken and supply relevant evidence:
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We undertake Equal Pay audits on a regular basis, and our most recent one was
July 2012. Due to very small numbers of LGBT disclosures, the data was not
inlcuded in this report.
17D When was your most recent survey of staff satisfaction and/or engagement?
Describe the aspects of staff satisfaction and/or engagement that are reviewed by
sexual orientation and supply relevant evidence:
We have recently completed a staff survey which contained staff satisfaction and
engagement questions. Within this survey we monitored for sexual orientation,
and the questions relating to engagement, inclusiveness and bullying and
harassment are provided below. The results breakdown of results is for all
University Staff, and for each question the proportion of positive responses are
provided for all University staff and for LGBT staff.
A copy of the staff survey can be found here:
http://www.shef.ac.uk/polopoly_fs/1.180211!/file/Questionnaire.pdf
In my Department, there is a culture where all can flourish and succeed
All University
Strongly agree - 10.3%
Agree - 33.9%
Neither agree nor disagree - 31.8%
Disagree - 16.9%
Strongly disagree - 7.2%
All University Positive - 44.2%
LGBT Positive - 43.3%
I would feel able to report bullying/harassment without worrying that I would be
treated in a negative way
All University
Strongly agree - 21.3%
Agree - 45.6%
Neither agree nor disagree - 19.3%
Disagree - 9.5%
Strongly disagree - 4.2%
All University Positive - 66.9%
LGBT Positive - 65.8%
I would know where to find support if I did not feel I was being treated with
fairness and respect
All University
Strongly agree - 16.3%
Agree - 50.4%
Neither agree nor disagree - 18.4%
Disagree - 12.6%
Strongly disagree - 2.3%
All University Positive - 66.7%
LGBT Positive - 67.3%
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The University respects individual differences (eg. cultures, working styles,
backgrounds, ideas)
All University
Strongly agree - 21.3%
Agree - 59.1%
Neither agree nor disagree - 15.5%
Disagree - 2.9%
Strongly disagree - 1.2%
All University - 80.4%
LGBT Positive - 70.5%
I am treated with fairness and respect
All University
Strongly agree - 21.9%
Agree - 55.6%
Neither agree nor disagree - 15.2%
Disagree - 5.2%
Strongly disagree - 2.1%
All University Positive - 77.5%
LGBT Positive - 73.8%
I am proud to work for the University
All University
Strongly agree - 40.8%
Agree - 45.2%
Neither agree nor disagree - 11.7%
Disagree - 1.5%
Strongly disagree - 0.8%
All University Positive - 86%
LGBT Positive - 83%
I feel a strong sense of belonging to the University of Sheffield
All University
Strongly agree - 28.8%
Agree - 37.4%
Neither agree nor disagree - 24.6%
Disagree - 6.8%
Strongly disagree - 2.4%
All University Positive - 66.2%
LGBT Positive - 61.3%
It is clear that we have some work to do in some areas, but is is also noteworthy
that 86% of staff are engaged and proud to work for the University, and over two
thirds of staff feel a sense of belonging. Also, three quarters of staff feel they are
treated with fairness and respect, and over 80% believe the University respects
individual differences.
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17E
91% of respondees to the Staff Survey declared their sexual orientation, with 9%
choosing 'prefer not to say.' This is in stark contrast to our staff system where
only 3% of people have declared their sexual orientation and 97% have not
provided this information. We believe this is due to systems and processes more
than culture, as evidenced by the staff survey response, and are considering this
as part of our drive to increase disclosure rates.
When was your most recent analysis of leavers or redundancies? Please state how
often analysis is undertaken and supply relevant evidence:
We monitor redundancies and leavers as part of the TULR(C)A process on a 3
monthly basis, and have recently completed the first annual EO TULRCA report.
Whilst we analyse leavers and redundancies by gender, ethnicity, disaiblity and
age we do not currently analyse by sexual orientation again due to very small
figures. This is something we are committed to addressing as we go forward, and
have agreed to work with trades unions on looking at ways to increase disclosure.
This ties into the current focus on increasing disclosure rates, as outlined in
section 17A, above.
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18. Where you collect monitoring data, what proportion of UK staff declare their
sexual orientation?
