EQUALITY OF OPPORTUNITY Staff, Interns & Student Induction - - PowerPoint PPT Presentation

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EQUALITY OF OPPORTUNITY Staff, Interns & Student Induction 2019-2020

Dr Godfrey Henry Equality and Diversity Co-ordinator

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Aim of the Presentation

Simply put, the aim is: ‘to introduce staff, interns and students to the key features and importance of the UCB Equality of Opportunity Agenda’

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MAIN AIM

 Explore issues which affects today’s

• Managers
• Employees
• Clients
• Business Activities
• Society

 To introduce the

UCB’s Equality of Opportunity Agenda

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GROUND RULES IN OPERATION

• No such thing as silly questions / or silly answers
• Value contribution
• Listen
• Create a safe environment / confidentiality
• Willingness to share knowledge
• Constructive challenge and feedback
• Willingness to change / review
• Respect for diversity and anti-discriminative practice
• Respect for subject matter
• Respect each other
• Participation

 Are you comfortable with these as ground rules?  Are they significant to YOUR every day life?  Are they important to the equality & diversity agenda?  What difference would they make as an equality tool?

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INITIAL IDENTIFICATION OF KNOWLEDGE AND EXPERIENCE

 What does the employee need to know and practice to be considered an equality, diversity and rights (anti- discrimination) practitioner?  Which of the following do you feel confident in knowing or doing? Please place a  or ? or X to indicate your level of confidence with each statement

 Key  - Very Strong Confidence (Know / Can DO) ? - Average Confidence (Not Sure) X - Very Weak Confidence (Don’t know / Can’t Do)

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SELF-ASSESSMENT ON EQUALITY, DIVERSITY AND RIGHTS (ANTI-DISCRIMINATORY) WORK PRACTICE (QUIZ)

 I am able to define the term discrimination.  I am able to recognise the four main ways discrimination can occur.  I recognise the discriminatory effect of prejudice and stereotyping.  I am able to recognise the main pieces of anti-discrimination legislation.  I am willing to challenge discriminatory behaviour and practices.  I know how to report and document discriminatory incidents.  I make sure I am aware of the organisation’s equality policies.  I develop knowledge and skills through anti-discrimination training.  I value diversity.  I am committed to fairness, justice, equality, dignity and respect.

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SELF-ASSESSMENT ON EQUALITY, DIVERSITY AND RIGHTS (ANTI-DISCRIMINATORY) WORK PRACTICE (CHECKING )

 I am able to define the term discrimination.  I am able to recognise the four main ways discrimination can

• ccur.

 I am able to recognise the main pieces of anti-discrimination legislation.  I recognise the discriminatory effect of prejudice and stereotyping.  I am willing to challenge discriminatory behaviour and practices.  I know how to report and document discriminatory incidents.  I make sure I am aware of the organisation’s equality policies.  I develop knowledge and skills through anti-discrimination training.  I value diversity.  I am committed to fairness, justice, equality, dignity and respect.

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SELF-ASSESSMENT ON EQUALITY, DIVERSITY AND RIGHTS (ANTI-DISCRIMINATORY) WORK PRACTICE REQUIREMENT)  What does the employee need to know and practice to be considered an equality, diversity and rights (anti-discriminatory) practitioner?

As Practitioners: All Of These Are Baseline Attributes:

 Being able to define the term discrimination.  Being able to recognise the four main ways discrimination can

• ccur.

 Being able to recognise the main pieces of anti-discrimination legislation.  Recognising the discriminatory effect of prejudice and stereotyping.  Being willing to challenge discriminatory behaviour and practices.  Knowing how to report and document discriminatory incidents.  Making sure you are aware of the organisation’s equality policies.  Developing knowledge and skills through anti-discrimination training.  Valuing diversity.  Being committed to fairness, justice, equality, dignity and respect.

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Discrimination, Equality & Society

• With over 40 years of national-based activities to combat

discrimination, many groups of people in OUR SOCIETY still suffer from the detrimental effects of discrimination. Two seminal moments in Equality Legislation:

• What significant equality event took place over forty years

ago? – 1970.

• What significant equality event took place – 1st October

2010?

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Fight Against Discrimination

• To support us in the fight against discrimination includes:
• Anti-Discrimination: Equal Opportunities and Business

Practice session,

• University policy documents, and
• other information sources and practices are aimed at raising

awareness and promoting proactive actions.

• The emphasis of this session is on creating a framework for

exploring the past, understand the present, and prepare for the future.

• This calls for action on the part of every

person associated with UCB.

