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Athena SWAN Bronze institute award application
Name of institute: United Kingdom Atomic Energy Authority (UKAEA)
Name of Research Council that governs institute: EPSRC
Date of application: 30th
April 2015
Date of Institute membership to Athena SWAN: February 2015
Contact for application: Dr Brian Lloyd
Email: [email protected]
Telephone: 01235 466325
Institute website address: www.ccfe.ac.uk, www.uk-atomic-energy.org.uk
Athena SWAN Bronze Institute awards recognise that in addition to its own formal policies the
institute is working to promote gender equality and to address challenges particular to the
discipline.
Not all organisations use the term ‘institute’ and there are many equivalent academic groupings
with different names, sizes and compositions. The definition of an ‘institute’ for SWAN purposes
can be found on the Athena SWAN website. If in doubt, contact the Athena SWAN Officer well in
advance to check eligibility.
It is essential that the contact person for the application is based in the institute.
Sections to be included
At the end of each section state the number of words used. Click here for additional guidance on
completing the template.
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Table of Contents
1. Letter of endorsement from the institute director or chief executive: maximum 500 words .......... 3
2. The self-assessment process: maximum 1000 words ........................................................................ 5
3. A picture of the institute: maximum 1000 words .............................................................................. 8
4. Data analysis: maximum 2000 words .............................................................................................. 11
5. Supporting and advancing women’s careers: maximum 5000 words ............................................. 22
6. Any other comments: maximum 500 words ................................................................................... 40
7. Action plan ....................................................................................................................................... 42
Number of words in each section (also shown at section end)
Section 1: 471
Section 2: 999
Section 3: 990
Section 4: 2000
Section 5: 4992
Section 6: 495
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1. Letter of endorsement from the institute director or chief executive: maximum 500 words
An accompanying letter of endorsement from the institute director or chief executive should
explain how the SWAN action plan and activities in the institute contribute to the overall institute
strategy and academic mission.
The letter is an opportunity for the institute director or chief executive their support for the
application and to endorse and commend any women and STEMM activities that have made a
significant contribution to the achievement of the institute’s mission.
29 April 2015
Endorsement from the CEO of United Kingdom Atomic Energy Authority for the Athena SWAN Bronze Award As Chief Executive Officer of the United Kingdom Atomic Energy Authority (the Authority), I am writing to strongly endorse the application for an Athena SWAN Bronze Award. Our motivation is simple – women are under-represented in our science and engineering staff and in senior management. This cannot continue and we are determined to improve. We must seek advice and guidance from others who have made improvements and developed expertise. This is, of course, why we need Athena SWAN. As a young academic I benefitted greatly from an enlightened University that allowed huge flexibility. My career was not hindered by spending the time between 3pm and 8pm everyday with my children. I am determined that the Authority be as flexible – the employees and the Authority will benefit. About two and a half years ago I was approached by one of our female physicists who is a strong advocate for gender equality. She made a very persuasive case that we needed Athena SWAN – and I asked her to present the case to the Board. This presentation was extremely well received and an immediate decision was taken to apply for an Award at the earliest opportunity. The project has been enthusiastically championed by an Athena SWAN Panel and all Department Heads who are ensuring that awareness of, and support for, gender equality is disseminated throughout the organisation. Frankly we should have begun this many years ago.
CEO Culham Science Centre Abingdon OX14 3DB Tel: +44 (0) 1235 466531
www.ccfe.ac.uk
www.uk-atomic-energy.org.uk
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(Section 1: 471 words)
One of the Authority’s key long-term strategies is to deliver a capability programme to ensure the organisation has the right people at the right time to achieve its goals. We struggle to recruit and retain highly skilled staff – the pool of talent is small and our pay is not always competitive. We have a strong commitment to equal opportunities and diversity with policies and procedures actively supporting and driving appropriate behaviours and attitudes. Nonetheless it is clear that despite our commitment we should be doing better – and that is our intent. Participation in the Athena SWAN self-assessment process has already brought benefits for the Authority. This exercise has given us a much greater insight into the areas where we could improve, ensuring that new initiatives address genuine problem areas. The increase in publicity around gender equality and Athena SWAN has given managers and employees “permission” to speak openly about the topic. I have been delighted by the universal enthusiasm. All of the activities listed in the attached action plan simultaneously advance gender equality and our overall business strategies. We recognise that improvement will have a direct (and positive) impact on the future success of the organisation. I don’t believe that we can give any project higher priority. I look forward to hearing from you shortly.
Professor Steve Cowley FRS, FREng Chief Executive Officer
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2. The self-assessment process: maximum 1000 words
Describe the self-assessment process. This should include:
a) A description of the self-assessment team: members’ roles (both within the institute and as
part of the team) and their experiences of work-life balance
The UKAEA self-assessment team (SAT) is described in Table 1. The membership covers a
wide range of grades, roles and disciplines within the organisation. It includes people with
different career histories and experience of different work-life balance. The membership is
~ 60% female, ~ 40% male and includes both full-time and part-time employees. There are
members who have recent personal experience of recruitment, promotion, maternity
leave & return to work procedures and flexible working arrangements.
Table 1 UKAEA Self-Assessment Team (SAT)
* Member of Athena SWAN Working Party
SAT member Institute Role Relevant experience/roles in Athena SWAN SAT
Sue Bartlett Personal
secretary
SAT Secretary.
When children were young, undertook temporary
assignments to balance work and parenting commitments.
Helen
Boyer*
Senior Safety
Case Engineer
In a dual career family with three sons; made use of
maternity leave and flexible working arrangements.
Alexandra
Cackett
Research
Physicist
Recently completed UKAEA Graduate Development Scheme.
STEM ambassador and active participant in outreach
activities.
Kim Cave-
Ayland* Control Engineer
Recently completed UKAEA Graduate Development Scheme.
STEM ambassador and active participant in outreach
activities.
Jackie
Costello*
HR Operations
Manager
Ensures that gender equality is high on the agenda of all HR
activities.
Worked part time for UKAEA for a number of years whilst
raising her family.
Helen East
Assistant
Procurement
Manager
Has worked in both finance and HR roles.
At UKAEA she appreciated the facility to change working
hours to fit with family commitments.
Brendan
Fawson* HR Generalist Leads data collection effort in support of SAT activities.
Lydia Feasey Mechanical
Project Engineer
Recently completed the UKAEA Apprenticeship Scheme.
IET National Apprentice of the Year in 2013 – with special
mention of her ambassadorial role in schools.
STEM ambassador.
Joanne
Flanagan*
Research
Physicist
Member of the UKAEA Graduate Scheme Panel.
Leads data analysis effort in support of SAT activities.
In a dual career marriage with small children; made use of
maternity leave and flexible working arrangements.
Stephen Hall Engineering
Group Leader
Manages UKAEA Apprenticeship Scheme.
STEM ambassador.
In a dual career marriage with two teenage children.
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Julian Hawes Engineer Prospect Trade Union Learning Representative.
STEM ambassador.
Rosie
Hawkes Head of HR
SAT Chair.
Member of UKAEA Executive.
In a dual career marriage, she appreciated the benefits of
part-time working when her children were young.
Amy Jordan* Department
Secretary
Recent recruit.
Studied diversity and equality as part of her BSc in Sociology.
Brian Lloyd*
Head of
Experiments
Department
Responsible for co-ordinating preparation of the Athena
SWAN submission document.
As a parent of two grown-up children, he understands the
difficulties of balancing family and workplace priorities.
David Martin
Director of
Operations &
Division Head
Member of UKAEA Executive.
In a dual career marriage with a large family, he understands
the difficulties of balancing family and workplace priorities.
Martin
O’Brien*
Head of Theory &
Modelling
Department
Responsible for overall co-ordination of UKAEA’s links to
universities which include training of PhD students.
He appreciated UKAEA’s paternity leave provisions when his
children were born.
Laura
Thorne*
Engineering
Section Leader,
Project Planning
Experience in planning complex projects.
Recently returned from maternity leave on a part-time basis
so has benefitted from the UKAEA’s maternity and flexible
working policies.
Chris Warrick Head of
Communications
Manages internal and external communications, including
outreach to the public, schools and universities.
As a parent of three boys he has appreciated the flexibility
offered by UKAEA to help him accommodate family
commitments.
b) an account of the self-assessment process: details of the self-assessment team meetings,
including any consultation with staff or individuals outside of the institution, and how these
have fed into the submission
Following an invitation from Steve Cowley (Chief Executive Officer, UKAEA) Joanne
Flanagan addressed the UKAEA Executive Committee on the issue of gender equality and
Athena SWAN in May 2012. The Executive Committee agreed that UKAEA should sign up to
the Athena SWAN Charter and Rosie Hawkes (Head of HR) and Joanne Flanagan
subsequently met to formally assemble the Self-assessment Team (SAT) with clear Terms
of Reference. Rosie Hawkes and Joanne Flanagan updated the Executive Committee in May
2013 and in June 2013 the Authority Board expressed support for participation in Athena
SWAN.
The SAT met 12 times between March 2013 and April 2015. During this period the panel
membership evolved to reflect the needs of the assessment process. An Athena SWAN
Working Party, comprising 9 members of the panel, has been meeting more frequently to
review progress, conduct detailed data collection and analysis and co-ordinate preparation
of the Athena SWAN submission. The Working Party reports back to the full panel. Updates
on Athena SWAN activities are reported at the Operations Committee, chaired by the
Operations Director, and to the UKAEA Executive Committee. In addition, briefings have
been given to department managers and staff are kept informed through department team
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talks and intranet articles. A number of surveys have been carried out and focus groups
have been held as part of the staff consultation process. In particular, a Culture Survey was
conducted in September 2013 with almost 50% of employees responding. These activities
are reported in Sections 4,5 and 6.
As part of the self-assessment process a number of key individuals, from outside the
organisation, were consulted for advice, including:
• Professor Chris Grovenor of the Oxford University Materials Department (Athena
SWAN silver award holders);
• Professor Paul Walton of The University of York Chemistry Department (Athena
SWAN gold award holders) who gave a presentation attended by approx. 200 staff
which was also filmed and posted on the UKAEA intranet (Figure 1);
• Sean McWhinnie of Oxford Research and Policy who gave a presentation to the
Working Party.
• In addition, the HR Operations Manager, Jackie Costello, met with her counterparts
at STFC to share best practice and discuss common challenges with respect to
gender equality.
Figure 1 Professor Paul Walton from the University of York pictured with members of the Athena SWAN
Self-assessment team following his gender diversity talk at UKAEA in September 2014. (L-R: David Martin,
Jackie Costello, Paul Walton, Brian Lloyd, Martin O’Brien, Helen Boyer, Kim Cave-Ayland, Alexandra Cackett
and Rosie Hawkes).
c) Plans for the future of the self-assessment team, such as how often the team will continue
to meet, any reporting mechanisms and in particular how the self-assessment team intends
to monitor implementation of the action plan.
The SAT will continue to meet about 6 times a year and the Working Party will meet
between SAT meetings to scrutinize activities and progress against the action plan in detail.
The Working Party will also oversee on-going data collection and analysis, for presentation
to the SAT. Membership of both the SAT and the Working Party will be continuously
monitored and revised, when necessary, to ensure that it is optimal. Implementation of the
action plan will be formally overseen and monitored by the Operations Committee.
(Section 2: 999 words including Table 1 and excluding titles and captions)
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3. A picture of the institute: maximum 1000 words
Provide a pen-picture of the institute to set the context for the application, outlining in
particular any significant and relevant features.
The United Kingdom Atomic Energy Authority (UKAEA) is an executive non-departmental
public body sponsored by the Department for Business, Innovation and Skills (BIS). It is
based at Culham Science Centre in Oxfordshire, which is the UK’s national centre for fusion
research and one of the world’s leading fusion research institutes. For its fusion work it
uses the brand “Culham Centre for Fusion Energy (CCFE)”. The centrepiece of the UK fusion
programme is the innovative MAST (Mega Amp Spherical Tokamak) experiment. In
addition, the UKAEA hosts and operates the European JET device, currently the world’s
largest magnetic fusion facility, through a contract with the European Commission. The JET
facilities are available for scientists from around Europe to exploit, in a work programme
coordinated by the EUROfusion Consortium.
The UKAEA has as its principal mission “To position the UK as a leader in a future
sustainable energy economy by advancing fusion science and technology and related
technologies to the point of commercialisation”. This mission covers fusion, some research
areas relevant to the resurgence of UK fission, and other spin-off and growth technologies.
We are supplementing our physics research by increasingly moving into technology-based
research, with the aim of progressing the key technology issues for the next steps in fusion,
namely ITER (an international project in France that aims to demonstrate the scientific and
technical feasibility of fusion power) and DEMO (DEMOnstration fusion power plant), and
some key aspects of fission new-build. As part of this strategy, two new large facilities are
under construction, namely RACE (Remote Applications in Challenging Environments) and
the MRF (Materials Research Facility). The transition towards technology-based research
has implications for future staff disciplines and capabilities.
To achieve its mission the UKAEA has ten strategies which are widely disseminated to all
staff to help them understand their role in the organisation and to inform their personal
objective setting as part of the staff performance management system. Gender equality
initiatives are embedded in elements of the strategic plan. For example, the strategy
concerned with “Ensuring the UKAEA culture is appropriate for its mission” includes an
explicit commitment to “promote a culture where more women feel enabled to progress
to senior roles and are better represented in STEM roles”. The process of embedding
gender equality more broadly into UKAEA committees / forums and within strategic and
operational plans is underway (Action A1, A2).