A
B
C
D
E
18
90-100%
80-89%
70-79%
69% or less
None of the above, or we do not monitor sexual orientation
Please indicate how you are able to calculate this figure. This figure should not
include blanks, spoils or staff who tick a ‘prefer not to say’ box:
In our recent staff survey, 91% declared their sexual orientation and 9% selected
'prefer not to say.'
On our staff monitoring system 3% of current staff have declared their sexual
orientation, and 97% have not provided this information.
19. What actions are taken as a result of monitoring exercises?
A
B
C
D
E
F
19A
Results of monitoring exercises are reported to and actioned at
board/senior management level
Monitoring information is reported to managers at divisional or
regional level for their area
Information about monitoring exercises, including action(s) taken, is
communicated to all staff
Action is taken to ensure staff feel confident declaring their sexual
orientation
Aggregate workforce monitoring data is publicly reported
None of the above
Supply a copy of your most recent monitoring report to board/senior management
level and describe any action(s) take as a result:
The Equality and Diversity Board receive monitoring reports and discuss actions as
a result, as do the University Executive Board. The links to these reports are:
http://www.shef.ac.uk/hr/equality
http://hr.dept.shef.ac.uk/equality/the_equality_report_final.pdf
http://www.shef.ac.uk/hr/index
Following consideration of the report, the EDB identified some key areas that
needed to be fed into the Equality Objectives Project, a major part of which is lack
of disclosure rates across some protected characteristics. This is being considered
now in many different for a (focus groups, trades union meetings, systems
discussions, etc).
19B
Annual Workforce Information report, of which a more detailed report goes to
University managers and relevant committees. The summary report can be
accessed here:
http://www.shef.ac.uk/hr/bussol/stats/staff2011
Describe how monitoring is reported to managers at divisional or regional level
and supply of a copy of the most recent report or communication:
As with all sections in Q9, the same monitoring reports are available to all, and
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19C
more detailed workforce information goes to managers. Managers will also
receive a more detailed breakdown of the recent Staff Survey results, a headline
report of which is currently available to all staff at:
http://www.shef.ac.uk/staff/survey
Supply a copy of the most recent communication sent to all staff:
When we updated our monitoring system in 2010 communications went to all
staff telling them about the online system, and we ask HR Managers to continually
raise it in their faculties. Within HR, we are also undertaking a review of certain
process to increase monitoring figures, having identified trigger points where we
could try and increase the figures - at appointment, and when a person on a fixed
term contract is either moved over to an open-ended contract or has their
contract extended are two areas we have already identified where processes
might be improved.
In order to try and increase our disclosure rates, we regularly communicate with
groups of staff. An example of a recent communication to Recruitment and
Selection co-ordinators is included in Appendix 19C(a).
19D Describe these actions:
We work with the LGBT staff network to try and create a culture of inclusion for
LGBT people, by raising awareness and holding events, in which they feel
confident declaring their sexuality.
At faculty level we are working closely on equality and diversity action plans, and
on the importance of increasing disclosure rates.
We have discussed with the trades unions how to increase disclosure rates in
general, and hope to do some joint work with them on it, emphasising why we
want the data.
We work on our systems and processes, and with Recruitment and Selection coordinators, to identify trigger points where we can improve our figures - so, for
example, the E&D team in HR are currently working with the Business Solutions
team in HR on including sexual orientation and religion and belief monitoring into
our HESA (Higher Education Statistics Agency) return (which has now been done),
and communications on the new HESA form will include links to equality
information, directing people to fill it in on the staff system and to visit our
monitoring pages for further information.
19E
Our LGBT voices film, in collaboration with the LGBT staff network and Students
Union, will be widely distributed in order to demonstrate a culture where it is
'safe' to declare your sexuality, and is not a barrier to progression.
Please provide a link to where this information is published:
The equality monitoring report, detailing statistics, the wider equality context of
the University, and actions taken and planned, is open to all stakeholders. It can
be accessed via the HR webpages, the Equality webpages and directly, by the
following links:
http://www.shef.ac.uk/hr/equality
http://hr.dept.shef.ac.uk/equality/the_equality_report_final.pdf
http://www.shef.ac.uk/hr/index
It is also available from the LGBT Staff Network pages.
