Equal Opportunities and Diversity Office
Race Equality Policy and Action Plan
©University of Reading 2010 Page 2
CONTENTS
1 Introduction
1.1) Race Relations (Amendment) Act (2000)
1.2) Aims of the Race Equality Policy
2 Policy Statement on the Promotion of Racial Equality (2010)
3 Accountability and responsibility
3.1) Role of the Council and the Vice-Chancellor
3.2) Role of the Pro-Vice-Chancellor (or other senior staff)
3.3) Role of Heads of School/ Heads of Directorate/equivalent line manger
3.4) Responsibilities of members of staff, students, suppliers, providers, contractors
(including external examiners) and users of facilities
3.5) Role of the Equal Opportunities Advisory Group (EOAG)
4 Communication strategy
4.1) Continuing policy consultation
4.2) Policy promotion
4.3) Arrangements for publication of the University’s Race Equality Annual Report(s)
4.4) Student literature and guides
4.5) External communications
5 Preventing racial harassment
6 Race equality considerations within the Human Resources Strategy
6.1) Recruitment and selection of staff
6.2) Promotion and re-grading
6.3) Equal pay
6.4) Disciplinary, Capability and Grievance procedures
6.5) Staff turnover
6.6) Staff Development Review (SDR)
6.7) ‘Job Chat’ - identifying development needs amongst manual grade staff
6.8) Staff Training and Development
6.9) Partnership with local BME Communities and ‘reach-out’ activities
7 Tendering, contract and procurement arrangements
8 Widening Participation
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9 Teaching and Learning
10 Student accommodation and catering
11 The Careers Advisory Service (CAS) and student employment
12 Monitoring duties
12.1) Student monitoring - admissions and progress
12.2) Staff monitoring - recruitment and career progression
12.3) Mechanisms for gathering data
13 Functions of the University and Impact Assessment
14 Implementation of the Race Equality Policy - raising concerns
15 Action Plan
A. Race Equality Policy
B. Structures to support race equality implementation
C. Communications
D. Preventing racial harassment
E. Human Resources Strategy
F. Tendering, contract and procurement arrangements
G. Widening Participation
H. Teaching and Learning
I. Student accommodation and catering
J. Careers Advisory Service (CAS) and student employment opportunities
K. Monitoring
L. Impact Assessment (IA)
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1 Introduction
1.1) Race Relations (Amendment) Act (2000) (RRAA)
This legislation came into force in direct response to the Stephen Lawrence Inquiry Report
(1999). This report identified institutional racism as a common feature of most public
institutions in the following terms:
‚The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people.‛ (Sir William Macpherson of Cluny)
In response to this, the RRAA (2000) places general and specific duties on all public bodies
including Higher Education Institutions to promote race equality (details of which can be
found in Reading University’s Race Equality Policy Statement see section 2). This legislation
builds on, but does not replace the Race Relations Act 1976 which outlaws racial
discrimination in employment, training, housing, public appointments and the provision of
goods, facilities and services.
1.2) Aims of the Race Equality Policy
Achieving the aims set out in the Race Equality Policy is integral to the University’s
Corporate Plan and Human Resources Strategy. Through this policy and in implementing
the general and specific duties under the RRAA (2000) the University is able to:
Create a positive environment which values diversity and promotes equality of
opportunity; thus eliminating unlawful discrimination and harassment
Increase confidence in the University (especially among BME1 communities) as both
an employer of choice and a high quality provider of education
Improve the ability to deliver suitable and accessible services that meet varied
student and employee needs – enabling individuals to reach their full potential
Attract and retain quality staff and students from all racial groups
Improve staff and student morale and productivity across all racial groups.
Through this policy the University of Reading commits to ensuring that all staff and
students are treated with respect and are given equality of opportunity in all activities. With
1 BME (Black and minority ethnic) (terminology as recommended by the former Commission for Racial Equality).
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the support of senior management and the provision of training opportunities we aim to
promote best practice through this policy and ensure that race equality considerations are
mainstreamed into our institutional functioning. Through this commitment the University,
as an international community in its own right, hopes to fulfil its statutory duties under the
Race Relations (Amendment) Act (2000) by ensuring that race equality considerations form a
central part of policy development, service delivery and employment practice.
2 Policy Statement on the Promotion of Racial Equality
1. General Statement The University is committed to providing equality of opportunity to all its staff and students, potential staff and students, suppliers, providers, contractors or user of facilities regardless of race, colour, nationality or ethnic or national origins. Evidence of discriminatory behaviour (including racial discrimination or harassment) will be treated as a potential disciplinary matter which may, in turn, result in sanctions up to and including staff dismissal or student expulsion in line with staff grievance and disciplinary procedures and student complaints and disciplinary procedures.
2. Legal background The Race Relations Act 1976 has been amended by the Race Relations (Amendment) Act 2000 (RRAA) which introduces a new positive duty on public sector organisations. This legislative change was in response to the Stephen Lawrence Inquiry Report (The Macpherson Report) and requires all public institutions (including FE and HE institutions) to take action to promote race equality. Therefore, the University aims to meet the general duties of the RRAA (2000) by having a due regard to the need to: a) Eliminate unlawful racial discrimination; b) Promote equality of opportunity and good relations between persons of different racial groups. The University aims to meet the specific duties of the Race Relations (Amendment) Act (2000) by complying with the following requirements: 3 (1) …before 31st May 2002: a) Prepare a written statement of its policy for promoting race equality; b) Have in place arrangements for fulfilling, as soon as is reasonably practicable, its duties under paragraph … (4) 3 (2) The University shall: a) Maintain a copy of the statement; b) Fulfil those duties in accordance with such arrangements. (4) It shall be the duty of the University to: a) assess the impact of its policies, including its race equality policy, on students and staff of different racial groups;
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b) monitor, by reference to those racial groups, the admission and progress of students and the recruitment and career progress of staff; c) include in its written statement of its race equality policy and indication of its arrangements for publishing that statement and the results of its assessment and monitoring. (5) The University shall take such steps as are reasonably practicable to publish annually the results of its monitoring. The University will draw up a supporting Action Plan to help it to achieve these general and specific duties.
3. Policy review and consultation The content and effectiveness of the Race Equality Policy and Action Plan will be reviewed annually in consultation with the Equal Opportunities Advisory Group, Trade Unions, Students’ Union, local community and other stakeholders as appropriate.