The fusion programme at CCFE is highly leveraged by European funds and has strong input
from many universities, industrial partners and international collaborators. The
programme is funded primarily by the Engineering and Physical Sciences Research Council
(EPSRC), the European Union under the EURATOM treaty and, increasingly in recent years,
through ITER contracts and grants (Figure 2). Whilst it has a significant degree of financial
and programmatic autonomy, UKAEA must comply with public sector pay policy and
operates within a co-ordinated European fusion programme in support of the European
Fusion Roadmap and within budgets determined primarily by EPSRC and the European
Commission which constitute the majority of UKAEA’s income. The UKAEA comprises four
main divisions, namely Assurance, Support, Operations & Programme Delivery and Strategy
& Technology. The latter two divisions house the majority of STEM staff. It is the intention
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that any policies which are implemented as part of the Athena SWAN self-assessment
process will be made universal across all divisions and departments.
Figure 2 UKAEA Fusion funding streams and expenditure
The divisions form one axis of a matrix management structure, with the main programme
elements, including JET operation, along the other axis. The fusion programme funded by
EPSRC has six main elements:
• Tokamak Science
• MAST Upgrade
• Technology
• Materials
• ITER Systems
• Outreach and Training
The Outreach and Training programme includes a wide range of activities comprising public
and schools outreach, apprentice and graduate training, links to other areas of science and
technology and industry liaison. It also oversees the hosting of PhD students,
undergraduate and masters student placements and assistance to university initiatives in
fusion training. PhD students dominate; UKAEA has links to about 80 of which around a
quarter are based at Culham, the rest at their university. All PhD students are affiliated
with a university; UKAEA does not award degrees.
The UKAEA workforce comprises approximately 620 employees and 500 contractors. In
addition the UKAEA has around 400 European scientists visiting each year to conduct
research, primarily on JET, and many from outside Europe. Of the employees, 530 are in
STEM roles (2014 figures) of which 190 are scientists and 340 are in engineering/technical
roles (Figure 3). STEM posts in UKAEA include many staff in technical support roles, who
support research staff and JET and MAST operations. The overall percentage of females in
STEM roles at UKAEA is 10.2%. For scientific and engineering/technical roles the individual
percentages are 14.2% and 8% respectively. Thus key differences between UKAEA and a
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typical HEI are the large number of contractors and the high fraction of
engineering/technical roles. These factors must be borne in mind when benchmarking
against other organisations.
Figure 3 Breakdown of UKAEA workforce
Two of the four Division Heads at UKAEA are female (Assurance and Support Divisions). The
Chief Engineer and the Head of the Technology programme are also female. We are very
pleased that both our graduate scheme and award winning apprentice scheme have
attracted high quality female applicants in recent years. In 2013, Lydia Feasey, one of our
female apprentices won the IET (Institution of Engineering and Technology) ‘Apprentice of
the Year’ award.
UKAEA staff grades range from Level 1 to Level 8. An approximation of how our grades
map to a university setting can be found Table 2.
Table 2 An approximation of how university grades map to UKAEA pay grades
Equivalent University Position UKAEA Grade and Role
Dean of Faculty / Head of Department Level 8 – Divisional Head and / or Director
Professor Level 7 – Department Head
Reader / Senior Lecturer Level 6 – Group Leader
Lecturer Level 5 – Senior engineer or scientist and / or
section manager
Post-doctoral Researcher Level 4 – Researcher, scientist or engineer
Research Assistant Level 3 – Graduate engineer or scientist
N/A Levels 1 and 2 – Technical support and admin.
(Section 3: 990 words including Table 2 and excluding titles and captions but including links
to actions)
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4. Data analysis: maximum 2000 words
Provide data for the past three years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance and how they have
affected action planning.
Student data
UKAEA serves as a host (rather than a home institution) and has little formal input into the
recruitment of the postgraduate students that spend some of their time here. Students fall
under the terms and conditions of their university, rather than those of UKAEA. For this
reason, we do not hold (or have access to) the majority of data requested in this section.
However, it should be appreciated that the majority of University departments from which
hosted postgraduate students hail hold Athena SWAN Bronze or Silver awards; including
the Universities of Oxford; York; Warwick; Sheffield; Manchester and Imperial College,
London.
Here we present the limited student data available to us and supplement with data from
our apprentice and graduate schemes, which run over four and two years respectively via
fixed-term appointments. These additional data give a fuller picture of the training ground
we, as an institution, provide at entry level. Note that the apprentice scheme is an
engineering one, while the graduate scheme encompasses engineering and physics
disciplines.
(i) Postgraduate male and female numbers on research degrees – full and part-time –
comment on the female:male ratio compared with the national picture for the
discipline. Describe any initiatives taken to address any imbalance and the effect to
date. Comment upon any plans for the future.
All persons referenced by these data were working full-time.
The numbers of PhD students part-funded by UKAEA who started their studies in
the four year period from Oct 2007 - Oct 2010 are shown in Figure 4(a). This covers
students due to complete from 2011 - 2014 and comprises 33 men and 4 women.
Some of these spent the majority of their time at UKAEA (the remainder at their
university). This equates to almost 11% women, which is substantially below the
national average for Physics PhD students in general [22 % from ECU data].
However, it should be noted that the area of plasma physics and fusion in general
has a similarly low proportion of women. Currently, the Fusion Centre for Doctoral
Training led by the University of York, which encompasses the same subject areas
as the UKAEA PhD students, has 8% women (12 men, 1 woman). On completion of
their studies, UKAEA recruited 11 men and 2 women from the 33+4 in Figure 4(a).
The proportion of women enrolled in UKAEA’s four-year advanced apprentice
scheme is, relatively, very high at 11 – 16% (Figure 4 (b)). Nationally, the percentage
of women enrolled in engineering apprentice schemes is low: as low as 1% in many
engineering sectors. For engineering as a broad category, national figures for
apprenticeships are around 2 – 4 % over this time period (IET SET Skills Survey
2013/ WISE statistics guide 2013 / IET infographic 2014).
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(a) (b)
(c)
Figure 4 Numbers of men and women on research degrees and other training schemes, together
with the fraction of women expressed as a percentage. Benchmarking data are shown where
possible. (a) Postgraduate students part-funded by UKAEA who started their studies in the four
year period from Oct 2007 - Oct 2010. National levels for postgraduate students in Physics are also
indicated [ECU data]. (b) Apprentices on the UKAEA apprentice scheme from 2012 - 2014. National
values for engineering are also indicated [IET SET Skills Survey 2013/ WISE statistics guide 2013 /
IET infographic 2014]. (c) Graduates on the UKAEA graduate training scheme from 2012 - 2014.
The proportion of women enrolled in UKAEA’s two-year accredited graduate
scheme is also relatively high (Figure 4(c)). Each year, the graduate scheme takes a
varying mix of engineers and physicists according to business need. Since women
make up 20% of physics and 15% of engineering graduates [ECU data 2012 - 2014],
the ratio of women on the course fluctuates. In 2014, there were no graduate
physics positions allocated, which explains the relative drop from the high values
(45% and 32% ) of 2014 and 2013 down to 17% in 2014. In 2012 and 2013, the
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engineering : physics ratio was 2:1 and 2:3 respectively. Bearing this in mind, these
numbers compare very favourably with national levels.
Figure 5 The UKAEA apprentice scheme: promotional images from the CCFE website. Nicola
Blackwood, MP for Member of Parliament for Oxford West and Abingdon is shown visiting UKAEA
apprentices in the upper left image (centre).
For both the apprentice and graduate schemes, the issue of gender balance is
consciously considered on a regular basis by those responsible for administrating
the schemes. For example, when possible, we strive to ensure more than a token
female presence at promotion events and at all stages of the recruitment process.
Care is also taken over the wording of adverts and to ensure that female role
models are prevalent in publicity material (i.e. Figure 5). Our apprentices and
graduates (of both genders) have attended many careers fairs that have promoted
women in science and engineering. Feedback from these events is that the UKAEA
schemes have a female friendly reputation. UKAEA has also recently hosted an OCC
Apprentice Launchpad event and a Royal Institution Engineering Master Class,
which allow participants to experience engineering and apprenticeships first hand.
These have been well attended by a mix of young men and women. In 2014 UKAEA
won ‘Large Employer of the Year’ for the Culham Apprentice scheme in the Thames
Valley regional awards and made the top 100 employers list in the National
Apprenticeship Awards of the same year.
(ii) Visiting students more than 6 months: male and female numbers – full and part-
time – comment on the female:male ratio compared with the national picture for
the discipline or topic area. Describe any initiatives taken to address any imbalance
and the impact to date. Comment upon any plans for the future.
In the last three years UKAEA has hosted two ‘sandwich’ students, one male and
one female (we had many more pre-doctoral students but typically for 2 to 6
months). The sandwich students were employed on a fixed term appointment for
one year as part of an EPSRC funded placement during their undergraduate degree.
(iii) Ratio of applications to offers and acceptances by gender for visiting students
more than 6 months, and for postgraduate research degrees – comment on the
differences between male and female application and success rates and describe
any initiatives taken to address any imbalance and their effect to date. Comment
upon any plans for the future.
As previously discussed, UKAEA does not hold these data for PhD or other students.
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Apprentice recruitment (Figure 6(a)) shows a gradual year-on-year increase in the
number of women applying (applications for 2015 are still open), with the most
recent data showing women making up 17% of applications and 20% of those
recruited. This is significantly above national levels, as discussed in the previous
section.
(a)
(b)
Figure 6 Recruitment data for the UKAEA apprentice (a) and graduate (b) schemes for 2012 – 2014.
Graphs show numbers of male and female applicants together with the percentages of women at
various stages of the recruitment process. National data for women in (b) illustrates recruitment
expectations based on the engineering : physics ratio for recruitment in that year; 2:1, 2:3 and 1:0
for 2012, 2013 and 2014 respectively, with the assumption that women make up 20% of physics
and 15% of engineering graduates [ECU data].
Graduate recruitment data (Figure 6(b)) is more complicated to interpret, but the
overall picture is a positive one, with the percentage of women recruited above
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that of application and in line with national averages, once the ratios of engineers :
physicists sought each year is factored in. The ratio of engineers : physicists
recruited in 2012, 2103 and 2014 was 2:1, 2:3 and 1:0 respectively. With women
making up 20% of physics and 15% of engineering graduates, one might then
expect to see 17%, 18% and 15% recruited, as illustrated in Figure 6(b). In fact, a far
higher percentage (44%) was recruited in 2012, due to a number of exceptional
female candidates applying. Female recruitment for subsequent years is in line with
these expectations, as are applications, with the exception of 2013. However, the
apparently low percentage of female applications in 2013 is actually due to a large
influx of (inappropriate) male applications. In 2013, the graduate scheme was
advertised on LinkedIn and the resulting deluge of inappropriate applications, all
(without exception) from men, has somewhat skewed the figures for this year.
LinkedIn was abandoned for the 2014 round and emphasis was placed upon
advertising the scheme in more traditional ways; through national graduate events
and the UKAEA fusion ambassador scheme, in which current graduates present to
undergraduates at their old university. This approach resulted in a larger response
from women, both in percentages and absolute numbers.
(a) (b)
Figure 7 Success rate for applicants to the UKAEA apprentice (a) and graduate schemes (b) for
2012 – 2014 by gender.
Success rates for women applying to both the apprentice and graduate schemes
are, almost without exception, higher than those for men (Figure 7). With the
exception of the 2013 apprentice recruitment, in which only one woman applied
(equivalent to 3% of all applicants – not unusual for an engineering apprenticeship
scheme), success rates for women in both schemes are often significantly above
those for men. We attribute this to the fact that the overall quality of female
applications is higher, on average, rather than to any bias in the selection process.
(iv) Research degree submission rates by gender – comment on any differences in
submission rates between males and females and describe what actions are being
taken to address any imbalance.
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Of the 37 PhD students included in the above data, six failed to submit – all were
men. All apprentices and graduates, without exception, have completed the
schemes.
(v) Time taken to complete research degree by gender – comment on any differences
in research degree completion time between males and females and whether any
breaks were needed e.g. maternity/paternity leave, career break.
UKAEA does not hold these data for PhD students. All apprentices and graduates
have completed the schemes in the allotted time (4 and 2 years respectively). It
should be noted here that both these training schemes permit extensions in the
case of maternity or extended paternity leave (for example).
Staff data
In this section we include staff on permanent contracts and fixed-term appointments,
termed employees. We do not include agency supplied workers, as these are not subject to
the UKAEA conditions of employment, nor are they included in the UKAEA performance
management processes. For ‘academic and research’, we use ‘STEM’, including technical
support roles.
(i) Female:male ratio of all academic staff (including teaching academics) and
research staff – where suitable include post-doc, tenure track or fixed-term
scientists and tenured scientists and different grades. Comment on any differences
in numbers between males and females, benchmarked against national averages
and say what action is being taken to address any underrepresentation at particular
grades/levels.
Figure 8 Number of UKAEA STEM employees for 2012 – 2014 by gender. The number of women is
also shown by percentage. 13% of the STEM workforce is female, nationally (IET infographic
2014), as indicated on the figure.
