Archives: flexible

Flexible working benefits us all.

Prompted by a colleague’s comment to one of the questions on this blog, as well as an April Fools joke from another colleague,  I thought I’d consider the impact of flexible working this week.

In relation to flexible working for employees the Women’s Equality Party states:

“Enlightened businesses now understand that, managed properly, flexible working is not a cost but a benefit to all involved, regardless of gender. Opening hours can be stretched and doing business with other time zones is easier; home working can save money by enabling you to use less office space; and flexibility can enable you to retain talented workers who otherwise would retire, move jobs, or devote themselves full time to caring responsibilities at home.” (WEP, 2017)

 

This infographic shows that when colleagues are able to work flexibly it benefits us all, in that not only does it promote productivity, it also promotes health, wellbeing and motivation amongst employees.

6 Killer Benefits of Working From Anywhere

Microsoft have also recently published an e-guide on the benefits of flexible working and it makes for interesting reading as well as busting some myths. It can be accessed at: http://www.londonlovesbusiness.com/Journals/2015/12/14/Business-Anywhere—The-ultimate-guide-to-flexible-working.pdf

Working towards workplace equality involves looking for patterns, and patterns of flexible working in the UoB are currently difficult to view since there is no one transparent process in place across the board for agreeing flexible working when it is requested, nor for recording what is agreed.  All employees (not just parents and carers)  who have worked for their employer for over 26 weeks, have the legal right to request flexible working. Employers in turn must manage such requests in a ‘reasonable manner’ by considering the advantages and disadvantages of the request, meeting with the employee to discuss the outcome, and by offering an appeal process should the outcome not be what the employee is seeking (www.gov.uk, 2017).

Through our SoE  Athena SWAN survey which will be released in May 2017, we hope to gain more information about the SoE staff experience as related for requests for flexible working, but would also like to hear more through this blog.

Please comment.

 

WEP (2017). Because Equality is Better for Everyone.  Available at: https://d3n8a8pro7vhmx.cloudfront.net/womensequality/pages/279/attachments/original/1487934933/WEP_policy_document_2017.pdf?1487934933  Accessed 3.4.17.

www.gov.uk (2017). Flexible Working. Available at: https://www.gov.uk/flexible-working/overview Accessed 3.4.17.

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Please comment on these new survey questions:

These questions are based on the university’s template although we’ve added some.  What do we need to change, adapt or add?

Workplace culture
1. Irrespective of their gender, where I work staff are treated on their merits.
2. Irrespective of gender, successes and achievements of all staff are celebrated in my school.
3. Decision making in the SoE is transparent.
4. In the SoE, visible role models such as speakers and chairpersons (e.g. in examination boards, conferences, seminars, workshops, staff induction and recruitment events), give the impression of an equiatable gender balance.
5. In the SoE, meetings are timed to enable those with caring responsibilities or flexible working patterns to attend .
6. I think timing important SoE meetings within core hours (e.g. 10am to 4pm) is a good idea whenever possible.
7. Social activities are scheduled at an appropriate time to allow people with caring responsibilities to participate .
8. The SoE makes it clear that inappropriate language and/or behaviour are not acceptable (e.g. condescending or intimidating language, ridicule, stereotyping people, bullying).
9. If I were to be treated unfavourably because of my gender, I would feel comfortable making a complaint and would know how to complain.
10. I would feel comfortable reporting an incident if I witnessed someone being treated unfavourably because of their gender, and would know how to complain.
11. My induction to the university was ‘fit for purpose’ and took account of my needs.
12. In my induction to the university, I was made aware of the university’s core values.
13. In my induction to the university, I was made aware of the university’s commitment to equality and diversity.
14. I came into my current post from a visiting lecturer position and feel that I was inducted in the same way as someone new to the university.
15. If you have been treated unfavourably in your school on the basis of your gender (including when this was compounded by another protected characteristics e.g. age, pregnancy and maternity, race) please comment on the ways in which you think the school can prevent such behaviours happening in future.
16. Please suggest any ways in which your school could promote a more inclusive working culture  .
Career development 
17. I have received a staff development review in the past 12 months.
18. My staff development review was useful in reviewing my workload, performance and future objectives.
19. I am encouraged to take up mentoring opportunities (as a mentee).
20. I am encouraged to take up career development opportunities by my manager and/or the school more widely e.g. participating in conferences, sitting on school or external committees/boards/working groups, attending networking events.
21. I sit on a committee in my school, or at university level.
22. I sit on an external influential committee such as a charity management committee or national working group.
 23. There is fair access to training opportunities for everyone in my school.
24. In my school, staff who work part-time or flexibly are offered the same career development opportunities as those who work full time.
25. If you have attended the university’s Springboard Programme, please tell us whether it has made a difference to your work.
26. Please suggest any ways in which your school could promote a more inclusive approach to career development.
Workload
27.  In the SoE , work is allocated to staff on a fair and transparent basis.
28. I have been given opportunities to express my views about the work that is allocated to me.
29. Work I do outside of my contracted hours is recognised and appreciated by my manager/school.
30. My workload is manageable.
31. I feel confident that I can decide not to attend to emails outside of my work hours.
32. I am given disproportionate responsibilities for any of the following: Teaching, Research, Placement Visits, Administrative, cross-school duties, or other. Please comment.
33. Please suggest any ways in which your school could promote a more inclusive approach to workload planning.
Promotion 
34. I receive support and encouragement from the SoE to apply for promotion or internal jobs.
35. When I applied for promotion in the SoE , I was successful.
36. When I applied for promotion in the SoE , I was unsuccessful.
37. I applied for promotion a number of times before I was successful.
38. When I applied for promotion in my school, I received appropriate and useful feedback. Please comment.
39.  Everyone has fair and equal access to promotion opportunities in my school.
40. Please comment on the process of applying for promotion.
41. If you haven’t put yourself forward for promotion, why? Please comment.
42. Recruitment decision making panels in my school have an even gender balance.
43. I understand why positive action may be required to  promote gender equality. Please define or give an example that shows your understanding.
44. If you have attended the university’s Springboard Programme, please tell us whether it has made a difference to your work.
45. In  areas of the SoE’s work where there is a gender imbalance,  positive action is used to try to even up the imbalance.
46. Please suggest any ways in which your school could promote a more inclusive approach to applying for promotion.
Flexible working 
47. I am aware of how to request flexible working (e.g. part-time work, job share).
48. The SoE’s flexible working practices work well.
49. Flexible working is supported in the SoE.
50. I work flexibly (e.g. flexible work pattern, term-time working, working from my home, compressed hours).
51. I have decided not to request to work part-time or flexibly because I feel this would negatively affect my career e.g. taking longer to progress.
52. Please suggest any ways in which your school could promote a more inclusive approach to flexible working.
Access to family leave – maternity, adoption, parental and paternity leave 
53. I have received adequate support from the SoE leading up to maternity, adoption, parental or paternity leave.
54. I feel that there is sufficient flexibility and support to enable me to fulfil caring and/or childcare responsibilities, both planned and unplanned.
55. I have been/was kept up to date with work developments (e.g. using Keep In Touch days, Shared Parental In Touch days) during my maternity/adoption/shared parental leave.
56. I have received adequate support from the SoE when returning from maternity, adoption, parental or paternity leave.
57. I believe that taking maternity/adoption/shared parental leave has had a negative impact on my career e.g. ability to apply for promotion.
58. Do you have any suggestions based on your own personal experiences of taking maternity, adoption, shared parental leave or paternity leave for improving SoE practice around this?

Thank you!

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