4. Implementation of the Race Equality Policy-raising concerns 4.1 Procedures for staff Any member of staff who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School or Directorate (or equivalent line manager), a Human Resources Partner, the Equal Opportunities and Diversity Officer or a trained Harassment Adviser. Should formal action be taken this would be in line with staff grievance and disciplinary procedures.
4.2 Procedures for students Any student who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School, a Director of Teaching and Learning, Personal Tutor, the Equal Opportunities and Diversity Officer, Student Services staff, the Students’ Union or a trained Harassment Adviser. Should formal action be taken this would be in line with student complaints and disciplinary procedures.
5. Accessing the policy and action plan in full The full Race Equality Policy and Action Plan can be accessed online at http://www.rdg.ac.uk/equality or is available from the Equal Opportunities and Diversity Office.
6. Other relevant policies and procedures The full Race Equality Policy and Action Plan should be read as part of the wider set of policies and procedures within the University including, but not limited to:
Policy on Equal Opportunities and Diversity Harassment Policy and Procedures Student Complaints Procedures Grievance Procedures for staff.
(2010)
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3 Accountability and responsibility
3.1) Role of the Council and the Vice-Chancellor
The Council has overall responsibility for ensuring that the University complies with its race
equality statutory obligations under the RRAA (2000). The Vice-Chancellor is responsible for
ensuring that the appropriate policies and procedures are effectively implemented and that
all staff and students are aware of their responsibilities under those policies.
3.2) Role of the Pro-Vice-Chancellor (or other senior staff)
The member of staff serving as Chair of the University’s Equal Opportunities Advisory
Group (EOAG) has responsibility for monitoring progress towards the strategic aims and
objectives articulated via this Race Equality Policy and the Human Resources Strategy. In
this role they work closely with the Director of Human Resources, the Equal Opportunities
and Diversity Officer and other key staff as appropriate.
3.3) Role of Heads of School/ Heads of Directorate/ equivalent line manager
Heads of School/Heads of Directorate/equivalent line manger are responsible for the
implementation of the Race Equality Policy and Action Plan and for ensuring that their
School or Directorate meets legislative requirements in terms of race equality.
3.4) Responsibilities of members of staff of the University, students, suppliers, providers, contractors (including external examiners) and users of facilities
All members of staff of the University, students, suppliers, providers, contractors (including
external examiners) and users of facilities have a responsibility to adhere to this Race
Equality Policy at all times. Individuals must have due regard to consider how they can
promote race equality in their work and how the policy will effect the way they carry out
their duties.
3.5) Role of the Equal opportunities Advisory Group (EOAG)
The University’s Equal Opportunities Advisory Group, membership of which includes Trade
Union and student representatives, provides a forum for monitoring progress against the
University’s activities in respect of Equal Opportunities and Diversity (including its general
and specific duties arising from the Race Relations (Amendment) Act (2000)). The EOAG is
committed to reviewing the progress made on the implementation of the Race Equality
Policy and Action Plan (see Action Plan section B).
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4 Communication Strategy
4.1) Continuing policy consultation
The Race Equality Policy and Action Plan will be revised (as outlined in section A of the Action
Plan) using a process of systematic and inclusive consultation, both internally and externally.
Staff from BME groups within the University will continue to contribute to the process of
reviewing these documents as will other relevant stakeholders as appropriate.
Consultation will be part of an on-going process co-ordinated and monitored through the
Equal Opportunities Advisory Group.
4.2) Policy promotion
Each annual review of the Race Equality Policy and Action Plan will be followed in each
instance with a programme of communications. This would include use of email, memos,
Intranet updates, articles in the University ‘Bulletin’2, etc and briefing sessions as is
appropriate. Through these varied means the revised documents will be circulated to all
Heads of Directorate, Heads of School, relevant committees, etc for dissemination and action
within their area of responsibility and the wider University community.
This promotional activity surrounding the policy will be complemented by awareness
raising race equality training specifically and equal opportunities and diversity training
generally (see Action Plan section A).
4.3) Arrangements for publication of the University’s Race Equality Annual Report(s)
The Annual Report on the progress of the implementation of the University of Reading’s
Race Equality Policy will be considered by the Equal Opportunities Advisory Group and
other relevant committees before being made publicly available throughout the University
and published on the web site. It will then be the responsibility of Heads of
Schools/Directorate to consider the results and factor them into their race equality
strategies. (For further details see Action Plan section C)
4.4) Student literature and guides
The Student Services Directorate remains committed to including the Race Equality Policy
in its provision of information to students as appropriate (see Action Plan section C).
2 The University Bulletin has been replaced by online communication to staff on the staff pages of the University
website.
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Publications will continue to be checked on an annual basis by those responsible for
producing them to ensure that the language does not discriminate and is in keeping with
the University’s Race Equality Policy. Both the Undergraduate and Postgraduate prospectuses
will include a statement on the University’s Race Equality Policy from 2005 (or later
versions). All other centrally-produced student recruitment guides will include an agreed
version of the policy statement as and when they are updated. Departments/Schools
working on new materials for student recruitment purposes will be alerted to the need to
include an appropriate race equality statement (where applicable).
4.5) External communications
The University’s Race Equality Policy and Action Plan will be reviewed as previously
indicated and good practice promoted and shared both within and outside of the institution
as appropriate (see Action Plan section C).
5 Preventing racial harassment
The University offers support and advice for students and staff who believe that they are
being harassed on racial grounds up to and including advice on how to make a formal
complaint (see Action Plan section D). Support structures include:
Students can seek advice from their Personal Tutor, the Head of School, a trained
Harassment Adviser, Counselling and Psychological Services, the Equal Opportunities
and Diversity Officer and the Students’ Union Advice Centre, etc.
Members of staff can seek advice from their Head of School or Directorate (or
equivalent line manager), a trained Harassment Adviser, Trade Union representative,
a Human Resources Partner and the Equal Opportunities and Diversity Officer, etc.
Incidents of harassment will be regarded extremely seriously and may be grounds for
disciplinary action which may include dismissal or expulsion. Procedures for dealing with
harassment are given in the University’s ‚Statement on Harassment‛ and ‚Guidelines on
Harassment‛. These documents are contained in the University Calendar, Guide to Policy
and Procedures and the University’s web pages.