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We also publish a summary Annual Workforce Information report, of which a
more detailed report goes to University managers and relevant committees. The
summary report can be accessed here:
http://www.shef.ac.uk/hr/bussol/stats/staff2011
Again, due to small numbers, percentages of LGBT staff are not yet reported in
this format.
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PART 5: Supplier Policy
20. Which of the following are incorporated into the assessment and selection of
partner and supplier organisations?
A
B
C
D
E
F
20A
We ensure the equality and diversity policies of supplier and partner
organisations are inclusive of sexual orientation
We require organisations to provide LGB-inclusive diversity training
for their staff to ensure promotion of equality and diversity
We ask to see suppliers’ staff monitoring data on sexual orientation
Performance on equality and diversity criteria impact materially on
the decision to award contracts
A contract could be terminated for a breach in policy in this area
following due contract process
None of the above
Describe your procedures for ensuring suppliers’ equality and diversity policies are
inclusive of sexual orientation and provide relevant sections of your procurement
policy:
Our Pre-Qualification Questionnaire as part of the tendering process is very clear
about out commitment to equality, and our expectations of others. See section
4.8 of appendix 20A(a) attached.
Section 4.8.1 of the PQQ asks about EO policy of suppliers: "Does your
organisation have a written equal opportunities policy to avoid discrimination?"
and section 4.8.2 more specifically asks about different equality groups, including
LGBT: "Is it your policy as an employer to comply with your statutory obligations
under the current legislation relating to Equal Opportunities and is it your practice
not to treat one group less favourably than others because of their colour, race,
nationality, ethnic origin, gender or disability, sexual orientation religion, belief or
age in relation to decisions to recruit, train or promote employees?"
20B Describe your procedures to ensure suppliers offer LGB-inclusive diversity training
for their staff and provide relevant sections of your procurement policy:
Equality training for staff is a key consideration of procurement under the
Corporate Social Responsibilty umbrella. Procurement staff are asked to consider
if this is appropriate at the initial planning stages of procurement. The relevant
section states:
"Are there any particular equality and diversity issues …that need to be
considered?...if relevant, it is acceptable to ask the supplier to detail exactly how
they intend to manage equality issues in delivering the contract eg provision of
training for staff."
20C Describe your procedures to check that suppliers collect sexual orientation
monitoring data and provide relevant sections of your procurement policy:
N/A
20D Explain how organisational compliance (or lack thereof) would influence decisions
on successful tender:
This section (4.8 of the PQQ), which includes specific reference to LGBT, is a
straight 'Pass/Fail'. The Evaluation Scoring Methodology and Criteria (section
4.13) outlines how the 'Pass/Fair' should apply - for equality, this scoring
methodolody says the following:
"The University of Sheffield takes a proactive approach to its obligations arising
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20E
from Equal Opportunities legislation and expects its suppliers to do the same.
Pass - Equal opportunities addressed and no concerns about enforcement action.
Fail - Equal opportunities not adequately addressed or equal opportunities
addressed but concerns about enforcement actions".
Describe your procedure to terminate contracts due to a breach of policy in this
area and provide relevant sections of your procurement policy:
Our Invitation to Tender document (Appendix 20E(a)) has compliance with the
Equality Act as a key part of its Terms and Conditions (section 27). It is clear at the
beginning of this document that failure to meet the Terms and Conditions laid out
may invalidate their tender.
Following the tender process, we have a Services Contact with suppliers, which
outlines the terms of our contract with them. Within the document, it states that
the supplier must "provide the Services in accordance with all Applicable Laws"
(3.2.2); talks about Supplier's Personnel being suitably trained and will comply
with University (the Customer) policies (section 13); and section 16 asks of the
supplier that:
16.1.1 it has full capacity and authority to enter into and to perform this
agreement;
16.1.2 this agreement is executed by a duly authorised representative of that
party;
16.1.3 there are no actions, suits or proceedings or regulatory investigations
pending or, to that party's knowledge, threatened against or affecting that party
before any court or administrative body or arbitration tribunal that might affect
the ability of that party to meet and carry out its obligations under this
agreement;
16.1.4 once duly executed, this agreement will constitute its legal, valid and
binding obligations.