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UCB Commitment

 UCB is committed to:

• Fairness
• Justice
• Equality
• Dignity
• Respect
• What's in it for you ?
• Personal strength
• Resolve
• Esteem and self-worth
• Assertiveness and self protection

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The UCB Community

 The diverse, vibrant and tolerant community that is UCB is based upon:

• Mutual Understanding
• Mattering
• Loyalty
• Reciprocated Experiences
• Respecting
• Capacity of Going the Extra Mile
• Commitment and Responsibility

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Equal Opportunities Rights, Responsibilities & Actions

RIGHTS

• You have the RIGHT to be here.
• You have the RIGHT to be treated with fairness, justice,

equality, dignity and respect.

RESPONSIBILITIES

• You have a RESPONSIBILITY to ensure your rights are upheld.
• You have a RESPONSIBILITY to ensure that the rights of others

are upheld.

• WE have a RESPONSIBILITY to ensure that equality policies

and codes of practice are upheld.

ACTIONS

• Enabling Actions - promote equality, diversity and rights.
• Punishing Actions - Failure to comply can result in e.g.

Warning (Verbal/Written), Suspension, Exclusion/Dismissal.

Fundamental Principles

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The Equality Act 2010 (1)

Protects people from unlawful discrimination on the grounds of:

• Age
• Disability
• Gender reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Race
• Religion or belief
• Sex
• Sexual orientation

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The Equality Act 2010 (2)

Three general duties by the Equality Act 2010

• Eliminate unlawful discrimination harassment and

victimisation

• Advance equality of opportunity between people who

share a protected characteristic and those who do not

• Foster good relations between people who share a

protected characteristic and those who do not

Remember:

These duties are the responsibility of everyone: UCB, Staff, Students, Guests, Clients & other Users of UCB.

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THE EQUALITY ACT 2010

Protected Characteristics & Public Sector Equality Duty

Equality & Me?

Age Disability Gender Reassignment Marriage & Civil Partnership Pregnancy & Maternity Race Religion or Belief Sex Sexual Orientation

Related ‘Human Equality’ Themes

 Equality  Inequality  Diversity  Stereotyping, Labelling & Prejudice  Difference  Redress

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Human Equality’ Themes- Activity

 In small groups, take one of the themes below and decide:

• 1. What it means?
• 2. How does it impact on the delivery of equal of
• pportunities?

Themes:

• Equality
• Inequality
• Diversity
• Difference
• Stereotyping, Labelling & Prejudice
• Redress

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EQUALITY, DIVERSITY AND DIFFERENCE

EQUALITY = EQUAL + DIVERSITY = DIFFERENCE + RIGHTS = OWNERSHIP =

RESPONSIBILITY

WHAT DOES IT MEAN?

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UCB Key Policies And Codes Of Practice

• Equality of Opportunity Policy.
• UCB Disability Statement.
• Religion and Belief Policy.
• Equal Opportunities Code of Practice – Grievance Procedure

(Discrimination, Harassment, Victimisation and Bullying).

• Equal Opportunities Code of Practice (Complaints Procedure for

Discriminatory Behaviour and Incidents).

• Single Equality Scheme and Action Plan.
• Equality of Opportunity Feedback Proforma.
• UCB EO Staff, Students & Clients Information Leaflet 2019-20.

All documents can be accessed at: www.ucb.ac.uk, About Us, Policies and Regulations, Equality of Opportunity.

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Reasons For A Written Policy & Codes

• To ensure that all staff, students, users of UCB

facilities and external partners are aware of their rights and responsibilities under the law and the consequences of non-compliance.

• To promote equality of opportunity, diversity and anti-

discriminatory practice in delivery, and to comply with legislative requirements.

• To promote equality legislation including The Equality

Act 2010.

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EQUALITY LEGISLATION AND FOUR MAIN TYPES OF DISCRIMINATION Plus

Unlawful and unfair discrimination may be classified as:

• Direct
• Indirect
• Victimisation
• Harassment

+ Bullying (including Cyber Bullying) (aka:

the 5th Element)

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Areas Of Grievance

 What do the following terms mean? – Discrimination? – Harassment? – Victimisation? – Bullying?  What are the consequences?

• They are: Deadly. Dangerous. Destructive. Detrimental.
• Actions which promote any of these are illegal and may

also break UCB’s equality policies.

• Remember they are banned from UCB.

 What action is needed?

• If you see any of them around, let us know.