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The number of staff and students who have made complaints of harassment, or who have
asked for support will be monitored annually by racial group. The findings will be published
in the Race Equality Annual Report(s) (see Action Plan section K).
6 Race equality considerations within the Human Resources Strategy
The University of Reading is committed to the equitable treatment of all its staff and acts to
ensure fairness through its recruitment and selection policy and procedures, training and
development programmes and promotion and re-grading arrangements (see Action Plan section
E). Where unfair treatment is perceived dispute resolution procedures exist to address such
concerns. Evidence of discriminatory behaviour (including racial discrimination or
harassment) will be treated as a potentially disciplinary matter which may, in turn, result in
sanctions up to and including dismissal. The Human Resources Strategy, a supporting
strategy in the context of the University’s Corporate Plan, sets out the University’s broad
aims in respect of encouraging diversity amongst its workforce and identifies specific
actions to underpin this commitment.
6.1) Recruitment and selection of staff
The University’s policy and procedure in respect of the recruitment and selection of staff is
well-defined and accessible in a number of formats, including via the Human Resources
website. Through this policy and procedure the University is committed to ensuring that:
All vacant posts are advertised, both internally and externally, in appropriate media to
encourage applications from a diverse range of candidates
Objective criteria, in the form of job descriptions and person specifications, are
developed for all posts
At least one member, normally the Chairperson, of any appointment panel has received
appropriate training (since this document was first drafted, a decision was made for all
members of recruitment panels to undertake equality training)
The membership of appointment panels is appropriately balanced
Equal Opportunities monitoring of the recruitment process is carried out
The reasons for not appointing a particular candidate are recorded
Unsuccessful applicants have reasons for rejection explained to them if requested
Adherence to relevant employment legislation and codes of practice.
It is the responsibility of all staff involved in the recruitment and selection process to
demonstrate fairness and equity throughout the process, and in doing so to promote good
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race relations. It is the specific responsibility of the Chairperson of selection panels to
ensure, inter alia, that racial discrimination or harassment does not occur.
Annual monitoring by racial group will take place in respect of recruitment and selection (as
detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race
Equality Annual Report(s).
6.2) Promotion and re-grading
The University operates promotion and re-grading processes generally in the form of an
annual review. The procedures are reviewed continually to ensure that they are transparent,
fair and objective and do not discriminate on the grounds of race. The numbers of proposals
for promotion or re-grading and the relative success rates will be monitored by racial group
(as detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race
Equality Annual Report(s).
6.3) Equal pay
The University developed a process for analytical job evaluation using the HERA system (see
Action Plan section E). The project includes provision for ongoing equal pay auditing to identify
and address any areas of pay inequality on equality grounds, including specifically on the
basis of race, gender, age or disability status.
6.4) Disciplinary, Capability and Grievance procedures
The University has established procedures for managing performance and resolving disputes
relating to employment. Those responsible for the development, maintenance and
operation of the raft of dispute resolution procedures must ensure that such procedures are
fair, transparent and objective and do not discriminate on the grounds of race (or indeed
any other factor covered by the University’s Policy on Equal Opportunities and Diversity).
Centre for Staff Training and Development (CSTD) training provided to those who may be
required to initiate performance management procedures will include an understanding of
how behaviours can have a cultural dimension and how stereotyping can influence and
potentially bias decision making.
Records of such casework will be monitored annually by racial group (as detailed in section 12
within this Policy and section K of the Action Plan) and published in the Race Equality Annual
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Report(s). Steps will be taken to identify and understand any apparently disproportionate
actions or trends.
6.5) Staff Turnover
Exit questionnaires are sent to all staff who leave the University’s employment and
individuals are given the opportunity, if they so wish, to have an exit interview with a
member of Human Resources. Steps will be taken to identify potential trends amongst the
reasons for leaving or highlight specific problem areas.
6.6) Staff Development Review (SDR)
The University provides a Staff Development Review (SDR) scheme. Those members of staff
acting as reviewers are required to ensure that the process is fair and objective and does not
discriminate on the grounds of race. Training is provided via CSTD.
The return rates for the SDR will be monitored annually by racial group (as detailed in section
12 within this Policy and section K of the Action Plan) and published in the Race Equality Annual
Report(s). Steps will be taken to identify potential trends in this data with regards to race
equality and uptake/access to the scheme.
6.7) ‘Job Chat’ - identifying development needs amongst manual grade staff
The University’s Human Resources Strategy is driving many initiatives linked to equal
opportunities and diversity and in the area of staff development, the Job Chat scheme is
particularly relevant. This scheme has been developed for manual grade staffs that have
previously not been included in the Staff Development Review scheme. The Job Chat scheme
identifies training and development needs for manual staff, many of whom are from BME
backgrounds. The scheme also allows staff to express views on their work and role within
the University.
The numbers of staff participating in the Job Chat scheme will be monitored annually by
racial group (as detailed in section 12 within this Policy and section K of the Action Plan) and
published in the Race Equality Annual Report(s). Steps will be taken to identify potential
trends in this data with regards to race equality.
6.8) Staff Training and Development
a) Policy
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The University Policy on Staff Development states that:
‚The University seeks to establish the means by which all staff might identify and fulfil their training needs. It recognises that the efficient and effective functioning of the institution depends to a significant extent on its support and provision of staff development activities for all staff at all levels.‛ (2001)
b) Staff development programme
The University has established an embedded approach to equal opportunities and diversity
issues (including race equality) in the staff development programme. For example, the New
Staff Induction day is open to, and attended by, all types of staff and includes an equal
opportunities and diversity briefing with specific reference to race equality (see Action Plan
section C). This briefing introduces new staff to the following policies:
Code of Good Practice (Valuing Ourselves and Others)
Policy on Equal Opportunities and Diversity
Policy Statement on Race Equality (Section 2 of this document)
Policies and procedures for the prevention of harassment.
As of 2005 the briefing also promotes the Equality webpage http://www.rdg.ac.uk/equality
which provides further information, including:
Equal opportunities and diversity Vision Statement
Details of Harassment Advisers
Equal opportunities and diversity support structures
Details of the Equal Opportunities Advisory Group
Students’ Union information
Internal and external sources of information and advice.