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The percentage of female STEM employees is around 10% for 2012 – 2014, with 54
women currently employed in STEM roles (Figure 8). This appears to be slightly
below the national average of 13% (IET data, 2014). However, since UKAEA STEM
employees comprise engineers and physicists at a ratio of 2:1, this is to be
expected; only 6 – 7 % of the engineering workforce nationally is female (IET skills
survey 2013, 2014), whilst numbers for physicists are typically higher: academic
figures nationally are 17.5% (ECU data 2011-2013). Combining these two
percentages at a 2:1 ratio yields a figure of 10.5% - very similar to the current
UKAEA number.
Splitting the UKAEA data in Figure 8 by discipline (Figure 9), shows the percentage
of female engineers at UKAEA ranges from 8 – 9 % over this time period with
12 – 14 % female physicists. In this context, ‘Engineering’ covers the departments
of: Active Operations, Central Engineering, Power Supplies and RF Systems, Special
Techniques, Tokamak and Neutral Beam Operations, while ‘Physics’ covers the
departments of: Assurance, Technology, Communications, Experiments, Theory and
Modelling, CODAS (computing). These figures would thus suggest that there is a
slight underrepresentation of women in the physics disciplines, although we note
that our physics benchmark is for academic staff and may not be representative.
The data in Figure 9(a) and (b) are displayed by grade (see Table 2) in Figure 10 and
Figure 11 for engineering and physics disciplines respectively. In both cases we see
that the grade population follows a bell-like-curve with a peak for men at L5. For
women, the population peaks at L4 for engineering with L4 and L5 jointly sharing
the highest population for physics. No women are present in grades L2 or L8 in
either discipline. The engineering data (Figure 10), show that the percentage of
women across the grades is similar to or higher than the national levels of 6 – 7 %
(with the exception of L2 and L8). A notable drop from L4 to L5 in the percentage of
female engineers is also apparent. The physics data (Figure 11), show quite a
different overall picture, with high values at the lower grades (again with the
exception of L2 and L8), followed by a steep and sustained fall in the percentage of
women with seniority through grades L3 – L6.
The absence of women in L2 STEM roles is a little anomalous, particularly since
there are women present in the grades either side. In part this is due to small
overall numbers (particularly for physics). Moreover, it should be appreciated that
while graduating apprentices enter permanent roles at L2, they are rapidly
promoted to L3 (typically within 6 months) and will often not appear at L2 in
‘snapshot’ data for this reason. However, this may highlight that direct recruitment
into L2 STEM roles is not achieving the same level of diversity as the L1 apprentice
scheme. The absence of women in L8 roles, tells another story: one of a leaky
pipeline and one that is clearly evident in the physics data more broadly (Figure 11).
Data analysis shown in Section 5a) suggests that career progression and
recruitment both play a role in the declines and absences noted here. Further
investigation and resolution of this forms the basis of Actions A15, A20 and A21.
18
(a)
(b)
Figure 9 Number of UKAEA STEM employees for 2012 – 2014 by gender. The number of women is
also shown by percentage. (a) Data for engineering disciplines, (b) Data for physics and related
disciplines (see text p17 for the breakdown of departments in engineering and physics categories).
19
Figure 10 Number of UKAEA Engineering employees for 2012 – 2014 by gender and grade. The number of women is
also shown by percentage. The definition of engineering disciplines is given on p17.
20
Figure 11 Number of UKAEA Physics employees for 2012 – 2014 by gender and grade. The number of women is also
shown by percentage. The definition of physics disciplines is given on p17.
(ii) Turnover by grade and gender – comment on any differences between men and
women in turnover and say what is being done to address this. Where the number
of staff leaving is small, comment on the reasons why particular individuals left.
The number of people in STEM roles who left the employment of UKAEA from Jan
2011 – Dec 2013 is shown in Figure 12. Due to low absolute numbers, these data
are shown cumulatively for this time period. The bell-like distribution of data in
Figure 12 mirrors the population of each grade, with the highest rate of departure
for men at L5 and for women at L4. The majority of leavers are men, with women
forming 8% of all leavers over this period. This is consistent with the average values
of 8 – 10% female employees over this time period. The percentages of leavers that
are women are also very similar to the average percentages of total women by
grade (Figure 12). The two L1 leavers (one male and one female) are sandwich
students who were on a fixed-term appointment (with a final year of degree to
return to). The other six women who have left over this period departed via
21
voluntary redundancy or resignation. There are no obvious trends that warrant
further investigation here.
Figure 12 Number of UKAEA employees who left between Jan 2011 and Dec 2013, by gender.
The percentage of leavers who are women and the average percentage of female employees
over this time frame are also shown.
(Section 4: 2000 words excluding titles and captions but including links to actions)
22
5. Supporting and advancing women’s careers: maximum 5000 words
Key career transition points
a) Provide data for the past three years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance and how they have
affected action planning.
(i) Job application and success rates by gender and grade – comment on any
differences in recruitment between men and women at any level and say what
action is being taken to address this.
Apprentice and graduate recruitment are excluded from these data; this was
presented in the student data section (p101). Data here correspond to externally
advertised positions from 2011 – 2014. In total there have been 118 STEM
vacancies advertised over this period, with 1091 male applicants and 125 female
applicants. Of these, 103 men and 14 women have been recruited. These numbers
correspond to 10% and 12% women at application and recruitment stages,
respectively. These numbers also show that, on average, success rates are higher
for women than men and that overall recruitment of women is at a higher level
than the existing employee population.
As one might expect, the number of STEM vacancies by grade is roughly
proportional to the STEM population of that grade within the organisation (Figure
13(a)), with the majority of vacancies arising within the L4 and L5 bands. The
percentage of applications by women follows a similar pattern, with levels akin to
the average national STEM workforce (13%) at L4 and L5. However, low-to-zero
values appear either side of the central peak. A dearth of women in STEM L2 roles
has already been noted (p17). The fact that no women have applied to either of the
L2 positions advertised gives some clue as to the reasons why. Also noted, was a
decline in the percentages of female STEM employees with increasing grade –
particularly for physics roles. Career progression plays an important role in this (as
can be seen in the following Section), but the low percentages of women applying
to roles advertised at L6 and above is also clearly an important factor. Action A21
will address improving the external recruitment of women. Improving the way that
flexible working is considered and promoted during recruitment is one factor that
has already been identified. This forms the basis for Action A20.
Once female candidates apply, however, success rates are generally higher than
those for men, at all grades (Figure 13(b)). As for the case of the apprentice and
graduate schemes, we attribute this to the higher (on average) quality of
applications from women, rather than any bias in the recruitment process.
23
(a)
(b)
Figure 13 External recruitment data for 2011 – 2014 by gender and grade. (a) Number of vacancies
and applicants (male and female), by grade, together with the percentage of female applicants
and recruits. (b) Success rates for men and women, by grade, expressed as a percentage of
applications.
(ii) Applications for promotion and success rates by gender and grade – comment on
whether these differ for men and women and if they do explain what action may be
taken. Where the number of women is small applicants may comment on specific
examples of where women have been through the promotion process. Explain how
potential candidates are identified.
There are two routes towards promotion at UKAEA. One is via promotion ‘in-post’
in which the role of an employee is assessed in order to confirm whether or not the
grade has increased. The other route is via application to a vacancy advertised at a
higher grade. It should be noted that due to public sector austerity measures
imposed by Government, a large fraction of vacancies in recent years have only
been advertised internally. Over the last three years, there have been 103
promotions in total. 71% of these have been via in-post promotion. Women have
made up 9%, on average, of all promotions; 8% of in-post promotions and 12% of
promotions via vacancy.
24
Interrogation of the promotion data by grade shows an uneven distribution (Figure
14). However, it should be appreciated that the absolute numbers (of women)
promoted to each grade are small (0, 1 or 2) and percentage variations in this
instance can be misleading. In spite of this, a clear dip at the central grades is
observed for both promotion mechanisms (Figure 14(a) and (b)). The in-post
promotion of women dips to 5% at L4 and L5, more than half the average
percentage of women in the source grades of L3 and L4; at approximately 11% and
13%, respectively, over this time period. We do not have any data to indicate
application or success rates for in-post promotions.
(a)
(b)
Figure 14 Promotion 2011 – 2014 by gender and grade. (a) Number of promotions in-post (male
and female), by grade, together with the percentage of women promoted. (b) Number of
promotions via vacancy (male and female), by grade, together with the percentage of all
promotions that were women. Numbers for a particular grade are for promotions into that grade.
A dip (to 8%) is also seen at L5 in the promotion via vacancy data (Figure 14(b)). The
main reason, in this instance, is found to be the low rate of female applications;
25
illustrated by Figure 15(a), which shows application rates by gender and grade for
the vacancies involved in these promotions. As we have seen before, success rates
for women are high; in this case, often 100% (Figure 15(b)). This suggests that our
female employees tend to consider opportunities only where success is almost
guaranteed. A similar effect is almost certainly in play for promotion in-post also.
Other points to note from this data set include the fact that no women have been
promoted to grades L2 and L8 over the time period shown (Figure 14(a) and (b)).
However, the available pool of women in the grades below is very small: there are
currently only 2 Women at L1 (one of whom was promoted to L2 in 2015) and 2
Women at L7, one of whom was promoted from L6 only recently. Promotion rates
at other grades not already discussed (L3, L6, L7) are at representative values, or
above. Interestingly, the numbers of women in grades L6 and L7 in total are low in
absolute terms (6-8 as a whole). The fact that promotion rates (and numbers) are
relatively high indicates that these women are well valued and, perhaps, benefit
from a level of visibility and confidence in risk-taking that their counterparts in
grades L4 and L5 do not have.
We also note here that responses to the Staff Culture Survey also highlight some
issues with promotion. Of those in STEM roles who participated, only 35% (of men
and women) understood the promotion processes and criteria at UKAEA. 17% of
STEM participants were women. 35% of women who participated felt that
promotion opportunities and processes were less favourable towards women.
Further understanding the data presented in this section and improving promotion
rates for women in the central L4 and L5 bands forms the core of Action A15.
Other steps that are immediately obvious in this regards are:
• To review and publicise the processes and criteria for promotion (Action
A13)
• To prompt managers to identify if there are women who should be
considered for promotion in the near future (Action A15)
• To proactively seek application from suitable parties when a vacancy is
advertised (Action A14).
26
(a)
(b)
Figure 15 (a) Applications for promotion via vacancy (male and female), by grade, together with
the percentage of women who applied. (b) Success rates for men and women, by grade, expressed
as a percentage of applications.
b) For each of the areas below, explain what the key issues are in the institute, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i) Recruitment of staff – comment on how the institute’s recruitment processes
ensure that female candidates are attracted to apply, and how the institute ensures
its short listing, selection processes and criteria comply with the institute’s equal
opportunities policies.
Careers at CCFE (the public face of UKAEA) are promoted in an inclusive way. The
many benefits of working at CCFE are described on the CCFE website, with detailed
information on our policies and philosophies surrounding issues such as flexible
working and family leave (for example). Our support for the principles of the
Athena SWAN scheme and our commitment to joining the charter is also publicly
noted. There is also a conscious effort to maintain the visibility of female role
models in all promotional material.
27
Care is taken over the wording of adverts and to ensure that female role models are
prevalent in publicity material. We are aware of research that shows that the
correct choice of language can be important and HR works closely with recruiting
managers to ensure this is considered. However, it is recognised that more can be
done to attract female candidates and to ensure that the CCFE and UKAEA websites
promote gender equality and display a diversity of role models. (Action A4, A21).
A variety of approaches ensure that the shortlisting and selection processes and
criteria are fair and unbiased. All employees involved with recruitment are provided
with training that covers the importance of diversity and highlights our equality
policy. Standard application and report forms from the shortlisting and interview
stages ensure that all candidates are considered in an equitable way and allow
transparent accountability. At each stage in the recruitment process, HR
representatives are involved and will challenge any biases observed.
(ii) Support for staff at key career transition points – having identified key areas of
attrition of female staff in the institute, comment on any interventions, programmes
and activities that support women at the crucial stages, such as personal
development training, opportunities for networking, mentoring programmes and
leadership training. Identify which have been found to work best at the different
career stages.
Prior to the self-assessment process, we were unaware of gender differences in
UKAEA career progression. Analysis in Sections 4 and 5 above clearly shows that
there are points to investigate. We are committed to improving career progression
for women, as outlined by Actions A13, A14, A15 and in Section 5(i). Personal
development training in communication and presentation skills has since been
offered, via female-only masterclasses with Maggie Alderin-Pocock, which have also
offered unique networking opportunities (Figure 16). Group coaching sessions held
in mixed-groups, but targeting a large fraction of women, have also been piloted.
Figure 16 Inspiring Communication and Presentation Masterclass course delegates pictured with
Dr. Maggie Aderin-Pocock MBE - November 2014
28
Career development
a) For each of the areas below, explain what the key issues are in the institute, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i) Promotion and career development – comment on the appraisal and career
development process, and promotion criteria and whether these take into
consideration the broad responsibilities of the researcher such as teaching, research,
administration, pastoral work, fund raising, mentoring and support and outreach
work; is quality of work emphasised over quantity of work?
The UKAEA operates an established performance management process, referred to
as the APS (Align, Perform, Succeed) process. Performance of employees is
assessed annually, with interim reviews, against a job description and an agreed set
of SMART objectives, taking into account quality vs. quantity of work. Performance
is also assessed against a number of behavioural competencies, which include a
wide range of soft skills and additional competencies for managers. Departmental
and site wide reviews are held as part of the appraisal process to ensure uniformity
of approach and standards. This review process is designed to take account of the
broad range of responsibilities held by all staff, including all topics described in the
question above. However, we note that the APS process is not optimised for
recognising the commitments of outreach work, as highlighted by our Staff Culture
Survey. Action A19 addresses this.