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Protected Characteristics Types of Discrimination Covered by the Equality Act Age Disability Gender Reassignment Race Religion or Belief Sex Sexual Orientation Marriage & Civil Partnership Pregnancy & Maternity

DIRECT DISCRIMINATION Someone is treated less favourably than another person because of a protected characteristic (PC) DISCRIMINATION BY ASSOCIATION Direct discrimination against someone because they associate with another person who possesses a PC

Not Covered Not Covered

DISCRIMINATION BY PERCEPTION Direct discrimination against someone because the others think they possess a particular PC

Not Covered Not Covered

INDIRECT DISCRIMINATION Can occur when you have a rule or policy that applies to everyone but disadvantages a particular PC

Not Covered

HARASSMENT Employees can now complain of behaviour they find

• ffensive even if it is not directed at them

Not Covered Not Covered

HARASSMENT BY A THIRD PARTY Employers are potentially liable for harassment of their staff by people they don’t employ

Not Covered Not Covered

VICTIMISATION Someone is treated badly because they have made/ supported a complaint or grievance under the Act

Equality Act 2010: Protected Characteristics & Discrimination: At A Glance

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BULLYING (The Fifth Element)

 Bullying can constitute issues of discrimination, harassment, and victimisation.  Bullying is the exercise of power over another person through negative acts or behaviours that undermine him/her personally and/or professionally.  Bullying is the abuse of power or position to threaten, abuse, intimidate, insult or criticise; to humiliate and undermine a person so that their confidence and self-esteem is destroyed.  Bullying can take the form of shouting, sarcasm, undermining, ignoring, freezing out, sidelining, marking down, derogatory remarks concerning academic / professional performance or constant criticism.  Bullying can take the form of vexatious or malicious allegation  It may arise from the personal style of the bully and attacks may be irrational, unpredictable and unfair.

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BULLYING

 Bullying can be threatening, insulting, abusive, disparaging or intimidating behaviour, which places inappropriate pressure on the recipient or has the effect of isolating or excluding them.  Bullying may happen in public or in private and may range from

• vert forms such as shouting to more subtle forms such as

marginalising and ignoring a person.  Bullying can be carried out by  an individual or  groups of individuals,  including Cyber-Bullying.  Bullying could be upward or downward, e.g.  Manager to staff  Staff to manager  Staff to students and clients  Students and clients to staff

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You, Social Media & Other Actions And UCB

 Posting inflammatory or inappropriate content on social networking sites, may contravene UCB’s Equal Opportunities

• Policy. This includes inappropriate and/or abusive content relating

to:

• any part of University activity,
• its staff,
• students,
• placement or work experience providers and their employees

 Actions which has the potential to bring the name of UCB into disrepute, whether in UCB or elsewhere, may contravene UCB’s Equal Opportunities Policy.

PLEASE NOTE:

• Your social media content and comments, and other actions,

may affect: your study, your employment, legally.

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Stereotyping, Prejudice and Discrimination –

IMPLICATIONS FOR VICTIMS

 Discrimination Effects On The Victim:

• Rejected
• Powerlessness
• Threatened / Fearful / Uncomfortable
• Demotivated
• Emotionally Draining (a 24/7 mental processing activity)
• Cost: Time, Financial - Personal and business (e.g. University):

Tribunal / Court

• Mental Anguish (e.g. concerns for the perpetuator’s well-being)
• Seriously Undermines Confidence.
• Affects Performance i.e. Study/Employment, Social life, Family

life  Discrimination implications for employer and employee

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Have you seen this coat of arms anywhere?

UCB - COAT OF ARMS

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UCB - Coat Of Arms

• What is written on it?

Service Before Self

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Service Before Self

‘Service Before Self’ is University College Birmingham

(UCB) identity. It is the UCB brand through the linking of the its Coat of Arms

(crest or logo) and its name.

‘Service Before Self’ includes equality principles of: fairness, justice, equality, dignity and respect in Service Delivery and Service Experience.

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Service Before Self

 In terms of Equality of Opportunity, what does the UCB brand (Identity), ‘Service Before Self’, mean to you?  Service before Self is about building:

• Mutual Understanding (knowing each other);
• Mattering (sense of belonging);
• Loyalty (protecting and defending and Safeguarding);
• Reciprocated Experiences (giving and receiving without

expecting, based on needs of others and self);

• Respecting (attitude, behaviour and actions to others);
• Capacity of Going the Extra Mile (the WOW factor);
• Commitment and Responsibility.

 As a reminder, the Key Principles include: fairness, justice, equality, dignity and respect in service delivery and service experience.