The Higher Education Academy accredited Postgraduate Certificate in Academic Practice
(which is compulsory for new academic staff on probationary contracts) includes Equal
Opportunities and Diversity as a programme theme. This ensures that issues such as
supporting international students and students with differing needs are considered at every
stage of the programme. There is also a specific workshop on University policies and creating
effective learning environments for all groups of students. The induction programme for new
Heads of School has included a session on race equality from a management perspective since
it began in 1998. The ‘Recruitment and Selection’ and ‘Employment Interviewing’ courses,
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established in 1999 and run several times each year, consider Equal Opportunities and
Diversity at each stage of the process. The workshop on the University’s Staff Development
Review Scheme includes a discussion with Reviewers on Equal Opportunities and Diversity
issues in general and race equality in particular.
This mainstreamed approach described is the University of Reading’s preferred way forward in
terms of staff development. However, it is recognised that it will take a long time before all
staff will have engaged with these programmes. Therefore the University also offers a number
of specific staff development sessions including ‘Intercultural Communication’ which has been
run for mixed staff groups since 1998. Sessions such as ‘Supporting International Students’,
‘Meeting the needs of Chinese Students’ and ‘Personal Tutoring for International Students’ are
offered on a rotating basis. Compulsory recruitment and selection training is in place for all
chairs of selection panels.
Institute of Leadership and Management accredited management development programme and
team leaders’ programme including a module on Equal Opportunities and Managing Diversity
are offered to all staff in a management or supervisory role.
High impact awareness raising sessions using drama have been offered on a variety of issues
relating to equal opportunities and diversity including race equality. Sessions specific to race
equality are now available in 2005 (see Action Plan section E) or embedded into courses where
appropriate. A statement for Visiting Session Leaders on the policies and expectations of the
University in terms of general equal opportunities and diversity and specifically addressing race
equality and accessibility of staff development events is sent as part of the contract for the
work.
c) Access to training
It is the specific responsibility of Heads of School (or equivalent line manager) to ensure that
all staff have equal access to training and development opportunities and that decisions
taken in respect of access, financing and time-off to attend training and development events
do not discriminate on the grounds of race.
d) Monitoring of participation in training courses and feedback
All staff development sessions are monitored and evaluated. Any feedback of concern (not only
equalities and diversity related) is investigated and followed-up to ensure that all issues are
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resolved. Ultimately a contributor would be dropped from the programme if they are unwilling
to modify their materials or style to meet the duties under the RRAA (2000).
The results of this participation monitoring (as detailed in section 12 within this Policy and section K of
the Action Plan) will be published on an annual basis in the Race Equality Annual Report(s). The
data will be used by all training providers within the University to highlight areas of concern
and to plan action for improvement.
e) Future objectives for staff training and development
Future objectives include:
Externally facilitated expert led sessions on mainstreaming race equality issues
relevant to the University (2004-05)(Done and ongoing)
Further use of drama based sessions, where feasible, to implement equality
opportunity and diversity policies (2004-05)(Done)
CTSD development of on-line materials to support equality and diversity issues
during the induction period for new staff (2005-07)(Done and ongoing)
Facilities Management Directorate to gather participation data with regards to ‘Job
Chats’ for publication in the Race Equality Annual Report(s) (Done and ongoing)
CSTD to gather participation data with regards to ‘Staff Development Reviews’ for
publication in the Race Equality Annual Report(s) (Done and ongoing)
Establishment of a new Human Resources management system to co-ordinate all
staff training and development activities at the University to give better data on take
up by ethnicity and other key performance indicators (2005-6)(Done)
All University training bodies (CSTD, Facilities Management, IT Services and Health
and Safety) to provide participation data to ensure equal access to training for
publication in the Race Equality Annual Report(s) (Done and ongoing)
All University training bodies to respond to monitoring data produced to improve
equality of opportunity in general and race equality specifically within staff
development (Ongoing).
6.9 Partnership with local BME communities and ‘reach-out’ activities
The University’s Human Resources Strategy recognises the need to develop network
arrangements with groups concerned with the interests of BME groups in the broader local
community (see action Plan section E). It is anticipated that these networks will:
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Improve the awareness of the University as a significant local employer -and employer
of choice- amongst BME communities
Provide valuable feedback in respect of the University’s recruitment activities (for
example, the choice of recruitment media)
Encourage a greater volume of employment applications from members of BME
communities that have been previously under-represented amongst the University
workforce
Inform the University about issues of concern within the local BME communities
Play a consultative role in monitoring the relevance and acceptability of programme
content and methods
Provide support for both the local community groups themselves and for BME
individuals within the University, whether students or staff
Provide direct opportunities for involvement of local BME communities in teaching
and research.
7 Tendering, contract and procurement arrangements
The University will ensure that its tendering, contract and procurement arrangements with
external organisations are fair, not racially discriminatory and within the requirements of
the University’s Race Equality Policy and RRAA (2000) (see Action Plan section F).
The University deals with thousands of suppliers and has procedures in place to ensure it
does not discriminate against any of them on any aspect, including race. In addition, as of
2004 it has been made explicit in the Race Equality Policy that ‘suppliers, providers, contractors
or user of facilities’ are protected by – and expected to comply with – the Policy.
All tenders carried out are assessed against pre-determined criteria, notified to suppliers in
the tender documents. The criteria are based on the suppliers experience in the relevant
field, the experience (and qualifications where appropriate) of the team of staff proposed to
service the contract, customer references, price and financial stability. A report is filed with
each tender detailing the reasons for selection and non-selection. A selection questionnaire
is included with each tender and includes questions on the tenderer’s equal opportunities
policies and practices. Each response is checked but a supplier giving a negative response to
any of those questions would only be eliminated from further consideration if they did not
demonstrate that they were actively working towards a solution.
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8 Widening Participation
The University’s Widening Participation Office ensures that activities to widen participation
target under-represented groups, including under-represented BME groups.
The University’s Widening Participation Strategy commits it to refining low participation
profiling of admissions and local participation data (including analysis by racial group) in
order to target widening participation activity and student support.
All participants in widening participation schemes are monitored with regard to family
experience of higher education, socio-economic background, racial group and gender.
The University is the Lead Institution for the Berkshire sub region of the South East in the
Government’s Partnerships for Progression/Aimhigher initiative and has undertaken a
survey of participation rates in the sub-region (including analysis by racial group). The
information gathered will be used to ensure future initiatives are appropriately targeted and
designed to promote inclusion of groups identified as under-represented.