In the most recent reporting year, 2013/14, 99.7% of appraisal forms were
completed demonstrating a high level of commitment towards the process and
recognition of its value to the organisation. To ensure that the performance
management system is as effective as possible, the UKAEA runs training courses on
“Developing People Skills” and “Performance Management” as well workshops on
“Performance Appraisal Reviews”.
Development needs are also discussed and recorded as part of the APS process.
Staff are encouraged to seek relevant professional accreditation where appropriate
and supported through the process, for example by provision of mentoring.
Employees are promoted either via successful application against an internal
vacancy notice or by re-assessment of their existing role. All positions are assessed
and validated by the HAY methodology. Many factors influence the job size / grade
including not only people and project management responsibilities but individual
technical merit. If the grade of the post has increased, the Department Manager
will decide whether or not promotion is appropriate (based on whether or not the
individual is carrying out the full range of responsibilities) and also whether or not
an interview is required to assess the capability of the individual against the
increased role.
Following a successful pilot exercise, a ‘Career Framework’ that describes three job
families: Engineering, Scientific and Professional Support has recently been
introduced. The framework provides guidance about expectations at different
levels (L1-L7) within each job family and clarity on requirements in terms of
29
qualifications, skills, experience, attitude and behavioural competencies. The
framework will be reviewed annually and provides a baseline for job evaluation,
recruitment, performance appraisal and discussions around development needs
and career progression. Career path guidance based upon the framework is
designed to allow employees to understand where different roles can progress. The
process of publicising these new developments is underway (Action A12). In
conjunction with this process we are currently taking steps to further publicise
general information on promotion processes and procedures (Action A13) and
provide training for managers on diversity / unconscious bias and avoiding
discrimination (Action A5).
The UKAEA Talent Review Panel (TRP) was established in 2014, to ensure that
UKAEA plans for, recruits and develops the right capability at the right time to meet
its long term needs, informed also by the succession plan. It has clear Terms of
Reference which include promotion of Athena SWAN principles and doing whatever
is possible to increase the number of women at senior levels (Levels 6 – 8). Part of
the remit of the TRP is to oversee staff with “high potential” to participate in a
demanding two year development programme. It is envisaged that a sequence of
two year programmes will be run in the coming years, starting in 2015, with
different participants. We will work with the TRP to ensure that there is not
unconscious bias in the selection procedures for employees joining the programme
and that the programme is carried out in a way that does not unconsciously bias
against females (Action A16). The TRP takes a long term (3 – 10 year) view with the
Culham Learning and Development Panel overseeing learning and development
needs and activities in the near term.
(ii) Induction and training – describe the support provided to new staff at all levels, as
well as details of any gender equality training. To what extent are good employment
practices in the institution, such as opportunities for networking, the flexible
working policy, and professional and personal development opportunities promoted
to staff from the outset?
All new employees receive a new starter orientation pack which includes the
Employee Handbook, Conduct of Operations Manual, Mission & Strategies Booklet
and a range of additional supplementary guidance notes and leaflets. They also
participate in an induction day (held monthly) to help them settle in quickly and
embark on an Orientation Programme which lasts 6 – 7 months.
The Employee Handbook covers: terms & conditions; mission, strategy and culture
of the organisation; standards of performance & behaviour; the performance
management system; learning and development opportunities as well as
mandatory training requirements; mentoring; maternity, paternity and other
parental leave opportunities; flexible working; diversity, dignity and equal
opportunities including Athena SWAN.
The induction day includes presentations by a senior manager, HR representative
and a member of the Communications Team to consolidate and supplement
information in the Employee Handbook. It also provides an opportunity for
networking with other new employees and managers and includes a tour of key
experimental facilities. A recent survey of 33 new starters to get feedback on the
30
induction day indicated that 91% thought the presentations were excellent or good,
88% thought the tours were excellent or good and 91% thought that the
networking opportunity was a valuable part of the day.
The Orientation Programme is a framework designed to ensure effective employee
induction. It aims to give individuals an understanding of the UKAEA’s systems,
processes, procedures, programmes and people. It requires all new employees to
work with managers to discuss the UKAEA’s mission and strategies, job
responsibilities and to set objectives together with a learning and development plan
to suit the individual and the role. It incorporates key information and checklists to
ensure that all aspects of induction are covered.
(iii) Support for female PhD students– describe the support (formal and informal)
provided for female students to enable them to make the transition to a sustainable
scientific career, particularly from postgraduate to researcher, such as mentoring,
seminars and pastoral support and the right to request a female personal tutor.
Comment on whether these activities are run by female staff and how this work is
formally recognised by the institute.
As in Section 4, we provide information here for our apprentices and graduates in
addition to our PhD students.
As explained in Section 3 and 0, the PhD students hosted by UKAEA fall under the
terms and conditions of their home university. Nevertheless, UKAEA provides co-
supervision and offers both formal and informal mentoring. The allocation of a
UKAEA co-supervisor is determined primarily by the research topic. Half (2 of 4) our
female research students have gone on to a career in science. With such low overall
numbers it is difficult to draw any conclusions regarding the effectiveness of
support for this transition.
All apprentices and graduates are allocated mentors under a UKAEA scheme, which
is championed and lead by a female engineer and is open to all employees. The
provision of a female mentor is made, where possible. Graduates are also
supported by panel members from their discipline, two of whom (one engineer and
one physicist) are women. All apprentices and graduates have gone on to
employment at UKAEA on completion of the scheme.
Committee membership and involvement in our mentoring scheme is actively
encouraged and is formally recognised within our APS process (UKAEA’s
performance management process - see p288 for more information).
Organisation and culture
a) Provide data for the past three years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance and how they have
affected action planning.
(i) Female:male ratio of academic and research staff on fixed-term contracts and
open-ended (permanent) contracts – comment on any differences between male
and female staff representation on fixed-term contracts and say what is being done
to address them.
31
Figure 17 shows the number of men and women on differing contract types at
UKAEA. Apprentices and graduates form the majority of fixed term appointments;
others include research fellows and EPSRC summer students. The slightly higher
percentage of women on fixed term contracts (relative to permanent) arises from
the relatively high percentage of women on the apprentice and graduate schemes
(who are expected to move to permanent positions on completion).
Figure 17 Ratio of Men and Women on Fixed term, Permanent and Agency Supplied Worker (ASW)
Contracts. Note that total numbers differ slightly from those shown previously in Figure 8 - Figure
11. This is due to subtle difference in the date ranges used. This has minimal effect on overall
percentages / trends.
b) For each of the areas below, explain what the key issues are in the institute, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i) Male and female representation on decision-making committees – provide a
breakdown by committee and explain any differences between male and female
32
representation. Explain how potential members are identified. Comment on
evidence of gender equality in the mechanism for selecting representatives. What
evidence is there that women are encouraged to sit on a range of influential
committees inside and outside the institute? How is the issue of ‘committee
overload’ addressed where there are small numbers of female staff?
A Authority Board H Operations Committee
B Executive committee I Risk Review Group
C Board Assurance Committee J Audit committee
D JET Operation Meeting (JOM) K Management Review
E Joint Safety Committee L Assurance committee
F Joint Council M Graduate panel
G Programme Committee N Athena SWAN SAT
Figure 18 Ratio of men and women on decision making committees
Committee data (Figure 16) reflects the organisation as a whole and includes both
STEM and non-STEM members (but excludes secretarial support). We consider it
more important to have fair-minded people who are aware of and in support of
gender equality, rather than target a particular level of female representation
which would be likely to lead to overload. Nevertheless, it is notable that the
percentages of women are generally significantly higher than in the workforce as a
whole. Female representation on the more senior committees is somewhat lower,
however, reflecting the low absolute numbers of women in senior positions. In
most cases, committee representation is predominantly determined by role. We
note that in those committees where female representation is highest (notably the
graduate panel and Athena SWAN SAT), membership is often actively sought by the
individuals.
(ii) Workload model – describe the systems in place to ensure that workload
allocations, including pastoral and administrative responsibilities (including the
responsibility for work on women and science) are taken into account at appraisal
and in promotion criteria. Comment on the rotation of responsibilities e.g.
responsibilities with a heavy workload and those that are seen as good for an
individual’s career.
33
Workloads are managed through the APS performance management process.
Guidance requires that a manageable number of objectives are set and are
achievable in terms of resources available. Those with significant responsibility in
any area, such as gender equality initiatives (for example) should have a
corresponding personal objective to facilitate workload considerations (as noted on
p28, it is recognised that outreach work is not consistently included – Action A19).
Guidance is provided on managing workloads for part-time employees and for
those who are adjusting their working arrangements. Managers are required to
monitor workloads and objectives and adjust where appropriate. When evaluating
performance, managers must give due consideration to hours worked by part-time
staff or instances of extended leave (e.g. maternity leave). In recognition of the
importance of this issue, additional training and guidance will be issued with
respect to part-time employees (Actions A17 and A18 A17).
(iii) Timing of institute meetings and social gatherings – provide evidence of
consideration for those with family responsibilities, for example what the institute
considers to be core hours and whether there is a more flexible system in place.
Standard office hours at UKAEA are 08:15 – 16:30. Core office hours are informally
regarded to be 09:00 – 16:00. However, there is currently no formal guidance on
what constitutes core hours or what levels of flexibility can be offered. This is
something we wish to remedy: see Actions A8, A9, A10. The majority of meetings
are held within these working hours. It has been recognised from the Culture
Survey and other sources that meetings could be better managed. Following a
review, a document entitled ‘Guidance on the Management of Meetings’ was
issued in September 2014. In particular, this advises consideration for part-time
employees. The use of doodle polls to arrange meetings has been encouraged,
facilitating meeting times that suit all participants.
Parts of the UKAEA facilities (operational departments affiliated to the JET machine)
run shifts for some portion of the year (during JET operations). During these
periods, the most common shift pattern is 06:30 – 14:30 and 14:00 – 22:00.
Although seamless coverage during these periods is often essential, flexibility can
be engineered in certain cases. For example, one of our female physicists with JET
control room responsibilities is unable to span a full shift due to childcare
restrictions. In this instance, an informal shift-sharing approach is taken.
The UKAEA site is in a rural location; in most cases taking meal breaks on site is the
only practical option. There is adequate provision for people who work different
patterns from the typical 08:15 – 16:30. The central cafeteria is open from 12:00 –
13:30 but there is also a shop and coffee bar, from which meals and snacks can be
purchased, open from 08:00 – 15:30. During shift operations, special meal
provisions are made.
UKAEA has a thriving sports and social association open to anyone on site for a
small annual fee (additional costs of events are purposefully kept modest to allow
wide participation). The social association run a wide variety of events / groups /
trips during lunchtimes, after 16:30 and at weekends.
34
(iv) Culture – demonstrate how the institute is female-friendly and inclusive. ‘Culture’
refers to the language, behaviours and other informal interactions that characterise
the atmosphere of the institute, and includes all staff and students.
A professional level of behaviour that values everyone’s work is expected. The
Culture Survey carried out in 2013 found that the majority of respondents thought
that men and women were treated equally at UKAEA, with only a few perceived
differences raised on promotion (this is discussed in detail on p25).
Behavioural competencies were introduced into the APS performance management
process in 2010. Differing levels of competencies are set for different job roles and
there is an additional set of management competencies. As an example, the
guidance on communication competency states some clear warning signs to
demonstrate unacceptable behaviour including:
• Appears patronising by underestimating the capabilities or knowledge of the
audience
• Communicates in a biased way
One of the characteristics expected of managers in leading and developing others is
to inspire others to commit to the organisation’s strategies and objectives and
proactively coach and develop others.
One of the UKAEA sports and social association’s objectives is to foster a 'team
spirit' amongst a diverse group. To the same aim, there are annual softball and
winter triathlon (quizzes and indoor games) competitions which take place at
lunchtimes. The mixed-sex teams comprise all levels, from apprentices to senior
management.
UKAEA promotes health and well-being and has an on-site occupational health
centre; there is also access to counselling services for a wide range of issues.
Gender bias in language has been noted by members of the SAT. In particular this
has been noted within training sessions (sole use of male pronouns in spoken
examples) and in signage (‘men at work’). Action A3 addresses this.
It was recognised that in recent history we have had a low number of female
speakers at Culham Colloquia; a forum where scientists can present and promote
their work. In 2011 and 2012 there were no female speakers. An action was
initiated by the Athena SWAN SAT and as a direct result several prevalent female
scientists have been invited to speak at the Culham Colloquia, 3 out of 7 speakers in
2013 and 1 out of 4 speakers in 2014.
(v) Outreach activities – comment on the level of participation by female and male
staff in outreach activities with schools and colleges and other centres. Describe
who the programmes are aimed at, and how this activity is formally recognised as
part of the workload model and in appraisal and promotion processes.
Our outreach events with educational establishments and the general public are
generally organised by the Communications Group (5 team members, 3 of whom
are female). Public open evenings and days are held regularly at Culham. Around 20
35
staff assist with each event, just under half of whom are technical experts. In 2014,
three female technical guides regularly assisted with such events. UKAEA also
participates in local science festivals, calling on volunteers from around the site to
staff the stands. Many of these volunteers are graduates and female participation is
consistently high.