16.2 The Supplier undertakes, warrants and represents on an ongoing basis
that:
16.2.1 the Supplier will perform and procure the performance of its obligations
under this agreement in compliance with all Applicable Laws;
16.2.2 it has, and will continue to hold, all Consents and regulatory approvals
necessary to provide the Services;
16.2.3 it shall discharge its obligations under this agreement using personnel of
required skill, experience and qualifications and with all due skill, care and
diligence including in accordance with Best Industry Practice.
16.3 Both parties agree that the warranties set out in this Clause 16 are in lieu
of and exclude all other terms, conditions or warranties implied by statute, law or
otherwise as to the merchantability, satisfactory quality of fitness for any
particular purpose of the Services to the fullest extent permitted by law
Section 19 of the Services Contract outlines how an agreement may be
terminated; and section 25 specifies compliance with Applicable Laws.
The Services Contract is provided in Appendix 20E(b).
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21. Which of the following are undertaken with existing suppliers?
A
B
C
D
Initiatives to encourage good practice in LGB diversity are
undertaken with supplier and partner organisations
LGB-inclusive equality and diversity criteria form part of the contract
for services and we monitor this via contract monitoring meetings
We monitor organisations’ LGB-related complaints and customer
feedback
None of the above
21A Please describe initiatives undertaken with supplier and partner organisations:
N/A
21B Describe your process for monitoring contracts and how this process is used to
assess suppliers’ commitment to equality and diversity:
Section 15 of our generic Agreement for Services contract, which is used for all
contractors, is explicit in our expectation that contractors will contribute to the
implementation of our Equality Policy. It is not unusual for this agreement to be
amended or added to, in order to strengthen parts of it and make it more
appropriate for a particular piece of work being carried out.
A copy of an Agreement for Services form is provided in Appendix 21B(a).
21C Explain your procedures to monitor suppliers’ LGB-related customer feedback
and/or complaints:
We specifically ask not only about compliance, but also about whether a company
has had any formal investigations or judicial proceedings against them (as part of
the PQQ). This is the case for both UK companies, and those not bound by UK
Law.
"In the last three years, has any finding of discrimination been made against your
company by any court or industrial tribunal (in whatever jurisdiction)?" (4.8.3)
"In the last three years, has your company been the subject of a formal
investigation or judicial proceedings by the Racial Equality Council, Disability Rights
Commission or the Equal Opportunities Commission (or such equivalent bodies in
the jurisdiction in which you are incorporated or resident) on grounds of alleged
unlawful discrimination?" (4.8.4)
"If you are not currently subject to UK legislation please supply details of your
experience of working under equivalent material legislation which in your country
is designed to ensure equality of opportunity." (4.8.5)
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Part 6: External and Community Engagement
22. How in the past year has your organisation engaged with the wider LGB community
either locally or nationally?
A
B
C
D
E
F
G
22A
Advertising or article placed in LGB media
Advertising or article in mainstream non-LGB media explicitly stating
a commitment to sexual orientation equality
Commitment to LGB equality on organisation’s website
Participation or supported staff participation in LGB community
event or in volunteering for LGB community groups
Senior organisational leadership active in LGB communities
Official sponsorship of LGB community group or event
Other
Supply a copy of the advertisement or article from the LGB media, e.g. recruitment,
product or service advertising (this does not include a free entry in Stonewall's
'Starting Out’ Guide):
As part of our Sheffield Pride Sponsorship package, we placed a full page advert in
the brochure, had a stall at the event and coverage on all flyers, brochures,
websites and posters.
http://www.sheffieldpride.org.uk - this website is currently under production for
Sheffield Pride 2013. However, photographs of Sheffield Pride 2012, including
ones of our LGBT Staff Network chair and members of the University holding the
network banner, can be accessed at: http://forgetoday.com/news/sheffield-pride2012-gallery/
A copy of our advertisement in the Sheffield Pride 2012 brochure is provided in
Appendix 22A(a).
We also submitted recruitment advertisements for various vacancies in the
Faculty of Engineering to the website Proud Employers for approximately 2 weeks
between the 20th.
http://www.proudemployers.org.uk/author/unisheffield/
A copy of our advertisement is provided in Appendix 22A(b).
For information only - we have entered Stonewall's 'Starting Out: Lesbian, Gay &
Bisexual Recruitment Guide.'