Information provided by the University’s Geodemographic Survey of applications,
attainment and retention will be used to inform action planning by University Schools with
a view to addressing under-representation within the University at programme level.
Activities and interventions to support potential applicants from under-represented groups
(including BME groups) are supported through the Widening Participation Office and the
Teaching and Learning Strategy.
Activities offered by the Widening Participation Office in support of wider access include,
masterclasses, university orientation days, mentoring schemes, information events in
schools and colleges and residential summer and Easter Schools. Many of these activities are
organised for Local Education Authority (LEA) areas with a high proportion of BME
pupils/students.
The University’s compact scheme gives priority consideration to individuals needing to
study locally for family or cultural reasons as well as to those who come from non-
traditional backgrounds (i.e. young people with no tradition of Higher Education
participation in their family).
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To support its schemes, the Widening Participation Office has taken particular care to
recruit Reading undergraduates from BME to act as mentors and team leaders, and provides
mandatory training in equal opportunities to all students who work on widening
participation projects.
Consideration is given to the diverse backgrounds of young people from non-traditional
backgrounds in the design of widening participation schemes. It is not assumed for
example, that parents of participants will be familiar with the UK education system and
further information is provided -where needed- in order to help parents support their
children. Welfare arrangements for participants during residential activities take account of
participants stated cultural needs. Where for example, parents have not consented to their
daughters living away from home for cultural reasons; arrangements have been made for
them to take part on a day basis. (For further details see Action Plan section G)
9 Teaching and Learning
It is the responsibility of all teaching staff and Heads of School to ensure that the content
and delivery of programmes promotes race equality and does not discriminate on racial
grounds.
Faculty staff should ensure that every appropriate opportunity is taken to ensure that
relevant programme materials and modes of delivery have the effect of:
Promoting race equality
Celebrating cultural diversity
Presenting positive role models
Challenging stereotypes.
Teaching styles, methods and tutorial support arrangements should also reflect the
University’s Race Equality Policy. (For further details see Action Plan section H)
10 Student accommodation and catering
The allocation of student residential accommodation is sensitive to cultural preferences. For
example, provision is made for Muslim women who may prefer to share female only
accommodation, while students with particular dietary requirements who prefer to self-
cater are given preference for this style of accommodation.
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Catered Halls of Residence, and all campus food outlets provide a wide range of food options
to suit many dietary needs. 2005 will see further investigations led by the Equal
Opportunities Advisory Group in partnership with relevant committees into the need for
halal/kosher food provisions to be made available to staff and students. (For further details see
Action Plan section I)
11 The Careers Advisory Service (CAS) and student employment
The Careers Advisory Service (CAS) annually carries out the graduate First Destinations Survey.
This includes monitoring on employment by racial group - the results of which are
published through the University’s Race Equality Annual Report(s). The results show that
graduates from BME groups (within the HEFCE institutional performance indicator group)
are not significantly more likely to be unemployed than white graduates.
There are several ways in which the CAS works to assist BME students. The CAS works in
partnership with academic Schools to deliver a Career Management Skills (CMS) component in
all undergraduate programmes. By this means, all students are supported in career
planning and job-hunting regardless of race and ethnicity. CMS is mainly web based and
has a resource section that signposts Internet sites relating to BME employment issues (for
example, the Career Service Unit site). In addition, the CAS actively promotes organisations
that aim to assist BME students such as The Windsor Fellowship and Capital Chances through the
attendance of these organisations at Reading University’s annual work experience fair and
advertising opportunities in bulletins and on notice boards. The CAS is planning to further
increase awareness by including a section for BME students on the main CAS web site and
by publishing tip-sheets for students.
CAS staffs receive relevant training on cross-cultural and communication issues and one of
the Careers Advisers has particular responsibility for coordinating equal opportunity and
diversity matters. In addition to University’s Policy on Equal Opportunities and Diversity,
the CAS works to the Association of Graduate Careers Advisory Services Equal Opportunity Policy
and Code of Practice for Member Services. For example, producing a service standard for
students that includes an equal opportunities statement. (For further details see Action Plan
section J)
©University of Reading 2010 Page 20
12 Monitoring Duties The University is committed to continually developing our monitoring capabilities with a
view to effectively monitoring the following on an annual basis:
12.1) STUDENTS - monitoring admissions and progress by ethnicity
Admissions data
Annual student profile
Relative successes of selection methods
Choice of subject
Home or international status of students.
Progress data Student numbers, transfers and drop-outs
Different methods of assessing students
Work placement participation and satisfaction levels
Results of programmes targeted at students from specific racial groups
Employment rates on graduation
Complaints raised formally under the Student Complaints Procedure and levels of
disciplinary action
Complaints of bullying and harassment raised informally through the Harassment
Advisers.
12.2) STAFF - monitoring recruitment and career progression by ethnicity Recruitment data
Selecting and training recruitment panel Chairs/members
Applications and appointments
Success rates for the different selection methods
Permanent, temporary or fixed-term appointments
Home or international status of applicant
Grades of appointments made.
Career progression data
Staff profile by grade and type of post
Staff profile by length of service
©University of Reading 2010 Page 21
Staff participation in training courses organised by CSTD, Facilities Management,
Health and Safety and IT Services
Results of training and career-development programmes or strategies that target staff
from particular racial groups
Participation levels in staff Staff Development Review and Job Chat schemes
Staff promotion and re-grades
Staff ‘Lump Sum Discretionary Pay Award’ allocation
Use and outcome of Disciplinary, Capability and Grievance procedures
Ceasing employment – reasons for leaving
Complaints of bullying and harassment raised informally via Harassment Advisers.
All staff and student data listed above (12.1/12.2) will be analysed for potential or actual
differential impact in terms of race equality and published in the Race Equality Annual
Report(s). (For further details see Action Plan section K)
12.3) Mechanisms for gathering data
All named persons will forward their data to the Equal Opportunities and Diversity Officer
in the appropriate format as soon as is practicable following the end of each academic year.
The Equal Opportunities and Diversity Officer will then assimilate the data into the Race
Equality Annual Report(s). This report will be shared in draft form with the Equal
Opportunities Advisory Group and relevant stakeholders for review. Upon approval, the
report will be commended to the relevant committees for final approval prior to
publication. (For further details see Action Plan section K)
13 Functions of the University and Impact Assessment
The University is committed to mainstreaming race equality throughout all of its functions3.