Education outreach is led by a female member of the communications group.
Activities include visits by schools to site (up to 2000 students per year) and visits to
primary schools. There are up to 60 technical guides from around the site that help
with these visits, of which 12 are female. A group of graduates are developing
secondary school workshops to communicate fusion and promote STEM
participation. Graduates also act as fusion ambassadors – promoting fusion and
career opportunities to university students.
The apprentices get involved in Launchpad events through local schools and attend
schools’ career fairs. Promotion of the apprenticeship scheme has resulted in an
increase in female applications to the scheme (as previously discussed in Section 4)
Outreach activities are not consistently recognised in the performance process
although can be included in the ‘additional activities’ section where not identified
as a core objective. Action A19 addresses this.
Flexibility and managing career breaks
a) Provide data for the past three years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance and how they have
affected action planning.
(i) Maternity return rate – comment on whether maternity return rate in the institute
has improved or deteriorated and any plans for further improvement. If the institute
is unable to provide a maternity return rate, please explain why.
UKAEA offers female employees who have worked for the authority for a year or
more preceding the 11th week before the expected date of childbirth their normal
rate of pay for ordinary maternity leave. Additional maternity leave is paid at the
SMP rate. This package far exceeds the statutory requirement.
Over the last 5 years (2009-2014) 14 STEM employees have taken maternity leave.
Of these 14, one is still on leave, one has resigned and the remaining 12 have
returned to work on a part-time basis. 10/12 of returned cases continued
employment for more than 12 months. Due to the small numbers, no clear trends
can be identified in the data, other than to highlight the fact that the vast majority
of STEM women who take maternity leave return permanently.
(ii) Paternity, adoption and parental leave uptake – comment on the uptake of
paternity leave by grade and parental and adoption leave by gender and grade. Has
this improved or deteriorated and what plans are there to improve further.
Employees who have worked for the authority for 26 weeks preceding the 15th
week before the expected week of childbirth are eligible for 10 days of ordinary
paternity leave, at their normal rate of pay. This far exceeds the statutory
36
requirement. Uptake of paternity leave has remained at a high level over the last 5
years, with 64 cases from 2009-2014. There is no evidence of parental or adoption
leave.
(iii) Numbers of applications and success rates for flexible working by gender and
grade – comment on any disparities. Where the number of women in the institute is
small applicants may wish to comment on specific examples.
UKAEA strongly supports flexible working and all employees are eligible to apply.
However, for the most part, requests for flexible working are handled locally and
relatively informally. Until recently, only requests relating to reduced working hours
(i.e. part-time working) were managed formally through HR. Currently 15
employees (including 7 women) work part-time. No formal requests for flexible
working have been refused. However, since an employee typically makes a formal
request to HR after discussion with their line manager, this does not indicate the
true number or success rates of such requests. Similarly, no data exist for
applications for other methods of flexible working such as homeworking or
adjusted, annualised and averaged hours since these types of flexible arrangements
are all handled informally by managers.
Feedback from the Staff Culture Survey shows that there are many instances of
employees working flexibly and that the informal way in which requests are
handled can work well and is valued by many. However, the same feedback also
shows that the responses from managers can vary considerably with many unhappy
with the level of flexibility offered to them. More than 70% of survey respondents
did not know the procedure to request flexible working.
As details of this part of the self-assessment process became evident, immediate
steps were taken to improve the ways in which flexible working is managed at
UKAEA. The section below on flexible working and Actions A8, A9, A10, A11 give
more information on this.
b) For each of the areas below, explain what the key issues are in the institute, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i) Flexible working – comment on the numbers of staff working flexibly and their
grades and gender, whether there is a formal or informal system, the support and
training provided for managers in promoting and managing flexible working
arrangements, and how the institute raises awareness of the options available.
A small number of part-time STEM employees are found at all levels between L4
and L7, with similar absolute numbers of men and women (Figure 19). However,
women only populate this data set at the lower levels, with the majority in L5.
37
Figure 19 Numbers of UKAEA STEM employees who work part-time. Data shown for 2012, 2013
and 2014, by grade and gender.
By percentage, however, a much larger fraction of women are part-time (Figure
20(a)), with more than half the women in L5 part-time in 2012 and 2014. On
average, over the three years and across all grades, about 20% of women are part-
time, compared to 2.4% of men (Figure 20(b)).
(a) (b)
Figure 20 Percentages of UKAEA STEM employees who work part-time. (a) Data for 2012, 2013 and
2014, by grade and gender. (b) Average data across all years and grades, by gender.
As mentioned previously, homeworking, adjusted, annualised and averaged hours
are all managed informally on a local basis by the employee’s manager.
Consequently, there is no formal record of the numbers of employees who work in
these ways. However, data from the Staff Culture Survey (performed in 2013)
shows a similar picture to the part-time data, with 35% of STEM women and 5% of
STEM men reporting flexible working arrangements. Comments from this survey
reveal that many employees value these arrangements. For example:
38
“I have shifted my hours to come into work earlier and leave earlier …. [it] has
made it a lot easier for me to work here.”
However, other comments show that, in practice, the culture varies significantly
between departments and managers. For example:
“There is resentment of those who 'work from home'”
“...depending on the line management staff are treated differently which is
unfair.”
In direct response to the results from this survey, actions have been raised to
investigate how UKAEA could improve the level of flexibility offered and to ensure
that any policy is applied fairly (Actions A8, A9, A10, A11). Specifically, these
actions aim to:
• Investigate what level of flexibility is achievable and appropriate for UKAEA
(Actions A8, A9);
• Ensure that flexible working policies and laws are better communicated to
managers during existing training programmes (Action A10);
• Add statements promoting flexible working to job adverts and on the
recruitment web pages (action complete);
• Directly inform new employees of flexible working opportunities in their
initial HR induction (action complete); and
• Ensure that a flexible working system should record flexible working
requests made, granted and refused to ensure that it is measurable and can
be tested for fairness (Action A11).
In addition, home email access has been simplified to allow access via tablets and
phones. There is also an ongoing project to improve communications and
telephony which is currently researching options for more efficient remote working
(this ties in to Action A8).
A project is also underway to move to a more flexible time booking system. One of
the criteria is to include the ability to build bespoke working patterns (this ties in to
Action A11).
(ii) Cover for maternity and adoption leave and support on return – explain what the
institute does, beyond the institutes’ maternity policy package, to support female
staff before they go on maternity leave, arrangements for covering work during
absence, and to help them achieve a suitable work-life balance on their return.
Support given to employees going on and returning from maternity leave varies
greatly from post to post and there are no formal processes. In some cases, this
works well, as evidence by responses to the Staff Culture Survey:
“My project team were at hand to get me back up to speed on the project”
39
However, 60% of women who responded to the Culture Survey felt that they were
not given adequate support in their transition back to work from maternity leave.
Comments included:
“My workload was not suitably adjusted. There was no discussion of how the
work would be re-distributed”
“I struggled with workload and feeling of inadequacy”
Issues identified from the Staff Culture Survey relating to the return from maternity
leave included:
• Lack of support to adjust workload to transition onto part time hours;
• Lack of clarity on the redistribution of the employee’s workload;
• Feelings of stress and inadequacy due to work overload at an emotionally
difficult time; and
• Breakdowns in communication between line management and returning
employees.
An action was raised following the staff survey to improve support to those
returning from extended career breaks. Several workshops were held in January
2015 to generate improvement ideas and investigate problems. To date, the
following improvements have been made:
• New maternity guidance documents have been published to assist
managers and employees with issues surrounding pregnancy and maternity
leave; and
• Facilities for breastfeeding mothers have been vastly improved. HR makes
contact 6 weeks before the return date to offer a comfortable expressing
area with a personal fridge, locking door, window blinds and do not disturb
signs.
UKAEA currently runs a mentoring programme which has been identified as an area
that can be built upon to help those returning from extended career breaks, in
particular maternity leave. Opportunities to train mentors in unconscious bias and
awareness in gender equality issues have been identified and will be made available
(Action A5).
10 fully paid keeping in touch (KIT) days are offered during maternity leave. Three
STEM women on maternity leave in the last three years used 1, 5 and 10 KIT days
respectively. Action A22 aims to investigate the why the uptake was not greater
and look at whether there are ways in which this could be (beneficially) increased.
(Section 5: 4992 words excluding titles and captions but including links to actions)
40
6. Any other comments: maximum 500 words
Please comment here on any other elements which are relevant to the application, e.g. other
STEMM-specific initiatives of special interest that have not been covered in the previous sections.
Include any other relevant data (e.g. results from staff surveys), provide a commentary on it and
indicate how it is planned to address any gender disparities identified.
The Athena SWAN Self-Assessment Team have found the work they have carried out to date on
gender equality to be a rewarding and enjoyable experience and look forward with commitment
and enthusiasm to our future activities in this area.
Surveys and Focus Groups
The UKAEA carried out a Culture Survey in September 2013 to help understand how staff
experience their working environment and what, if any, improvements may be needed to ensure
equality of opportunity. A total of 258 employees (almost 50% at that time) completed the survey
(30% women and 70% men). Of these 198 were STEM staff (17% women, 83% men). The survey
covered issues such as career development, workplace culture, flexible working and career breaks,
and leadership and management commitment. Overall, there was a positive feel about UKAEA as
an organisation and its approach to the conditions of employment. The majority of staff
responded positively to most questions and people felt valued in their departments. Furthermore,
UKAEA employees believed the organisation treated men and women equally and were satisfied
with their working arrangements.
The Culture Survey results also highlighted five points for improvement:
1. Better awareness of flexible working arrangements and for the rules relating to flexible
working to be clearer and applied more equally across the organisation.
Action: Details on the right to request flexible working are contained within the Conditions
of Employment Manual (CEM) and a number of initiatives are underway (Actions A7, A8,
A9, A10, A11).
2. Site policies should be applicable to all employees and not at the discretion of line
management.
Action: The CEM sets out the terms of employment for employees. The Line Managers
Manual also provides guidance to managers on applying the CEMs. HR will look into better
ways to support line management in applying the terms fairly across the site.
3. Improve support given to staff during and on return from special leave
(maternity/paternity/etc.).
Action: Maternity and Paternity guidance has been produced for both employees and
managers. Focus groups met in January 2015 (section 5) comprising those who had been
on maternity leave or career breaks and their managers. The groups came up with 10
detailed recommendations which are being considered (Action A7).
4. Improve UKAEA's approach to meetings, through training on chairing and implementing a
policy on times for meetings.
Action: Following a review, a document entitled “Guidance on the Management of
Meetings” was issued in September 2014.
5. Inform staff of career progression paths and criteria to achieve it.
41
Action: New career frameworks have been introduced and career paths are being
publicised (Action A12). Follow-up focus groups will be arranged (Action A6).
Surveys of new starters (see Section 5) and participants in the Graduate Scheme have also been
carried out.
We plan a repeat of the Culture Survey in 2017 (Action A23).
Childcare
Toddlercare nursery, located at the site gate, has been rated outstanding by Ofsted and offers high
quality, good value, childcare in a position convenient for staff with young families.
(Section 6: 495 Words including links to actions)
4
2
7.
Act
ion
pla
n
Pro
vid
e a
n a
ctio
n p
lan
as
an
ap
pe
nd
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act
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n t
em
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te i
s a
va
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on
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e A
the
na
SW
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bsi
te.
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lan
sh
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ld b
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or
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et
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dd
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rio
riti
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fie
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y th
e a
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lysi
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f re
leva
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ta p
rese
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cati
on
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cce
ss/o
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om
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he
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resp
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or
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ime
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com
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sh
ou
ld c
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init
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ve
s a
nd
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asp
ira
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the
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ark
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be
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A1
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Incr
ea
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the
be
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fits
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d i
mp
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of
div
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ity
wit
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A
A1
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A5
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A1
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A2
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rov
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A8
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pro
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A
6,
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A1
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Re
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mb
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Ge
nd
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Div
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ity
Co
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de
rati
on
Into
UK
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A C
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mit
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s /
Foru
ms
/
Bo
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s
En
sure
in
teg
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twe
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Ath
en
a
SW
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SA
T a
nd
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er
com
mit
tee
s to
en
sure
sh
ari
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of
kn
ow
led
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/
info
rma
tio
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pro
cess
es
an
d a
pp
rop
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te
inp
ut
into
de
cisi
on
s.
Aim
is
for
ge
nd
er
div
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ity
to
be
com
e a
reg
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r it
em
on
ag
en
da
s, w
he
re
ap
pro
pri
ate
.
Lin
ks
to:
Ob
ject
ive
O1
, O
2
Inp
ut
to:
Act
ion
A1
6
Ge
nd
er
div
ers
ity
up
da
tes
alr
ea
dy
reg
ula
rly
re
po
rte
d o
n i
n E
xecu
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Co
mm
itte
e m
ee
tin
gs,
in
th
e
Exp
eri
me
nts
de
pt.
te
am
ta
lk,
in
intr
an
et
ne
ws
art
icle
s a
nd
in
All
Sta
ff
talk
s.
Ath
en
a S
WA
N u
pd
ate
s h
av
e a
lso
be
en
pre
sen
ted
on
e-o
ff a
t a
ra
ng
e o
f
me
eti
ng
s in
clu
din
g t
he
De
pa
rtm
en
t
Ma
na
ge
rs (
DM
) fo
rum
an
d a
Ce
ntr
al
En
gin
ee
rin
g t
ea
m t
alk
.