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Policy, Codes of Practice & Equality Schemes (List)

• Equality of Opportunity Policy
• Disability Statement
• Religion and Belief.
• Equal Opportunities Code of Practice
• Equal Opportunities Code of Practice Supplement 1 – Understanding

Grievance Associated with Discrimination, Harassment, Bullying and Victimisation

• Equal Opportunities Code of Practice Supplement 2 - Dealing with

Grievance & Complaints associated with Discrimination, Harassment, Bullying and Victimisation

• Single Equality Scheme: Equality of Opportunity Programme of

Action Quality Indicators

• Equality of Opportunity Feedback Proforma

 Accessing Doc: Log into UCB website, About Us, Policies and Procedures, Policies and Regulations, Human Resources: Equality of Opportunity Policy, & Disability Statement etc. (at: www.ucb.ac.uk)

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EQUALITY OF OPPORTUNITY: CORPORATE PERFORMANCE, MEASURES & RESPONSIBILITIES  LEVELS OF ACCOUNTABILITY:  Corporation  Executive Management Team  Senior Management Team  Academic Board  Equal Opportunities Committee  Personnel And Staff Development Unit  School/Division/Unit  Personal Responsibility and Liability

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Personal Responsibility

 Reading the Equality of Opportunity policy documents is essential.  Applying the Equality of Opportunity policy is essential.  Challenging discriminatory behaviour and practices. How and why?  Reporting and documenting discriminatory incidents. How and Why?  Investigative requirements and processes  Disciplinary action  Staff training

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EQUALITY, DIVERSITY AND QUALITY AUDITS

 Understand the significance of Equality, Diversity Business Practice in relation to Quality Audits (e.g. TEF, QQA, Ofsted and UCB Quality & Equality and Diversity)  OFSTED QUALITY AUDIT

TEF AND TEF AWARDS QUALITY AUDIT

 QQA AUDIT  UCB INTERNAL AUDITS:

• Quality Systems
• Equality and Diversity (incl. Equality Impact

Assessment)

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EQUALITY, DIVERSITY AND BUSINESS PRACTICE: QUALITY AUDIT- OFSTED INSPECTION FRAMEWORK -1

• New limiting grade for OVERALL EFFECTIVENESS
• Judgement: Outstanding, Good, Require Improvement, Inadequate
• UCB will be deemed to be inadequate if it is graded inadequate for
• verall effectiveness. For all other grades UCB are deemed adequate.
• The judgement on Overall Effectiveness is based on how effective

and efficient UCB is in meeting the needs of learners and other service users, and why; taking into account the inspector’s judgements:

• ● Outcomes for learners;
• ● Quality of teaching, learning and assessment; and
• ● Effectiveness of leadership and management.
• ● Personal development, behaviour and welfare

 Central: Equality of Opportunity and Diversity; Fundamental British Values; SMSC [spiritual, moral, social and cultural] Development; Safeguarding

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EQUALITY, DIVERSITY AND BUSINESS PRACTICE: QUALITY AUDIT- OFSTED AND EQUALITY & DIVERSITY

 Equality and diversity features throughout these areas of the framework and UCB will need to demonstrate that:

• Staff use their skills and expertise to plan and deliver

– teaching, learning and support – to meet learners’ needs, – including those with protected characteristics;

• Staff promote Equality of Opportunity and Diversity; Fundamental

British Values; SMSC [spiritual, moral, social and cultural] Development; Safeguarding through teaching and learning;

• Leaders, managers and, where applicable, governors, actively

– promote equality of Opportunity and diversity, – tackle bullying and discrimination, – narrow the achievement gap and – safeguard all learners; and

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EQUALITY, DIVERSITY AND BUSINESS PRACTICE: QUALITY AUDIT- TEF AND TEF AWARDS

 The Teaching Excellence and Student Outcomes Framework (TEF)  What are the award levels?

• TEF Gold – Gold for delivering consistently outstanding teaching,

learning and outcomes for its students. It is of the highest quality found in the UK.

• TEF Silver – Sliver for delivering high-quality teaching, learning

and outcomes for its students. It consistently exceeds rigorous national quality requirements for UK higher education.

• TEF Bronze – Bronze for delivering teaching, learning and
• utcomes for its students that meet rigorous national quality

requirements for UK higher education.

• TEF Provisional – Provisional Universities or colleges that meet

rigorous national quality requirements but which do not yet have sufficient data to be fully assessed can opt in for a Provisional award.

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EQUALITY, DIVERSITY AND BUSINESS PRACTICE: QUALITY AUDIT- TEF - WHAT DOES THE TEF MEASURE?

 What does the TEF measure?  The TEF measures teaching excellence in three key areas:

• Teaching quality: the extent to which teaching stimulates

and challenges students, and maximises their engagement with their studies.

• Learning environment: the effectiveness of resources and

activities (such as libraries, laboratories and work experience) which support learning and improve retention, progression and attainment.