As a result, the University has considered an initial overview of its functions in order to
assess relative priority in terms of race equality:
University Function Assessed Priority
Student admissions and access High
Student achievement and assessment High
Student guidance and support High
3 ‘functions’ - the full range of a public authorities duties and powers
©University of Reading 2010 Page 22
Teaching and learning High
Curriculum development and review High
Staff recruitment, professional development & support High
Research High
Quality assurance High
Estates management High
Campus security High
Procurement High
Contracting out of services High
Finance Low
Records management Low
Accordingly, University policies, practices, procedures and services will be impact assessed
by the relevant members of staff, boards or committees. The purpose of the assessment is to
see whether the University’s policies help to achieve race equality for staff and students
from different racial groups or whether they have, or could have, and adverse impact on
them. Where possible, this assessment will be built in to the arrangements the University
already has for reviewing policies. To facilitate this assessment the University will consider
the following:
Collecting and analysing relevant monitoring information
Talking to staff and students from all racial groups to assess their needs and gauge
their opinions
Carrying out surveys and research studies where appropriate.
The results of these assessments will be used by the University to rethink our race equality
objectives (where necessary) and influence and guide our planning and decision making for
the future.
A schedule for Impact Assessment will be determined in 2005 (and revised in accordance
with our ongoing programme for impact assessment activity at the University) and
thereafter, policies, practices, procedures and services will be reviewed as applicable. (For
further details see Action Plan section L)
©University of Reading 2010 Page 23
14 Implementation of the Race Equality Policy-raising concerns4
Any member of staff who considers that s/he has not been treated in accordance with this
policy should raise their concerns with their Head of School or Directorate (or equivalent
line manager), a Human Resources Partner, the Equal Opportunities and Diversity Officer or
a trained Harassment Adviser. Should formal action be taken this would be in line with staff
grievance and disciplinary procedures.
Any student who considers that s/he has not been treated in accordance with this policy
should raise their concerns with their Head of School, a Director of Teaching and Learning,
Personal Tutor, the Equal Opportunities and Diversity Officer, Student Services staff, the
Students’ Union or a trained Harassment Adviser. Should formal action be taken this would
be in line with student complaints and disciplinary procedures.
NOTE: Policy revised in 2004/2005, updated in 2008/2009 and 2010. The University is monitoring the Equality Act 2010 and will ensure this (and/or future documents/policies/schemes) satisfy our legislative requirements and support our commitment to the promotion of equality, including race equality.
4 See also Section 2, Part 4.1 and 4.2, of this document - the Policy Statement on the Promotion of Race Equality.
©University of Reading 2010 Page 24
15 Action Plan (revised as at Summer 2010) *More detail about status of Action Plan activity is included in the Annual Race Equality Report(s).
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
A) Race Equality Policy
Continuing policy consultation (4.1)
Annual review of Race Equality Policy and Action Plan
Equal Opportunities and Diversity Officer and all relevant stakeholders
Spring Term 04/05 Done and ongoing
High Policy revised as appropriate and approved by relevant University committees *Updates provided in Race Equality Annual Reports
EOAG members and Chair
Policy promotion (4.2)
Communicate any updated Race Equality Policy and Action Plan to members of the University
Equal Opportunities and Diversity Officer, Heads of School, Heads of Directorate
Spring Term 04/05 Done and ongoing
High Individuals understand their personal race equality responsibilities
EOAG members and Chair
©University of Reading 2010 Page 25
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
B) Structures to support race equality implementation
Role of the Equal Opportunities Advisory Group (3.5)
EOAG to review at each meeting (4 meetings per annum) progress made on implementation of Race Equality Policy and Action Plan
Secretary to the EOAG
Ongoing High Minuted item for each meeting of EOAG *EOAG meets 3x/year and discusses the Race Equality Policy and Action Plan status/updates during its annual December meeting when approving the Race Equality Annual Report
EOAG members and Chair
C) Communications
©University of Reading 2010 Page 26
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Staff training and development (6.8b)
Promotion of Race Equality Policy at all New Staff Inductions
Equal Opportunities and Diversity Officer
Ongoing High Race Equality to be included in the equal opportunities and diversity section of New Staff Induction
EOAG members and Chair
Policy promotion (4.2)
Ongoing promulgation of Race Equality Policy and Action Plan
Heads of School/ Directorate Equal Opportunities and Diversity Officer
Ongoing High a) Ongoing mainstreaming of race equality considerations b) Annual communication of amended Policy and Action Plan
EOAG members and Chair
Arrangements for publication of Reading University’s Race Equality Annual Report (4.3)
Promulgation of 03/04 (and subsequent) Annual Report on progress made in race equality (e.g. memos, Intranet etc)
Equal Opportunities and Diversity Officer, Communications Office, Students’ Union, Heads of School, Heads of Directorate
Spring Term 04/05 Done and ongoing 05/06 06/07 07/08 08/09
High a)Report to be promoted amongst all staff and students b)Results to be factored in to strategic plans
EOAG members and Chair
©University of Reading 2010 Page 27
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Student literature and guides (4.4)
Ongoing commitment to ensure that the Race Equality Policy Statement is included in all student literature and guides and that language and content does not discriminate against students on account of race
Director of Student Services/Web Support Officer Heads of School Student Recruitment and Schools Liaison Director
Ongoing
High a)Race Equality statement is included in all student literature and guides b)Student publications do not contain discriminatory language
EOAG members and Chair
External communications (4.5)
Promotion of good practice as appropriate with external groups
Equal Opportunities and Diversity Officer Communications Office
Ongoing High The University’s profile raised as appropriate * Equal Opportunities and Diversity Officer shares information within the sector (e.g., at conferences, via equality email list serves)
EOAG members and Chair
©University of Reading 2010 Page 28
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
D) Preventing racial harassment
Complaints of racial harassment (5)
Ongoing recruitment and training of voluntary Harassment Advisers
Equal Opportunities and Diversity Officer
Ongoing High A diverse range of Harassment Advisers available to deal with staff and student complaints *This network has undertaken efforts from 2007-2009 to raise awareness about the group (e.g., communications to staff, postcard handout distribution)
EOAG members and Chair
E) Human Resources Strategy
©University of Reading 2010 Page 29
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Recruitment and selection of staff (6.1)
Effective recruitment advertising
Director of Human Resources
Ongoing High All vacant posts are advertised internally and externally in appropriate media to encourage diverse applications
EOAG members and Chair
Recruitment and selection of staff (6.1)
Recruitment training for panel members/Chairs
Director of Human Resources Director of Centre for Staff Training and Development (CSTD)
Ongoing High At least one appointment panel member to have received training
EOAG members and Chair
Staff training and development (6.8b)
Promotion of Race Equality Policy at all New Staff Inductions
Equal Opportunities and Diversity Officer
Ongoing High Race equality to be included in every New Staff Induction
EOAG members and Chair
Staff training and development (6.8b)
Continued commitment to mainstreamed approach to equal opportunities/race equality in all courses
Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development
Ongoing High Participants are clear on their race equality responsibilities *CSTD, FMD, ITS and H&S provide annual data to monitor course uptake by ethnicity.