As
a r
esu
lt,
rea
son
ab
ly b
roa
d
aw
are
ne
ss o
f A
the
na
SW
AN
an
d
ass
oci
ate
d i
ssu
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ha
s a
lre
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ee
n
ach
iev
ed
. T
he
aim
is
no
w t
o e
mb
ed
furt
he
r a
nd
ma
ke t
he
se i
ssu
es
a
reg
ula
r it
em
of
dis
cuss
ion
.
In p
rog
ress
To
be
rev
iew
ed
:
Oct
20
15
On
go
ing
act
ivit
y
Da
vid
Ma
rtin
D
ive
rsit
y /
Ath
en
a S
WA
N i
ncl
ud
ed
on
co
mm
itte
e a
ge
nd
as
as
a
ma
tte
r o
f ro
uti
ne
.
In p
art
icu
lar,
th
e S
AT
wil
l se
ek
ev
ide
nce
fo
r in
clu
sio
n i
n:
•
De
pt.
/ s
ite
AP
S r
ev
iew
s
•
ExC
o
•
DM
Fo
rum
•
Bo
ard
Me
eti
ng
•
CE
O’s
Re
po
rt
•
Gra
du
ate
Pa
ne
l
•
All
Sta
ff T
alk
s
•
CLD
P
•
Ta
len
t R
ev
iew
Pa
ne
l
p8
A2
E
mb
ed
Ge
nd
er
Eq
ua
lity
Co
nsi
de
rati
on
s
Into
UK
AE
A S
tra
teg
ic A
nd
Op
era
tio
na
l
Pla
ns
En
sure
th
at
ge
nd
er
eq
ua
lity
is f
urt
he
r
bu
ilt
into
th
e o
rga
nis
ati
on
’s s
tra
teg
ic a
nd
oth
er
op
era
tio
na
l p
lan
s su
ch a
s
succ
ess
ion
an
d c
ap
ab
ilit
y p
lan
s.
Ap
pro
pri
ate
act
ion
s to
be
ad
de
d t
o t
he
Co
nti
nu
ou
s Im
pro
ve
me
nt
Pla
n.
Lin
ks
to:
Ob
ject
ive
O1
, O
2
Str
ate
gy
10
(E
nsu
re t
he
UK
AE
A
cult
ure
is
ap
pro
pri
ate
fo
r it
s m
issi
on
)
incl
ud
es
a c
om
mit
me
nt
to “
pro
mo
te a
cult
ure
wh
ere
mo
re w
om
en
fe
el
en
ab
led
to
pro
gre
ss t
o s
en
ior
role
s
an
d a
re b
ett
er
rep
rese
nte
d in
ST
EM
role
s”
A 2
01
5 M
ile
sto
ne
to
co
mp
lete
da
ta
coll
ect
ion
fo
r A
the
na
SW
AN
sub
mis
sio
n w
as
set,
an
d a
chie
ve
d (
all
mil
est
on
es
are
lin
ke
d t
o t
he
co
rpo
rate
bo
nu
s p
ay
me
nt)
In p
rog
ress
Co
rpo
rate
pla
ns:
Ap
r
20
15
Str
ate
gic
pla
ns:
Ap
r
20
16
On
go
ing
act
ivit
y
Ste
ve
Co
wle
y
Da
vid
Ma
rtin
De
pa
rtm
en
t
Ma
na
ge
rs
Incl
usi
on
of
ge
nd
er
eq
ua
lity
con
sid
era
tio
ns
in t
he
:
•
20
15
co
rpo
rate
pla
n
•
20
16
str
ate
gic
pla
n
•
De
pa
rtm
en
t P
lan
s
•
Str
ate
gic
Pri
ori
tie
s
•
Su
cce
ssio
n P
lan
s
•
Co
nti
nu
ou
s Im
pro
ve
me
nt
Pla
n
p8
4
4
A3
T
arg
et
Ge
nd
er
Bia
sed
La
ng
ua
ge
In
Ev
ery
da
y U
se
Re
du
ce a
nd
wo
rk t
ow
ard
eli
min
ati
ng
ge
nd
er
bia
sed
la
ng
ua
ge
use
d i
n t
he
wo
rkp
lace
, in
do
cum
en
tati
on
an
d i
n
sig
na
ge
. F
or
exa
mp
le,
rep
lace
me
nt
of
‘Ch
air
ma
n’,
‘m
en
at
wo
rk’,
an
d ‘
ma
n
ho
urs
’ w
ith
ap
pro
pri
ate
alt
ern
ati
ve
s.
Ad
op
t g
uid
an
ce o
n u
se o
f in
clu
siv
e
lan
gu
ag
e (
ma
ny
exa
mp
les
av
ail
ab
le).
Co
urs
e p
rov
ide
rs t
o b
e r
em
ind
ed
to
use
ge
nd
er
ne
utr
al
lan
gu
ag
e.
Lin
ks
to:
Ob
ject
ive
O1
Te
mp
late
s fo
r m
ee
tin
g m
inu
tes
are
alr
ea
dy
in t
he
pro
cess
of
be
ing
rew
ork
ed
, w
ith
in
clu
sive
la
ng
ua
ge
.
Se
ve
ral
gu
ida
nce
do
cum
en
ts o
n
incl
usi
ve
la
ng
ua
ge
alr
ea
dy
id
en
tifi
ed
.
Th
ese
wil
l b
e r
ev
iew
ed
an
d m
ay
be
ad
ap
ted
/ a
do
pte
d.
It h
as
alr
ea
dy
be
en
no
ted
th
at
incl
usi
ve
la
ng
ua
ge
is
no
w a
mo
re
com
mo
n t
op
ic i
n g
en
era
l wo
rkp
lace
dis
cuss
ion
.
In p
rog
ress
To
be
rev
iew
ed
:
Ap
r 2
01
6
On
go
ing
act
ivit
y
De
pa
rtm
en
t
Ma
na
ge
rs
Joa
nn
e F
lan
ag
an
So
o P
oo
le
Sa
m J
ack
son
Ne
utr
al
lan
gu
ag
e i
n w
ide
spre
ad
use
– t
o b
e m
on
ito
red
by
SA
T a
nd
resp
on
se t
o C
ult
ure
Su
rve
y
(Act
ion
A2
3)
(qu
est
ion
s a
dd
ed
on
this
to
pic
to
ne
xt C
ult
ure
Su
rve
y.)
Do
cum
en
t te
mp
late
s re
vie
we
d.
Gu
ida
nce
on
use
of
incl
usi
ve
lan
gu
ag
e t
o b
e c
ircu
late
d.
p3
4
A4
R
ev
iew
Pro
mo
tio
na
l M
ate
ria
l In
c.
We
bsi
te
En
sure
th
at
all
cu
rre
nt
pro
mo
tio
na
l
ma
teri
al,
in
clu
din
g t
he
CC
FE
an
d U
KA
EA
we
bsi
tes
pro
mo
te g
en
de
r e
qu
ali
ty a
nd
dis
pla
y a
div
ers
ity
of
role
mo
de
ls.
Lin
ks
to:
Ob
ject
ive
O1
In 2
01
2 i
t w
as
no
ted
th
at
wh
ile
so
me
sect
ion
s o
f o
ur
we
b p
ag
es
dis
pla
ye
d a
go
od
div
ers
ity
of
role
mo
de
ls (
the
ap
pre
nti
ce p
ag
es,
fo
r e
xam
ple
), t
he
fem
ale
pre
sen
ce o
n e
xte
rna
l pa
ge
s
mo
re b
roa
dly
wa
s m
inim
al.
Ne
w
sect
ion
s: ‘
Re
sea
rch
er
Pa
ge
s’ a
nd
‘Ca
ree
r P
rofi
les’
, w
hic
h s
ho
wca
se a
go
od
fra
ctio
n o
f w
om
en
, w
ere
com
mis
sio
ne
d a
nd
are
no
w in
pla
ce.
In p
rog
ress
En
d:
Ap
r
20
16
Co
mm
un
ica
tio
ns
tea
m
Co
mm
un
ica
tio
ns
tea
m t
o r
ep
ort
to S
AT
.
p2
7
A5
U
nco
nsc
iou
s B
ias
Tra
inin
g
Aw
are
ne
ss t
rain
ing
/ c
oa
chin
g t
o b
e
de
ve
lop
ed
an
d i
mp
lem
en
ted
ab
ou
t
un
con
scio
us
/ im
pli
cit
bia
s a
nd
ho
w t
o
av
oid
dis
crim
ina
tin
g.
In t
he
fir
st i
nst
an
ce,
this
wil
l be
de
ve
lop
ed
fo
r tw
o s
pe
cifi
c g
rou
ps:
•
Me
nto
rs
•
Re
cru
itin
g m
an
ag
ers
Sin
ce t
he
SA
T w
as
form
ed
, se
ve
ral
me
mb
ers
ha
ve a
tte
nd
ed
na
tio
na
l
ge
nd
er
eq
ua
lity
co
nfe
ren
ces
/ e
ve
nts
/ d
iscu
ssio
n f
oru
ms.
Fe
ed
ba
ck f
rom
all
of
the
se e
ve
nts
(wit
ho
ut
exc
ep
tio
n)
ha
s n
ote
d
un
con
scio
us,
or
imp
lici
t, b
ias
as
a k
ey
issu
e.
Th
rou
gh
ta
lks
/ in
tra
ne
t a
rtic
les,
sta
ff
ha
ve
alr
ea
dy
be
en
en
cou
rag
ed
to
In p
rog
ress
En
d:
Se
p
20
15
So
o P
oo
le
Ma
rga
ret
Gra
ha
m
Tra
inin
g i
mp
lem
en
ted
p
29
,
p3
9
4
5
Lin
ks
to:
Ob
ject
ive
O2
, O
6
exp
lore
th
eir
ow
n i
mp
lici
t b
ias
thro
ug
h t
he
Ha
rva
rd i
mp
lici
t
ass
oci
ati
on
te
st.
A6
F
ocu
s G
rou
p O
n C
are
er
Pro
gre
ssio
n
A f
ocu
s g
rou
p w
ith
UK
AE
A e
mp
loy
ee
s
wil
l e
xplo
re p
erc
eiv
ed
iss
ue
s o
n c
are
er
pro
gre
ssio
n a
nd
pa
ths
an
d d
ete
rmin
e
wh
at
ad
dit
ion
al
gu
ida
nce
is
ne
ed
ed
, a
nd
pro
vid
e i
t.
Lin
ks
to:
Ob
ject
ive
O4
, O
7
Inp
ut
to:
Act
ion
A1
5,
A1
3
Th
is a
ctio
n f
oll
ow
s re
sult
s o
f th
e 2
01
3
Cu
ltu
re S
urv
ey
, w
hic
h i
de
nti
fie
d a
de
sire
fo
r a
dd
itio
na
l g
uid
an
ce o
n
care
er
pro
gre
ssio
n a
nd
pa
ths.
Sta
rt:
De
c
20
15
En
d:
Ma
r
20
16
He
len
Bo
yer
So
o P
oo
le
Re
po
rt f
rom
fo
cus
gro
up
Ad
dit
ion
al
gu
ida
nce
pro
vid
ed
p4
1
A7
G
uid
an
ce O
n S
pe
cia
l Le
av
e
Intr
od
uce
be
tte
r g
uid
an
ce a
rou
nd
spe
cia
l p
aid
le
av
e t
o e
nsu
re c
on
sist
en
cy
acr
oss
th
e o
rga
nis
ati
on
. F
ocu
s g
rou
ps
to
rev
iew
gu
ida
nce
(In
c. e
mp
loy
ee
s /
ma
na
ge
rs)
be
fore
re
lea
se.
Lin
ks
to:
Ob
ject
ive
O2
Th
is a
ctio
n f
oll
ow
s re
sult
s o
f th
e 2
01
3
Cu
ltu
re S
urv
ey
, w
hic
h i
de
nti
fie
d a
de
sire
fo
r a
dd
itio
na
l g
uid
an
ce o
n h
ow
the
co
nd
itio
ns
for
Sp
eci
al
Lea
ve
, a
s
laid
ou
t in
th
e U
KA
EA
Co
nd
itio
ns
of
Em
plo
ym
en
t a
re i
nte
rpre
ted
.
Sta
rt:
In
pro
gre
ss
En
d:
Se
p
20
15
He
len
Bo
yer
Ka
the
rin
e L
ord
Gu
ida
nce
re
lea
sed
p4
0
A8
F
lex
ible
Wo
rkin
g F
or
UK
AE
A:
Via
bil
ity
Stu
dy
To
fu
lly
re
sea
rch
fle
xib
le w
ork
ing
syst
em
s (e
.g.
fle
xiti
me
sy
ste
ms,
ho
me
wo
rkin
g,
pa
rt t
ime
, p
art
ial
reti
rem
en
t)
an
d a
sse
ss w
ha
t le
ve
l o
f fl
exi
bil
ity
is
ach
iev
ab
le a
nd
ap
pro
pri
ate
fo
r U
KA
EA
.
To
be
re
vie
we
d b
y s
en
ior
ma
na
ge
me
nt
Ap
r –
Ju
l 20
16
Lin
ks
to:
Ob
ject
ive
O3
Inp
ut
to:
Act
ion
A9
Th
is a
ctio
n f
oll
ow
s re
sult
s o
f th
e 2
01
3
Cu
ltu
re S
urv
ey
, w
hic
h i
de
nti
fie
d a
de
sire
fo
r m
ore
fle
xib
ilit
y a
nd
imp
rov
ed
gu
ida
nce
to
en
sure
con
sist
en
cy a
cro
ss t
he
org
an
isa
tio
n.