22B
Supply a copy of the advertisement or article in non-LGB media:
http://www.shef.ac.uk/jobs
Our jobs pages are open to the public and we also advertise our jobs pages
through the job centre and at http://www.jobs.ac.uk.
Our jobs pages advertise the 'Stonewall Diversity Champion' logo.
Our HR pages are also open to all and again advertise the 'Stonewall Diversity
Champion' logo.
http://www.shef.ac.uk/hr/aboutus/about/achievements
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22C
Supply a screenshot or URL link to the relevant section of your website:
'Our current focus' page - http://www.shef.ac.uk/hr/equality/focus
'Staff Network' page - http://www.shef.ac.uk/hr/equality/involved/staffnetwork
'Jobs' page - http://www.shef.ac.uk/jobs
22D Describe how staff are supported to participate in community events or
volunteering:
Sheffield Pride 2012 - Saturday 2nd June 2012 in Endcliffe Park from 11am-7pm
Photographs of Sheffield Pride 2012, including ones of our LGBT Staff Network
chair and members of the University marching and holding the network banner,
can be accessed at: http://forgetoday.com/news/sheffield-pride-2012-gallery/
Examples of articles and communications following Sheffield Pride:
"The University of Sheffield was once again proud to sponsor Sheffield Pride, an
annual event created to celebrate the LGBT community within Sheffield and
throughout the world.
The event is organised by a committee of elected volunteers who work
throughout the year to create an event which represents and reflects the LGBT
people who live in Sheffield.
The Sheffield Pride event helps to increase the visibility of an often marginalised
community, designed to highlight homophobia throughout the city but most
importantly to celebrate the differences as well as the similarities between
indivdiuals of the LGBT community and to thank those individuals, organisations
and businesses that support the community throughout the year.
The University was represented on the day by members of both the LGBT Staff
and Student Network, enusring the group had a clear presence, and providing the
opportunity for members to talk to people about the network and about the
University in general, and to share ideas and tips with other staff networks."
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/sheffieldpride2012.
"The event was a great opportunity to highlight both the LGBT Staff and Student
Networks and show our commitment and support for LGBT staff and students.
Sheffield Pride 2012 was the biggest Pride event ever to be held in Sheffield, and
was the first to feature the Sheffield Pride Parade leading to Endcliffe Park.
Representatives of the Staff Network were present in the Parade.
For more information on Sheffield Pride, please visit the below link:
http://www.sheffieldpride.org.uk." This website is currently under construction
for Sheffield Pride 2013.
The HR Department provided the funds to sponsor the event and assisted with the
collation and distribution of materials for the Staff and Student Network stall eg.
leaflets/handouts/pens. HR also provided a list of job vacancies for the stall to
encourage applications from the wider LGBT community.
In addition, the Chair of the LGBT staff network is a member of the newly founded
regional Universities LGBT network (see Q9F for more details).
The Students' Union is also involved in national LGBT representation, sending 7
delegates in total (3 open, 2 women, 1 black, 1 trans). These delegates help to set
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the national NUS LGBT agenda.
22E
22F
The University is also hosting the "Allowed Out" event on storying LGBT activism in
Sheffield on the 26th September as part of our 'Festival of the Mind', which is a
project to boost the University's civic engagement agenda.
Describe your senior organisational leadership's role:
N/A
Please specify which group or event you have sponsored:
Sponsorship of Sheffield Pride 2012, including 2 stalls used by members of the
LGBT Staff and Student Network.
'Festival of the Mind' programme, part of the University's civic engagement
agenda. The Vice Chancellor has written to all staff asking for volunteers to help
run all of the events, and has written to all line managers to ask them to release
staff for up to half a day to enable them to volunteer, which demonstrates the
strong commitment of the University to the agenda.
22G Please describe:
Our LGBT Staff Network Chair attends networking events and conferences as a
representative of the University.
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22a. Additional criteria for public and third sector service providers:
A
B
C
D
We consult with LGB service users or stakeholders on delivering
services
Services are tailored to the needs of LGB service users or
stakeholders
We collaborate with other service providers and/or public bodies on
LGB equality
We evaluate the impact and outcomes of LGB community
engagement
22aA Explain how LGB service users are consulted on service delivery:
We class our staff and students as our service users. We consult with both on
policy development, and the over-arching equality strategy, aswell as on LGBT
focussed activity that will improve our services to them, via policy
implementation and awareness raising activities. (See also Q9A).