EOAG members and Chair
©University of Reading 2010 Page 30
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Manager IT Services Training Team Leader Head of Health and Safety Services
Staff training and development (6.8b)
All internal training providers to ensure that the content, materials and delivery of courses and do not discriminate on grounds of race
Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development Office IT Services Training Team Leader Head of Health and Safety Services
Ongoing High All training sessions are monitored and evaluated
EOAG members and Chair
©University of Reading 2010 Page 31
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Staff training and development (6.8b)
Continued provision of equal opportunities/race equality specific training opportunities including interactive theatre sessions and race equality workshops (where possible)
Centre for Staff Training and Development Equal Opportunities and Diversity Officer
Ongoing High Participants are clear on their race equality responsibilities *Equality training is embedded into all courses, where relevant, and specific courses are offered as needed
EOAG members and Chair
Partnership with local BME communities and ‘reach-out’ activities (6.9)
Continue to support partnership arrangements between the University and representational groups concerned with the interests of BME groups
Equal Opportunities and Diversity Officer Widening Participation Officer
Ongoing High Create a supportive network as appropriate *Ongoing work with Reading Commission for Racial Equality, 2010 Discussion Debates held
EOAG members and Chair
F) Tendering, contract and procurement arrangements
©University of Reading 2010 Page 32
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Tendering, contract and procurement arrangements (7)
Ongoing review of tendering, contract and procurement arrangements with external organisations
Head of Purchasing
Ongoing High a) All arrangements are not racially discriminatory b) All parties are aware of race equality responsibilities as outlined in the policy
EOAG members and Chair
G) Widening Participation
Widening Participation (8)
Continue to ensure that activities to widen participation target under-represented BME groups
Widening Participation Officer
Ongoing High Race equality considerations mainstreamed into widening participation strategy
EOAG members and Chair
Widening Participation (8)
Continue to monitor all participants in widening participation schemes by racial group
Widening Participation Officer
Ongoing High Monitoring data published in race equality annual report
EOAG members and Chair
©University of Reading 2010 Page 33
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Widening Participation (8)
Continue to support the local ‘Aimhigher’ initiative
Widening Participation Officer
Ongoing High Ensure initiatives are designed to promote inclusion of under-represented groups (including BME groups)
EOAG members and Chair
Widening Participation (8)
Continue to use the results of the University’s Geodemographic Survey to inform action planning
Widening Participation Officer
Ongoing High Data will be used to address under-representation within the University at programme level
EOAG members and Chair
Widening Participation (8)
Continue widening participation activities such as masterclasses, university orientation days, mentoring schemes, information events in schools and colleges and residential summer and Easter Schools
Widening Participation Officer
Ongoing High Full programme of widening participation events
EOAG members and Chair
Widening Participation (8)
Continue to recruit Reading undergraduates from BME backgrounds to act as mentors and
Widening Participation Officer
Ongoing High Mentors recruited each year
EOAG members and Chair
©University of Reading 2010 Page 34
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
team leaders in widening participation activities
Widening Participation (8)
Continue to provide mandatory training in equal opportunities and race equality to all students who work on widening participation projects
Widening Participation Officer
Ongoing High All students trained as appropriate
EOAG members and Chair
H) Teaching and Learning
Teaching and Learning (9)
Review content and delivery of courses to ensure that methods of teaching do not discriminate on racial grounds
Heads of School, all teaching staff, Boards of Studies, Board for Teaching and Learning
Ongoing High Syllabus content and style of delivery for each faculty is reviewed to ensure it is free from potential or actual differential impact in terms of race equality
EOAG members and Chair
I) Student accommodation and catering
©University of Reading 2010 Page 35
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Student accommodation and catering (10)
Continue to ensure that the allocation of student residential accommodation is sensitive to the cultural preferences of students
Accommodation Officer
Ongoing High Students allocated as appropriate
EOAG members and Chair
Student accommodation and catering (10)
Investigate the need for halal/kosher food provisions to be made available to staff and students
EOAG and relevant stakeholders
Spring Term 04/05 Done 06/07
High Need fully assessed EOAG members and Chair
J) Careers Advisory Service (CAS) and student employment opportunities
Careers Advisory Service (CAS) and student employment opportunities (11)
Continue to partner with Schools to deliver a Career Management Skills (CMS) component in all undergraduate programmes
Careers Adviser Ongoing High All students are supported in career planning and job hunting
EOAG members and Chair
©University of Reading 2010 Page 36
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Careers Advisory Service (CAS) and student employment opportunities (11)
Continue to promote organisations that aim to assist BME students such as The Windsor Fellowship and Capital Chances
Careers Adviser Ongoing High Attendance of these organisations at the University’s annual work experience fair and advertising opportunities in bulletins and on notice boards
EOAG members and Chair
Careers Advisory Service (CAS) and student employment opportunities (9)
Include a section for BME students on the main CAS web site and publish tip- sheets for students
Careers Adviser Summer Term 04/05 Done
High Web site amended accordingly *International Student Section now included
EOAG members and Chair
Careers Advisory Service (CAS) and student employment opportunities (11)
CAS staff to continue receiving Equal Opportunities and Diversity training
Careers Adviser Ongoing
High All staff fully trained *As needed CAS raises request to Equal Opportunities and Diversity Officer or CSTD
EOAG members and Chair
K. Monitoring duties (04/05 data) (and subsequent years’ data)
©University of Reading 2010 Page 37
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Student admissions and progression (12.1)
Annual student profile Relative successes of selection methods
Choice of subject Home or
international status of students
Student numbers, transfers and drop-outs
Planning Support Officer Admissions Officer
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b)No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
Student admissions and progression (12 .1)
Different methods of assessing students (e.g. exams, coursework, viva etc)
Examinations Officer Planning Support Officer
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
Student admissions and progression (12.1)
Work placement participation and satisfaction levels
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *Ongoing project