Sig
nif
ica
nt
pro
gre
ss a
lre
ad
y in
th
is
are
a.
Fu
rth
er
con
sid
era
tio
ns
focu
s o
n
op
era
tio
na
l re
stri
ctio
ns
(i.e
. sh
ift
wo
rkin
g).
Un
ion
co
nsu
lta
tio
n i
s a
lso
req
uir
ed
.
In p
rog
ress
Re
po
rt d
ue
:
Ap
r 2
01
6
En
d:
Jun
20
16
Da
vid
Ma
rtin
Jack
ie C
ost
ell
o
Re
po
rt a
nd
re
vie
w c
om
ple
te
p3
3,
p3
6,
p3
8,
p4
0
A9
F
lex
ible
Wo
rkin
g F
or
UK
AE
A:
Pil
ot
Ba
sed
up
on
th
e o
utc
om
e f
rom
act
ion
Fo
llo
w-o
n t
o A
ctio
n A
8
Pil
ot
to r
un
July
20
16
–
Da
vid
Ma
rtin
Jack
ie C
ost
ell
o
Re
po
rt a
nd
re
vie
w c
om
ple
te
p3
3,
p3
6,
p3
8,
4
6
A8
, d
esi
gn
an
d i
mp
lem
en
t a
pil
ot
to t
ria
l
fle
xib
le w
ork
ing
sy
ste
ms.
Th
e p
ilo
t w
ill
run
fo
r 6
mo
nth
s, a
fte
r w
hic
h i
t w
ill
rep
ort
ba
ck t
o s
en
ior
ma
na
ge
me
nt.
Lin
ks
to:
Ob
ject
ive
O3
Inp
ut
to:
Act
ion
A1
0
De
c 2
01
6
Re
po
rt d
ue
:
Jan
20
17
En
d:
Ma
r
20
17
p4
0
A1
0
Fle
xib
le W
ork
ing
Fo
r U
KA
EA
:
Imp
lem
en
t N
ew
Sy
ste
m(s
) A
nd
Up
da
te
Gu
ida
nce
Imp
lem
en
t fl
exi
ble
wo
rkin
g s
yst
em
s
ba
sed
up
on
th
e o
utc
om
e o
f A
ctio
ns
A8
,
A9
.
Up
da
te t
he
Co
nd
itio
ns
of
Em
plo
ym
en
t
Ma
nu
al/
pro
du
ce g
uid
an
ce n
ote
s.
Re
vie
w a
nd
up
da
te o
f Li
ne
Ma
na
ge
r’s
Ma
nu
al,
Eq
ua
lity
an
d D
ive
rsit
y w
ork
sho
p
con
ten
t.
Lin
ks
to:
Ob
ject
ive
O3
Inp
ut
to:
Act
ion
A2
0
Fo
llo
w-o
n t
o A
ctio
n A
9
Sta
rt:
Ma
r
20
17
En
d:
Jun
20
17
Da
vid
Ma
rtin
Ma
gd
a O
’Ne
ill
Sch
em
e a
nd
gu
ida
nce
re
lea
sed
p3
3,
p3
6,
p3
8,
p4
0
A1
1
Mo
nit
or
Fle
xib
le W
ork
ing
De
velo
p a
me
tho
d o
f tr
ack
ing
all
req
ue
sts
for
fle
xib
le w
ork
ing
, fr
om
th
e
firs
t p
oin
t o
f co
nta
ct w
ith
lin
e-m
an
ag
er.
Su
ch a
sy
ste
m i
s re
qu
ire
d p
rom
ptl
y,
bu
t
sho
uld
be
re
-ass
ess
ed
ba
sed
up
on
fitn
ess
fo
r p
urp
ose
ag
ain
st n
ew
fle
xib
le
wo
rkin
g s
che
me
(A
ctio
n A
10
)
Lin
ks
to:
Ob
ject
ive
O3
All
fo
rma
l re
qu
est
s fo
r fl
exi
ble
wo
rkin
g a
re r
eco
rde
d.
Sta
rt:
Jul
20
15
Imp
lem
en
t
by
De
c 2
01
5
Re
-ass
ess
ed
Ma
r 2
01
7
Bre
nd
an
Fa
wso
n
An
nu
al
rep
ort
s p
38
,
p4
0
A1
2
Pu
bli
cise
UK
AE
A C
are
er
Fra
me
wo
rk a
nd
Pa
ths
Fa
mil
iari
se e
mp
loye
es
wit
h t
he
ne
wly
Ne
w c
are
er
fra
me
wo
rk a
nd
pa
ths
rele
ase
d r
ece
ntl
y.
Wo
rk i
n t
his
are
a i
s
alr
ea
dy
pa
rt o
f th
e C
on
tin
uo
us
In p
rog
ress
En
d:
Oct
20
15
So
o P
oo
le
Re
fere
nce
do
cum
en
tati
on
pu
bli
cise
d
p2
9,
p4
1
4
7
de
ve
lop
ed
UK
AE
A c
are
er
fra
me
wo
rk a
nd
pa
ths.
Th
ese
aim
to
en
ab
le e
mp
loy
ee
s to
un
de
rsta
nd
wh
ere
an
d h
ow
dif
fere
nt
role
s ca
n p
rog
ress
.
Lin
ks
to:
Ob
ject
ive
O4
Imp
rov
em
en
t P
lan
.
A1
3
Pu
bli
cise
UK
AE
A P
rom
oti
on
Pro
cess
An
d C
rite
ria
Fa
mil
iari
se e
mp
loye
es
an
d m
an
ag
ers
wit
h t
he
pro
mo
tio
n p
roce
sse
s a
nd
crit
eri
a b
y p
ub
lici
sin
g r
efe
ren
ce
do
cum
en
tati
on
.
Lin
ks
to:
Ob
ject
ive
O4
, A
ctio
n A
6,
A1
4
Fo
llo
w-o
n t
o A
ctio
n A
6 w
ith
inp
ut
fro
m A
ctio
n A
15
.
Sta
rt:
Ma
y
20
16
En
d:
Oct
20
16
Ro
sie
Ha
wk
es
Re
fere
nce
do
cum
en
tati
on
pu
bli
cise
d
p2
5,
p2
7,
p2
9
A1
4
Pro
act
ive
ly s
ee
k a
pp
lica
nts
fo
r in
tern
al
va
can
cie
s
Pro
du
ce a
dd
itio
na
l g
uid
an
ce f
or
ma
na
ge
rs s
ee
kin
g t
o f
ill
a v
aca
ncy
. T
his
wil
l st
ate
th
at
ma
na
ge
rs a
re r
eq
uir
ed
to
pro
act
ive
ly c
on
sid
er
inte
rna
l ca
nd
ida
tes.
Su
ita
ble
ca
nd
ida
tes,
if
ide
nti
fie
d,
sho
uld
be
en
cou
rag
ed
to
ap
ply
. H
R t
o e
nsu
re
tha
t th
is p
roce
ss i
s fo
llo
we
d.
Lin
ks
to:
Ob
ject
ive
O4
, A
ctio
n A
6,
A1
3
In d
ire
ct r
esp
on
se t
o t
he
da
ta a
na
lysi
s
in S
ect
ion
5
Sta
rt:
Ma
y
20
15
En
d:
De
c
20
15
Re
nu
Gu
nd
ala
G
uid
an
ce r
ele
ase
d
p2
5,
p2
7
A1
5
Inv
est
iga
te F
em
ale
Ca
ree
r P
rog
ress
ion
Exp
lore
ca
ree
r p
rog
ress
ion
fo
r S
TE
M
fem
ale
em
plo
yee
s. I
nv
est
iga
te s
pe
cifi
c
wa
ys
in w
hic
h c
an
did
ate
s a
re i
de
nti
fie
d
an
d t
he
re
aso
ns
wh
y p
rom
oti
on
op
po
rtu
nit
ies
are
less
oft
en
pu
rsu
ed
by
wo
me
n.
Su
gg
est
act
ion
s b
ase
d u
po
n t
he
resu
lts
of
this
stu
dy
.
In t
he
me
an
-tim
e,
an
d a
s p
art
of
usu
al
rev
iew
pro
cess
es,
HR
sh
ou
ld p
rom
pt
In d
ire
ct r
esp
on
se t
o t
he
da
ta a
na
lysi
s
in S
ect
ion
5
Sta
rt:
No
v
20
15
Re
po
rt d
ue
:
Ap
r 2
01
6
Am
y J
ord
an
HR
BP
’s
De
pt.
Ma
na
ge
rs
Re
po
rt
p1
7,
p2
5,
p2
7
4
8
ma
na
ge
rs t
o i
de
nti
fy i
f th
ere
are
wo
me
n
wh
o s
ho
uld
be
co
nsi
de
red
fo
r p
rom
oti
on
in t
he
ne
ar
futu
re.
Th
is s
ho
uld
als
o b
e
dis
cuss
ed
du
rin
g d
ep
art
me
nt
rev
iew
s.
Lin
ks
to:
Ob
ject
ive
O4
, A
ctio
n A
6,
A1
3
A1
6
Hig
h P
ote
nti
al
Pro
gra
mm
e
SA
T t
o w
ork
dir
ect
ly w
ith
th
e t
ale
nt
rev
iew
pa
ne
l to
en
sure
th
at
sele
ctio
n
pro
cess
es
an
d t
he
pro
gra
mm
e i
tse
lf d
o
no
t u
nco
nsc
iou
sly
bia
s a
ga
inst
wo
me
n.
Lin
ks
to:
Ob
ject
ive
O4
, A
ctio
n A
1
Dis
cuss
ion
wit
h s
om
e m
em
be
rs o
f th
e
hig
h p
ote
nti
al
pro
gra
mm
e p
an
el
ha
s
alr
ea
dy
tak
en
pla
ce.
In p
rog
ress
Re
vie
w:
Jan
20
17
SA
T
Ro
sie
Ha
wk
es
Re
vie
w o
f H
PP
pro
gra
mm
e b
y S
AT
p2
9
A1
7
Gu
ida
nce
On
Ma
na
gin
g P
art
-Tim
e
Em
plo
ye
es
Pro
du
ce g
uid
an
ce a
bo
ut
ma
na
gin
g
exp
ect
ati
on
s fo
r p
art
tim
e e
mp
loy
ee
s
incl
ud
ing
exa
mp
les
of
wh
at
ma
na
ge
rs
sho
uld
co
nsi
de
r/ta
ke
in
to a
cco
un
t w
he
n
rev
iew
ing
pe
rfo
rma
nce
etc
.
Lin
ks
to:
Ob
ject
ive
O5
, A
ctio
n A
18
In d
ire
ct r
esp
on
se t
o f
ee
db
ack
fro
m
focu
s g
rou
ps
tha
t w
ere
, in
tu
rn,
trig
ge
red
by
re
sult
s fr
om
th
e 2
01
3
Cu
ltu
re S
urv
ey
.
Sig
nif
ica
nt
wo
rk o
n t
his
act
ion
alr
ea
dy
.
In p
rog
ress
En
d:
De
c
20
15
Jo O
ram
A
PS
Gu
ida
nce
do
cum
en
t u
pd
ate
d
p3
3
A1
8
Tra
inin
g:
Ob
ject
ive
Se
ttin
g F
or
Pa
rt-
Tim
e E
mp
loy
ee
s
HR
Bu
sin
ess
Pa
rtn
ers
(H
RB
Ps)
to
pro
vid
e
ma
na
ge
me
nt
coa
chin
g /
tra
inin
g f
or
sett
ing
pe
rfo
rma
nce
ob
ject
ive
s th
at
en
sure
op
po
rtu
nit
ies
for
pro
gre
ssio
n f
or
pa
rt t
ime
sta
ff t
ha
t ca
n b
e a
chie
ve
d
rea
son
ab
ly w
ith
in r
ed
uce
d h
ou
rs b
ut
stil
l
all
ow
fo
r su
ffic
ien
t ch
all
en
ge
/ c
are
er
pro
gre
ssio
n.
Lin
ks
to:
Ob
ject
ive
O5
In d
ire
ct r
esp
on
se t
o f
ee
db
ack
fro
m
focu
s g
rou
ps
tha
t w
ere
, in
tu
rn,
trig
ge
red
by
re
sult
s fr
om
th
e 2
01
3
Cu
ltu
re S
urv
ey
.
Inp
ut
fro
m A
ctio
n A
17
.
Sta
rt:
De
c
20
15
En
d:
Mid
20
16
HR
BP
s T
rain
ing
im
ple
me
nte
d
Sp
ot-
che
ckin
g o
f o
bje
ctiv
es
pe
rfo
rme
d b
y H
R w
ill
incl
ud
e
pa
rt-t
ime
em
plo
ye
es
p3
3
A1
9
Re
cog
nit
ion
Fo
r S
TE
M O
utr
ea
ch W
ork
N
o p
rev
iou
s a
ctio
n i
n t
his
are
a.