22aB Please describe your tailored services:
N/A
22aC Describe this collaboration:
Via our links with the City LGBT group and regional universities LGBT network we
are able to share good practice and ideas to improve service delivery to students,
staff and other stakeholders.
22aD Describe your process for evaluating LGB community engagement:
N/A
22b. Additional criteria for commercial and private sector employers:
A
B
C
D
Consumers or clients are engaged in organisational LGB initiatives
Products or services are tailored to the needs of LGB clients or
consumers
Corporate social responsibility programmes include LGB-related
initiatives
We evaluate the impact of marketing/promotional activities to the
LGB community
22bA
Describe how consumers or clients are engaged in your LGB initiatives:
N/A
22bB Explain how you have tailored products or services to LGB clients or consumers:
N/A
22bC Describe how LGB initiatives are included:
N/A
22bD Describe your process for evaluating LGB community engagement:
N/A
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Part 7: Pink Plateau
23. Are there openly LGB people at senior levels in your organisation?
A
B
C
D
23
Yes, at board level or equivalent
Yes, at senior manager level
Yes, at management level
No, we do not have openly LGB people at senior levels
Where you have openly LGB people at senior levels, please provide an approximate
figure of how many for board, senior manager and management level:
It is difficult to put a figure on the actual number of staff, especially as our
disclosure figures are low. The staff system reports 6 LGBT people at management
grade or above; and the staff survey respondees reports 106 people overall as
LGBT (3% of respondees), although we cannot split this down further to
management or above.
Openly, circa 12 LGBT people are known to the HR equality team that could be
classed as managers or senior managers, some of which appear on the HR LGBT
profiles pages and some of whom appear in our LGBT voices film.
24. Do you have openly LGB members of staff who act as visible role models? Please
indicate how they act as role models.
A
B
C
D
E
F
24A
Actively support LGB network group or involved in LGB events
Profiled in internal communications
Act as mentors to LGB colleagues
We profile role models from across the LGB community
Other
We do not have openly LGB members of staff who act as role models
Describe how they are involved in the employee network group or in LGB events:
Our LGBT Staff Network was set up by LGBT members of senior staff who felt it
was important to not only demonstrate senior commitment to LGBT equality, but
that they themselves also have a responsibility to act as role models. Rosie
Valerio, former Director of HR, is still heavily involved with work at the University,
despite having retired, as she is leading a project on building up a gallery of
portraits of female staff, and is a member of the Out Aloud choir who are singing
at the 'Allowed Out' event on 26th September as part of the Festival of the Mind
event.
Whilst our founder members have now moved on, senior LGBT members of staff
such as Dr. Elena Rodriguez-Falcon, Professor Jackie March and Professor Gill
Valentine continue to be involved in LGBT issues and actively support the network
and other events. Professor Gill Valentine, PVC for Social Sciences and one of the
authors of the EHRC report 'The Experiences of Lesbian, Gay and Bi-sexual Staff in
Higher Education, will introduce the 'Allowed Out' event on 26th September and
talk about the staff/student film we have produced, aswell as wider equality
activity at the University.
Additionally, our network chair and other members of the network are very visible
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24B
as role models to all grades of staff, including ancillary staff (we have network
members from this area) who are traditionally difficult to reach.
Submit an example of an LGB role model appearing in internal communications:
Profile of Professor Jackie Marsh as member of LGBT network:
http://www.shef.ac.uk/hr/equality/involved/lgbtnetwork/exhibition
Jackie also marched at Sheffield Pride, and headed up the original working group
with HR to develop a faculty of Social Sciences Equality and Diversity action plan.
Profiles of Elena Rodriguez-Falcon:
http://www.shef.ac.uk/mecheng/news-events/elena-northern-champion1.196188
http://www.shef.ac.uk/mecheng/staff/rodriguez-falcon
http://www.shef.ac.uk/international/news/1.115927
Eleanor is also the Faculty of Engineering Director for Women in Engineering, a
member of the Equality and Diversity Board, and a member of the Equality
Objectives Project working group.