• Student outcomes and learning gain: the extent to which all

students achieve their educational and professional goals, in particular students from disadvantaged backgrounds.

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SOME KEY CONTACTS

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• Dr Godfrey Henry, Equality & Diversity Co-ordinator, Room 323,

Summer Row.

• Centre for Academic Skills and English Staff – for CASE SENsitive

(Disability Support) / Centre for Academic Skills and English / HE Library - Camden House East / Library (Richmond House).

• Stephen Dudley, Assistant Director, Centre for Academic Skills and

English, Camden House East.

• Neil McStravick, Student Welfare and Safeguarding Manager, Single

Point of Contact for All Safeguarding and Issues, Room 323, 3rd Floor, Summer Row.

• Janet Mcloughlin, Health and Wellbeing Manager, Health and Wellbeing

services and activities, within Hired, 7th Floor, Summer Row.

• Guild of Students – President & Welfare Officer, Ground Floor, Summer

Row.

• Your Programme Managers and Tutors.
• Line Managers and Personnel Unit (for Staff).
• Robin Dutton – Director of Quality Systems, Academic Registry, Room

629, 6th Floor, Summer Row.

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THE RELATIONSHIP BETWEEN LEARNING, ATTITUDE, BEHAVIOUR AND DISCRIMINATION - ACTIVITY  The following by Tiedt and Tiedt (1990:18) emphasise the significance of our learning on our behaviour and attitude.  Which of the following have you experienced, and what is learnt from the action or attitude? Fill in the blank for each statement with a word or words which indicates the learning impact.

• 1. If a person lives with criticism, They learn to ______________.
• 2. If a person lives with hostility, They learn to ______________.
• 3. If a person lives with ridicule, They learn to be ____________.
• 4. If a person lives with tolerance, They learn to be ___________.
• 5. If a person lives with encouragement, They learn __________.
• 6. If a person lives with praise, They learn to ________________.
• 7. If a person lives with fairness, They learn _________________.
• 8. If a person lives with security, They learn to have __________.
• 9. If a person lives with approval, They learn to like __________.
• 10. If a person lives with acceptance and friendship, They learn to find

_______________ in the world.

(Please note that the original word ‘child’ is replaced by the word ‘person’ to provide an adult orientation).

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THE RELATIONSHIP BETWEEN LEARNING, ATTITUDE, BEHAVIOUR AND DISCRIMINATION

 The following by Tiedt and Tiedt (1990:18) emphasise the significance of our learning on our behaviour and attitude.

If a person lives with criticism, They learn to condemn. If a person lives with hostility, They learn to fight. If a person lives with ridicule, They learn to be shy. If a person lives with tolerance, They learn to be patient. If a person lives with encouragement, They learn confidence. If a person lives with praise, They learn to appreciate. If a person lives with fairness, They learn justice. If a person lives with security, They learn to have faith. If a person lives with approval, They learn to like himself/herself. If a person lives with acceptance and friendship, They learn to find love in the world.

 (Please note that the original word ‘child’ is replaced by the word ‘person’ to provide an adult orientation).

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EQUALITY: BUILD YOUR ENDEAVOURS

 Build your Endeavours (Your Performance) upon the principles of Fairness, Justice, Equality, Dignity and Respect even when you challenge situations.  If you can Give:

Fairness! Justice! Equality! Dignity! Respect!

regardless of challenges you face, then You would have built Your Personal: Strength, Resolve, Esteem, Self-Worth, Assertiveness, Self-Protection and more.

That Is The Mark Of Greatness!

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A New Beginning:

At UCB, the Practice of Equality of Opportunity should be an Everyday Activity.

Service Before Self!

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REMINDER: SUPPORT, SUGGESTIONS AND IDEAS

• Suggestions and ideas are encouraged and taken into

consideration in the promotion of equality.

• Please contact

Dr Godfrey Henry Equality and Diversity Co-ordinator Room 323, Summer Row Building University College Birmingham Summer Row, Birmingham, B3 1JB Tel: 0121 604 1000 ext 2633 e-mail: g.henry@ucb.ac.uk

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Equality of Opportunity

Are there any Questions?

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REMEMBER

 Equal Opportunities is simply about good and effective management of people, and about creating an environment in which everyone has the opportunity to fulfil their potential.  As employees we have a personal, professional and legal responsibility to ensure that the principles of equality are reflected within our practices, behaviour and actions.  Building your EQUALITY endeavours.

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FINAL STATEMENT Thank You For Your Contribution!!!

Dr Godfrey Henry Equality and Diversity Co-ordinator University College Birmingham Summer Row, Birmingham, B3 1JB England, United Kingdom *******

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