Sta
rt:
Ma
y
Co
mm
un
ica
tio
ns
Re
cog
nit
ion
sy
ste
m i
mp
lem
en
ted
p
28
,
4
9
Inv
est
iga
te w
ay
s o
f re
cog
nis
ing
th
e
con
trib
uti
on
s o
f th
ose
wh
o p
art
icip
ate
in
ST
EM
ou
tre
ach
act
ivit
ies
(pa
rtic
ula
rly
fem
ale
ST
EM
am
ba
ssa
do
ria
l ro
les)
,
en
suri
ng
th
at
the
se r
ole
s a
re f
ull
y
con
sid
ere
d a
lon
g w
ith
usu
al
ob
ject
ive
s/o
vera
ll p
erf
orm
an
ce
Lin
ks
to:
Ob
ject
ive
O2
20
16
En
d:
Oct
20
16
tea
m
p3
3,
p3
5
A2
0
Pla
nn
ing
Fo
r F
lexi
ble
Wo
rkin
g D
uri
ng
Re
cru
itm
en
t
Ma
na
ge
rs t
o g
ive
mu
ch m
ore
con
sid
era
tio
n t
o f
lexi
bil
ity
aro
un
d
wo
rkin
g p
att
ern
s (i
ncl
ud
ing
pa
rt
tim
e/w
ork
ing
fro
m h
om
e)
be
fore
ad
ve
rtis
ing
a p
osi
tio
n.
Exa
mp
les
of
curr
en
t e
mp
loye
es
wo
rkin
g f
lexi
bly
to
be
hig
hli
gh
ted
/ p
rom
ote
d.
On
ce n
ew
fle
xib
le w
ork
ing
sy
ste
ms
ha
ve
be
en
exp
lore
d (
thro
ug
h A
ctio
ns
A8
, A
9,
A1
0),
ap
pro
pri
ate
gu
ida
nce
wil
l b
e
am
en
de
d /
dra
fte
d.
Lin
ks
to:
Ob
ject
ive
s O
2,
O3
, O
6
Lin
ks
to:
Act
ion
s A
8,
A9
, A
10
, A
11
Info
rma
lly
, th
is p
roce
ss h
as
alr
ea
dy
be
gu
n (
ba
sed
up
on
ou
r cu
rre
nt
fle
xib
le w
ork
ing
pra
ctic
es)
.
In p
rog
ress
En
d:
Au
g
20
17
Re
nu
Gu
nd
ala
G
uid
an
ce r
ele
ase
d.
Mo
nit
or
fle
xib
le w
ork
ing
of
ne
w
ap
pli
can
ts (
via
A1
1)
Th
ere
wil
l b
e r
est
rict
ion
s o
n
ext
ern
al r
ecr
uit
me
nt
for
the
ne
xt
2 y
ea
rs a
s a
min
imu
m.
Co
nse
qu
en
tly
, th
is l
imit
s th
e
de
gre
e o
f im
pa
ct t
his
act
ion
ca
n
ha
ve
, o
ve
r th
e s
ho
rt-t
o-m
ed
ium
term
.
p1
7,
p2
2
A2
1
Ex
tern
al
Re
cru
itm
en
t O
f W
om
en
Pa
rtic
ula
rly
lo
w le
vels
of
wo
me
n
ext
ern
ally
re
cru
ite
d i
nto
L2
an
d L
6+
are
no
ted
. E
xplo
re r
ea
son
s a
nd
wa
ys
of
incr
ea
sin
g t
he
nu
mb
er
of
fem
ale
ap
pli
can
ts.
In p
art
icu
lar,
fo
r N
on
-Exe
cuti
ve
Dir
ect
or
or
CE
O v
aca
nci
es,
en
sure
th
at
the
spe
cifi
cati
on
/ad
ve
rt e
tc.
ha
s n
o
un
con
scio
us
bia
s a
nd
act
ive
ly s
ee
k o
ut
In r
ece
nt
ye
ars
th
ere
ha
s b
ee
n a
con
scio
us
eff
ort
to
in
cre
ase
th
e
nu
mb
er
of
wo
me
n a
pp
lyin
g t
o t
he
ap
pre
nti
ce a
nd
gra
du
ate
sch
em
es.
Th
ese
sch
em
es
are
cu
rre
ntl
y
succ
ess
ful
at
recr
uit
ing
wo
me
n a
t
lev
els
ab
ov
e n
ati
on
al
av
era
ge
s.
Th
ose
re
spo
nsi
ble
fo
r a
pp
ren
tice
an
d
gra
du
ate
re
cru
itm
en
t h
av
e a
lre
ad
y
be
en
co
nsu
lte
d i
n a
n i
nfo
rma
l
Sta
rt:
Jan
20
16
Re
po
rt d
ue
:
Jul
20
16
Re
nu
Gu
nd
ala
Joa
nn
e F
lan
ag
an
Ste
ve
Ha
ll
Mo
nit
or
ge
nd
er
of
ne
w
ap
pli
can
ts.
Th
ere
wil
l b
e r
est
rict
ion
s o
n
ext
ern
al r
ecr
uit
me
nt
for
the
ne
xt
2 y
ea
rs a
s a
min
imu
m.
Co
nse
qu
en
tly
, th
is l
imit
s th
e
de
gre
e o
f im
pa
ct t
his
act
ion
ca
n
ha
ve
, o
ve
r th
e s
ho
rt-t
o-m
ed
ium
term
.
p1
7,
p2
2,
p2
7
5
0
suit
ab
le f
em
ale
ca
nd
ida
tes
to a
pp
ly.
Lin
ks
to:
Ob
ject
ive
O6
cap
aci
ty.
A2
2
Pro
mo
te K
ee
pin
g I
n T
ou
ch D
ay
s D
uri
ng
Ex
ten
de
d L
ea
ve
Th
e m
ajo
rity
of
ST
EM
wo
me
n o
n
ma
tern
ity
le
av
e d
id n
ot
use
th
eir
ke
ep
ing
in
to
uch
da
ys.
Ma
ke
su
re t
his
op
tio
n i
s k
no
wn
by
sp
eci
fica
lly
me
nti
on
ing
it
du
rin
g H
R i
nte
ract
ion
in
the
bu
ild
-up
to
a p
eri
od
of
ab
sen
ce.
Lin
ks
to:
Ob
ject
ive
O2
No
pre
vio
us
act
ion
in
th
is a
rea
. O
ng
oin
g
act
ion
HR
BP
’s
Mo
nit
or
up
tak
e o
f K
IT d
ay
s, a
nd
rea
son
s fo
r th
eir
use
(o
r
oth
erw
ise
)
p3
9
A2
3
Se
con
d C
ult
ure
Su
rve
y
Issu
e a
se
con
d C
ult
ure
Su
rve
y t
o i
de
nti
fy
pro
gre
ss m
ad
e a
ga
inst
a r
an
ge
of
act
ion
s
an
d t
o g
au
ge
th
e c
urr
en
t cu
ltu
re o
f th
e
org
an
isa
tio
n.
Lin
ks
to:
Ob
ject
ive
O2
, O
7
Fo
llo
ws
com
ple
tio
n o
f A
ctio
n A
10
Sta
rt:
Jun
20
17
Su
rve
y
issu
ed
Au
g
20
17
Re
po
rt d
ue
De
c 2
01
7
Co
mm
un
ica
tio
ns
tea
m
Ide
nti
fica
tio
n o
f
•
Pro
gre
ss o
n a
ctio
ns
rela
tive
to p
rev
iou
s su
rve
y
•
Fu
rth
er
con
cern
s /
issu
es
•
Imp
rov
em
en
ts t
ha
t ca
n b
e
pu
bli
cise
d
p4
1
A2
4
Co
nti
nu
e T
o C
oll
ect
An
d M
on
ito
r D
ata
In A
cco
rda
nce
Wit
h A
the
na
SW
AN
Co
nti
nu
e t
o c
oll
ect
, m
on
ito
r a
nd
re
po
rt
on
da
ta t
ha
t a
llo
ws
pro
gre
ss t
o b
e
tra
cke
d a
nd
ad
dit
ion
al
issu
es
to b
e
ide
nti
fie
d.
Re
cru
itm
en
t d
ata
is
no
w m
an
ag
ed
by
a d
igit
al
syst
em
(d
ata
in
th
is
ap
pli
cati
on
we
re e
xtra
cte
d f
rom
pa
pe
r re
cord
s).
Act
ion
A1
1 w
ill
all
ow
im
pro
ved
mo
nit
ori
ng
of
fle
xib
le w
ork
ing
req
ue
sts
an
d p
att
ern
s.
On
go
ing
S
AT
Joa
nn
e F
lan
ag
an
Bri
an
Llo
yd
Bre
nd
an
Fa
wso
n
An
nu
al
rep
ort
s
Tim
ely
an
d a
ccu
rate
da
ta a
vail
ab
le
for
rep
ort
ing
pu
rpo
ses
an
d f
utu
re
Ath
en
a S
WA
N s
ub
mis
sio
ns
A2
5
Su
bm
it A
the
na
SW
AN
Sil
ve
r A
pp
lica
tio
n
(Or
Eq
uiv
ale
nt)
Se
e a
bo
ve
Ta
rge
t d
ate
:
Ap
r 2
01
8
SA
T
Su
ffic
ien
t p
rog
ress
ag
ain
st a
ctio
ns
to m
eri
t si
lve
r a
pp
lica
tio
n
5
1
Act
ion
pla
n (
tim
esc
ale
s)
Mo
nit
ori
ng
/ o
ng
oin
g a
ctio
n
Hig
h-l
ev
el
de
dic
ate
d r
eso
urc
ing
�R
ep
ort
Act
ion
MJ
JA
SO
ND
JF
MA
MJ
JA
SO
ND
JF
MA
MJ
JA
SO
ND
JF
MA
A1
Em
be
d G
DC
In
to C
om
mit
tee
s /
Foru
ms
/ B
oa
rds
DM
● R
ev
iew
A2
Em
be
d G
DC
In
to S
tra
teg
ic A
nd
Op
era
tio
na
l Pla
ns
SC
, D
M,
DM
s●
Co
rpo
rate
pla
n●
Str
ate
gic
pla
n
A3
Ta
rge
t G
en
de
r B
iase
d L
an
gu
ag
e I
n E
very
da
y U
seD
Ms,
JF
, S
P,
SJ
● R
ev
iew
A4
Re
vie
w P
rom
oti
on
al M
ate
ria
l In
c. W
eb
site
Co
mm
s�
A5
Un
con
scio
us
Bia
s T
rain
ing
S
P,M
G●
Tra
inin
g fi
na
lise
d
A6
Focu
s G
rou
p O
n C
are
er
Pro
gre
ssio
n
SP
, H
B�
A7
Gu
ida
nce
On
Sp
eci
al L
ea
veH
B,
KL
● G
uid
an
ce r
ele
ase
d↓
A8
Fle
xib
le W
ork
ing
Fo
r U
KA
EA
: V
iab
ility
Stu
dy
DM
, JC
↓●
Re
po
rt (
wit
h r
ev
iew
sta
ge
)
A9
Fle
xib
le W
ork
ing
Fo
r U
KA
EA
: P
ilot
↓↓
→D
M,
JC●
Re
po
rt (
wit
h r
ev
iew
sta
ge
)
A1
0Fl
exi
ble
Wo
rkin
g:
Imp
lem
en
t N
ew
Sys
tem
(s)
↓↓
→D
M,
MO
N
A1
1M
on
ito
r Fl
exi
ble
Wo
rkin
g
BF
�↓
BF
�↓
→B
FB
F�
A1
2P
ub
licis
e U
KA
EA
Ca
ree
r Fr
am
ew
ork
an
d P
ath
sS
P
↓↓
A1
3P
ub
licis
e U
KA
EA
Pro
mo
tio
n P
roce
ss A
nd
Cri
teri
a
↓→
→→
RH
↓
A1
4P
roa
ctiv
ely
se
ek
ap
plic
an
ts f
or
inte
rna
l va
can
cie
s●
Gu
ida
nce
re
lea
sed
↑
↓
A1
5In
vest
iga
te f
em
ale
ca
ree
r p
rog
ress
ion
AJ,
HR
BP
s�
→↑
↓
A1
6H
igh
Po
ten
tia
l Pro
gra
mm
e
RH
, S
AT
● R
ev
iew
↓
A1
7G
uid
an
ce O
n M
an
ag
ing
Pa
rt-T
ime
Em
plo
yee
sJO
● G
uid
an
ce u
pd
ate
d↓
A1
8T
rain
ing
: O
bje
ctiv
e S
ett
ing
Fo
r P
T E
mp
loye
es
↓→
HR
BP
s●
Tra
inin
g fi
na
lise
d↓
A1
9R
eco
gn
itio
n F
or
STE
M O
utr
ea
ch W
ork
Co
mm
s↓
A2
0P
lan
nin
g F
or
Fle
xib
le W
ork
ing
Du
rin
g R
ecr
uit
me
nt
RG
↓→
RG
● G
uid
an
ce r
ele
ase
d
A2
1E
xte
rna
l Re
cru
itm
en
t O
f W
om
en
RG
, JF
�
A2
2P
rom
ote
KIT
Da
ys D
uri
ng
Ext
en
de
d L
ea
ve
HR
BP
's
A2
3Se
con
d C
ult
ure
Su
rve
y C
om
ms
● L
au
nch
su
rve
y�
→↓
A2
4C
on
tin
ue
To
Co
llect
An
d M
on
ito
r D
ata
SA
T�
��
→↓
A2
5Su
bm
it A
the
na
SW
AN
Silv
er
SA
T�
20
15
20
16
20
17
20
18
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