Equal Opportunities and Diversity Officer
©University of Reading 2010 Page 38
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
with the Equality and Human Rights Commission to assess this issue, in light of disability issues, but also broader equality considerations
Student admissions and progression (12.1)
The results of programmes targeted at people from specific racial groups
Widening Participation Officer
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
Student admissions and progression (12.1)
Reported incidences of bullying and racial harassment
Harassment Advisers
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
©University of Reading 2010 Page 39
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Student admissions and progression (12.1)
Employment rates on graduation
Careers Advisory Service
Autumn Term 05/06 Done and ongoing
Medium
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports, this data is pulled from the annual Destinations survey
EOAG members and Chair Careers Advisory Service
Student admissions and progression (12.1)
Student complaints raised formally through the Student Compliant Procedure and levels of disciplinary action
Director of Student Services
Autumn Term 05/06 Done and ongoing
Medium
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
©University of Reading 2010 Page 40
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Staff recruitment and career progression (12.2)
Selection and training of recruitment panel members/Chairs
Director of Centre for Staff Training and Development (CSTD)
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair CSTD
Staff recruitment and career progression (12.2)
Applications and appointments
Success rates for different selection methods
Permanent, temporary or fixed-Term appointments
Home or international status of applicant
Grade of appointments made
Staff profile by grade and type of post
Equal Opportunities and Diversity Officer
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair Human Resources
©University of Reading 2010 Page 41
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Staff profile by length of service
Staff Lump Sum Discretionary Pay Award allocation
Ceasing employment (reasons for leaving)
Etc.
Staff recruitment and career progression (12.2)
Attendance at staff training and development courses organised by CSTD, Facilities Management, Health and Safety and IT Services
Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development Manager IT Services Training Team Leader Head of Health and Safety
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
©University of Reading 2010 Page 42
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Services
Staff recruitment and career progression (12.2)
The results of training and development programmes or strategies that target staff from particular racial groups
Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development Office IT Services Training Team Leader Head of Health and Safety Services
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
Staff recruitment and career progression (12.2)
Participation levels in Staff Development Review and Job Chat schemes
Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race
EOAG members and Chair
©University of Reading 2010 Page 43
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Development Manager
Equality Annual Reports
Staff recruitment and career progression (12.2)
Staff promotion and re-grades
Human Resources Partners Director of Human Resources Head of Governance Directorate
Autumn Term 05/06 Done and ongoing
High
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
Staff recruitment and career progression (12.2)
Use and outcome of Disciplinary, Capability and Grievance procedures
Human Resources Partners
Autumn Term 05/06 Done and ongoing
Medium
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
©University of Reading 2010 Page 44
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Staff recruitment and career progression (12.)
Reported incidences of bullying and racial harassment
Harassment Advisers
Autumn Term 05/06 Done and ongoing
Medium
a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports
EOAG members and Chair
L) Impact Assessment (IA)
Functions of the University and Impact Assessment (13)
Audit of Race Equality relevant Policies, Practices, Procedures and Services (P,P,P and S)
Equal Opportunities Diversity Officer
Autumn Term 05/06 Done and ongoing
High Definitive list created of all race equality relevant P,P,P&S for potential IA. List to include assignment of relevant lead persons for each P,P,P&S.
EOAG members and Chair Equal Opportunities and Diversity Officer Director of Human Resources
Functions of the University and Impact Assessment (13)
Determine a schedule for IA
Specific IA lead persons TBC: may include Heads of School/Heads of Directorate/Hall
Autumn Term 05/06 Done and ongoing
High Target dates set to conduct IA
EOAG members and Chair Equal Opportunities
©University of Reading 2010 Page 45
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Wardens/Chairs of Committees, Personnel Officers, Programme Directors, Boards of Study etc
and Diversity Officer Director of Human Resources
Functions of the University and Impact Assessment (13)
IA training and awareness activity
Equal Opportunities and Diversity Officer Centre for Staff Training and Development Human Resources Partners
As appropriate to IA schedule timetable
High All lead persons aware of how to conduct an impact assessment
EOAG members and Chair Equal Opportunities and Diversity Officer Director of Human Resources
Functions of the University and Impact Assessment (13)
PHASE 1: Implementation of Primary IA on all Race Equality relevant P,P,P &S
IA lead Persons As appropriate to IA schedule timetable
High a) Establish which P,P,P&S have a differential impact (potential or actual) in terms of race equality b) Establish which P,P,P&S are free from differential impact (potential or actual)
EOAG members and Chair Equal Opportunities and Diversity Officer Director of Human Resources
©University of Reading 2010 Page 46
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Functions of the University and Impact Assessment (13)
PHASE 2: Implementation of Secondary IA (where Primary IA have identified a differential impact (potential or actual) in terms of race equality) Assessment to include seeking expert opinion and consulting relevant representative groups
IA lead persons As appropriate to IA schedule timetable
High a) Establish which P, P, P&S have a differential impact (potential or actual) in terms of race equality b) Establish which P,P,P&S are free from differential impact (potential or actual)
EOAG members and Chair Equal Opportunities and Diversity Officer Director of Human Resources
©University of Reading 2010 Page 47
Policy Reference Action
Lead person(s) Responsible
Timescale Priority Success criteria (and
*progress/updates)
Monitoring Responsibility
Functions of the University and Impact Assessment (13)
PHASE 3: Implementation of Full IA (Secondary IA has identified a differential impact (potential or actual) in terms of race equality). Assessment to include
a) consideration of alternatives to P,P,P&S
b) consideration of measures to mitigate differential impact
c) Consultation of relevant representational groups
IA lead persons
As appropriate to IA schedule timetable
High All relevant P,P,P&S to be approved as free from differential impact (potential or actual) in Terms of race equality.
EOAG members and Chair Equal Opportunities and Diversity Officer Director of Human Resources