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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: Brian.Lloyd@ccfe.ac.uk

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

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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