{"id":1849,"date":"2018-02-14T16:41:19","date_gmt":"2018-02-14T16:41:19","guid":{"rendered":"http:\/\/thinking.is.ed.ac.uk\/melissa\/?p=1849"},"modified":"2018-03-08T17:22:47","modified_gmt":"2018-03-08T17:22:47","slug":"steps-to-improve-recruitment","status":"publish","type":"post","link":"https:\/\/thinking.is.ed.ac.uk\/melissa\/2018\/02\/14\/steps-to-improve-recruitment\/","title":{"rendered":"steps to improve recruitment"},"content":{"rendered":"
\"\"<\/a>
SWAN leadership can be a dangerous place. Picture taken by me in the street.<\/figcaption><\/figure>\n

With so many staff categorized as IT, the University of Edinburgh is one of the largest tech employers in the city. We aim to diversify our workforce but we are doing that in a very competitive labour market. Other tech employers in the city are also keen to recruit women into IT roles.<\/p>\n

The University is preparing its silver Athena SWAN application. Input is being gathered and examples of good practice corralled.\u00a0 Action plans will be set.<\/p>\n

The University has a bunch of professional support staff. Numerically far more women work in Administration than any other job segment, and outnumber men at a ratio of 4:1 in these roles. Women also predominate at a ratio of greater than 2:1 in Alumni & Development, Human Resources, Finance, Library, and Marketing &PR .<\/p>\n

Men dominate at a ratio of greater than 2:1 in Agricultural Work, Health & Safety and IT. Agricultural work has 7 people. Health and Safety, 17. IT has more than 700!<\/p>\n

This is a a large group of people, we should make transparent what we are doing to address the structural issues which lead to this inequality – these are STEM careers after all, and the staff who work in these STEM roles are visible role models. Strategic diversity staffing initiatives are needed. I have been reading up on the topic. This chapter in the Handbook of Diversity and Work<\/a>\u00a0 provides a good literature review and suggestions as to what works. I have learned how organisations can tailor their\u00a0 recruitment and selections systems to identify those candidates who are best suited to help achieve strategic objectives. We have to be proactive about this. We can’t rely on the same sources any more. It is important to think about how and where we advertise, what messages we send and who is involved in the selection process.<\/p>\n

Here are just some of the things we do to support recruitment and promotion in ISG:<\/p>\n

We have completed our gender equality survey<\/a> and we keep regularly updated\u00a0 HR dashboards of gender split by grade and by Directorate. This enables us to identify groups or areas of ISG where the gender ratio is significant.<\/p>\n

When roles come up in those areas we take care to ensure that we attract a broader range of applications\u00a0 internally and externally. For senior roles we instruct our search partners to find us female candidates and 18 months this has resulted in\u00a0 3 new\u00a0 Grade 10 directors being appointed from outside ( welcome Janet, Jen and Gosia) along with several new and newly-promoted grade 9s.<\/p>\n

I am not convinced that\u00a0 we are well served by the university advertising\u00a0 IT jobs on Jobs.ac.uk as a recruitment source\u00a0 That maybe good for learning technologists, and roles which need experience of HE ( do they, really?) but it’s not a place the best developers and IT professionals are looking.<\/p>\n

\"\"<\/a>
Headcount of professional staff by job segment and gender, 2016\/17<\/figcaption><\/figure>\n

In an attempt to try to attract a more diverse workforce we* have established a Company page on LinkedIn<\/a>, and we use the powerful data tools, targeted adverts and social media sharing to get more reach for our recruitment and to attract passive talent<\/a>. We review job descriptions from other employers to compare with our own, and we have engaged with external groups such as Equate Scotland<\/a> to give us advice on writing job adverts and role descriptors. We encourage our existing staff to share the job adverts on their own networks. We have become partners with GirlGeek Scotland<\/a> to raise our profile as a tech employer which welcomes women and invests in their ongoing careers. We have established \u2018Women returners\u2019 projects with Equate Scotland. Research suggests that effective diversity management is the key to unlocking the benefits. It also suggests that university campuses are a great place to find diversity. In ISG we have established dozens\u00a0 of internships for university students but no graduate recruitment scheme, as yet.<\/p>\n

When our jobs are advertised on Jobs.ac.uk we are able to use the data\u00a0 (along with the data from linkedIn) to understand more about who is looking at our adverts and make decisions . We were apparently the first people in the University of Edinburgh to ask Jobs.ac.uk for data. We need to pay much more attention to the wording of our job titles and adverts and think abut the messages they send. The aim of an advert is to get people to click to find out more. It is important that the messages presented make all applicants feel welcome. We use social media ( twitter) to promote our job adverts using combinations of hashtags such as #womenintech #womeninstem #girlgeekscot to encourage retweets and sharing.<\/p>\n

Would we, could we be so bold as to say: ‘If we can\u2019t shortlist diverse candidates, we will review the role and how we advertise it. We won’t proceed with an all-white, all-male shortlist<\/em>.’\u00a0 or is that a step too far?<\/p>\n

We try to have diverse panels involved in selection and everyone involved in recruitment has done their equality and unconscious bias training. To support internal recruitment and promotion of women into more senior roles we participate in all the university initiatives such as Aurora<\/a> and Connections<\/a> and we activity celebrate Ada Lovelace Day<\/a> and International Women’s Day<\/a>.\u00a0 We also have internal workshops and seminars<\/a>\u00a0 to explore the various issues such as age ( \u2018baby boomers\u2019 and \u2018millennials\u2019) , gender, sexuality, disability, race, parenthood (part time-working, fathers network) which combine and intersect to\u00a0 have an impact on our workplace experiences.<\/p>\n

We ensure that all jobs are advertised internally and that secondments, flexible and part time working are available as options. We encourage staff to gain professional qualifications where appropriate and have offered support for preparing CPD portfolios for membership of those professional bodies such as CILIP<\/a> and CMALT<\/a>. We pay special attention to areas of technology where there are few women, such as drone pilots, and encourage colleagues to gain their qualification. On top of all this we try to\u00a0 highlight and celebrate success through social media, IS News<\/a> and BITS magazine.<\/p>\n

We are aware that the external perception of us as an employer is key to attracting staff. Research suggests that the images and\u00a0 and stories during recruitment convey messages to applicants and specific diversity-focused statement bring positive outcomes. Our Linkedin site showcases the innovation and range of IT and media projects that we do, the benefits of working for a university and particularly highlights stories from within our organisation which reflect diversity and equality themes.\u00a0 We showcase women in STEM roles and highlight career paths. Maybe once we have a head of communications we can think about impression management.<\/p>\n

 <\/p>\n

*when I say we, I mean me and my trusty LTWadmin and intern side-kicks.<\/p>\n","protected":false},"excerpt":{"rendered":"

With so many staff categorized as IT, the University of Edinburgh is one of the largest tech employers in the city. We aim to diversify our workforce but we are doing that in a very competitive labour market. Other tech employers in the city are also keen to recruit women into IT roles. The University …<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1,10],"tags":[129,143,274,53,124,273,158,209,127],"class_list":["post-1849","post","type-post","status-publish","format-standard","hentry","category-learning-teaching-and-web-services","category-eople-place-work","tag-athena-swan","tag-data","tag-decisions","tag-diversity","tag-equality","tag-join","tag-metadata","tag-people","tag-playfair"],"_links":{"self":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/1849","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/comments?post=1849"}],"version-history":[{"count":14,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/1849\/revisions"}],"predecessor-version":[{"id":1901,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/1849\/revisions\/1901"}],"wp:attachment":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/media?parent=1849"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/categories?post=1849"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/tags?post=1849"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}