24C Describe how they act as mentors to LGB colleagues:
N/A
24D Explain how role models are profiled to reflect the LGB community e.g. male and
female LGB role models, bisexual role models:
We are very careful to try and get a diverse balance with our role models: mainly,
this refers to gender and is demonstrated on our network pages. In our filming
project, we purposely have a diverse range of seniority, of area of work and role,
of gender, age, and nationality - the unofficial working title of the film was 'All
kinds of people…' and our aim was to include lots of different people from
different backgrounds who happened to be gay.
24E Please describe:
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Part 8: Additional Evidence
25. Please identify any further work on LGB equality not already covered above.
A
B
C
D
Demonstrated leadership and impact on other organisations
Achievements in wider diversity that impact on LGB equality
Innovation not covered elsewhere
None of the above
25A Describe how your work on LGB equality has impacted on other organisations:
The involvement of the chair of our LGBT staff network from the very beginning of
the Regional Universities LGBT network is testimony to our approach of sharing
good practice and learning from each other. Tom Reaney attended the meeting at
the University of Salford where this network was first discussed and agreed upon,
and then he has been working with HR on information we can share with the
network, and on arranging to host a future meeting.
This builds on the approach we have always taken. Our Out@Work event which
launched the push on LGBT equality at the University was featured as good
practice by the Equality Challenge Unit in their March 2010 publication 'Advancing
LGB Equality' (http://www.ecu.ac.uk/publications/files/advancing-lgbequality.pdf/view); and in the past we have hosted network meetings for local
LGBT staff networks from other employers.
We will continue to share our practices and hope to learn from others in the
future - specifically, we are planning to launch our LGBT voices film at an event for
LGBT and non-LGBT people (to build allies and raise awareness) and to invite
representatives from other networks along.
25B Describe how your organisation’s achievements in wider diversity have impacted
on LGB equality:
The HR Department won the "Exceptional HR Achievement" award at the
Universities HR (UHR) Annual Conference and Gala Dinner Event.
http://www.shef.ac.uk/hr/aboutus/news/stories/uhraward2012
The Department also won "Outstanding HR Team" Award at the Times Higher
Education Leadership and Management Award Ceremony in London in June 2010 part of this award related to our Out@Work day event demonstrating our strong
commitment to the equality and diversity agenda, to promotion inclusion and to
valuing diversity.
http://www.shef.ac.uk/hr/aboutus/news/stories/outstandingaward
These demonstrate the depth of commitment to equality and diversity at the
University, and our continued progress in ensuring it runs through every system
and process. LGBT equality is a key part of this, and will continue to grow as plans
for strengthening the links between the staff network and the EDB, and between
the staff and student networks are realised, and as we increase our targetted
activity around sharing information and good practice more widely, and being
more pro-active in raising the visibility of LGBT people (for example through the
filming project) which will be used in recruitment, at open days, as part of
induction, and at other University events.
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25C
Please describe:
We recently held an event entitled 'Children and Academia: An event for parents
and parents of the future.' This was aimed at academics and included speakers
and discussion groups around issues related to balancing a career in academia and
raising a family. We ensured that all language was inclusive, and that the event
was equally aimed at heterosexual and same-sex couples and parents (for
example, aswell as the discussions around policy that took place, there is also a
link on these pages to Stonewall's guide to Parenting for Same Sex couples - these
webpages were launched at the event).
http://www.sheffield.ac.uk/hr/equality/support/childrenandacademia
As already discussed, the University has also recently undertaken a project
entitled 'Allowed Out', which is a collaboration between the University's History
department and the Out Aloud Sheffield LGBT choir. The University asked the
LGBT community to get in touch and share their experiences of coming out and
living life as a lesbian, gay, bisexual or transgender person. Writing workshops
were held with Poet Laureate River Wolton, in order to generate original material
for the University of Sheffield's Festival of Mind in September.
http://www.shef.ac.uk/news/nr/lgbt-stories-sought-for-new-project-1.179065
What is noteworthy is that these stories will go into the Stories of Activism archive
and oral history project currently being constructed by the Centre for the Study of
Democratic Culture and the Centre for Peace History at the Department of History,
University of Sheffield, ensuring they will be heard and used in the future.
Thank you for participating in the Workplace Equality Index 2013. Please visit
www.stonewall.org.uk/wei2013 to upload your submission.
Questions? Call our Workplace team on 0207 593 1868 or visit www.stonewall.org.uk/wei2013