athena swan institution application...75 commercial road, melbourne victoria 3004 australia t +61 3...
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Athena SWAN Institution Application
Bronze Award
Bronze Award
Name of institution Baker Heart and Diabetes Institute
Date of application Thursday 29 March 2018
Award Level Bronze
Date joined Athena SWAN 16 September 2015
Contact for application Professor Dianna Magliano
Email [email protected]
Telephone 03 8532 1826
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COMPLETING THE FORM
Please refer to the SAGE Athena SWAN Charter Bronze Institutional Award Handbook when
completing this application form.
Do not remove the headers or instructions. Each section begins on a new page.
WORD COUNT
The overall word limit for applications are shown in the following table.
There are no specific word limits for the individual sections, and you may distribute words over each of the sections as appropriate. Please state how many words you have used in each section. Please refer to page 11 of the handbook for inclusions and exclusions regarding word limit.
We have provided the following recommended word counts as a guide.
Word limit 11,000
Recommended word count
1.Letter of endorsement 500
2.Description of the institution 500
3. Self-assessment process 1,000
4. Picture of the institution 2,000
5. Supporting and advancing women’s careers 5,000
6. Supporting transgender people 500
7. Intersectionality 500
8. Indigenous Australians 500
9. Further information 500
10. Action plan N/A
ATHENA SWAN BRONZE INSTITUTION AWARDS
Recognise a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff. This includes:
an assessment of gender equality in the institution, including quantitative (staff data) and qualitative (policies, practices, systems and arrangements) evidence and identifying both challenges and opportunities
a four-year plan that builds on this assessment, information on activities that are already in place and what has been learned from these
the development of an organisational structure, including a self-assessment team, to carry proposed actions forward.
Baker Heart and Diabetes Institute 75 Commercial Road, Melbourne Victoria 3004 Australia T +61 3 8532 1111 F +61 3 8532 1100 E [email protected] W www.baker.edu.au PO Box 6492, Melbourne Victoria 3004 Australia ABN: 98 131 762 948
1. LETTER OF ENDORSEMENT FROM THE VICE CHANCELLOR/DIRECTOR
Recommended word count: 500 words
Actual word count: 520
Refer to Page 17 of the Handbook
29 March 2018
Dr Wafa El-Adhami SAGE Executive Director Australian Academy of Science GPO Box 783 CANBERRA ACT 2601 Dear Dr El-Adhami
I am delighted to present the Baker Heart and Diabetes Institute’s (the Baker Institute) application for the SAGE Athena SWAN Bronze level award. The Baker Institute is Australia’s leading cardiovascular and diabetes research centre with an international reputation for research excellence. The Institute aims to conduct the highest quality medical research that makes a difference to the lives of patients. To do this, we rely on retaining and developing the best and brightest scientists with a passion for important and impactful research.
At the Baker Institute, we are proud of the important contribution women make to our scientific endeavours and our reputation. Like many scientific institutions however, we continue to see an under-representation of women at senior levels. We recognise that this is multi-factorial and understand that removing the barriers which impede the progress of women scientists is critical not only for our organisation but for the entire nation. I have therefore, welcomed the opportunity to engage in the SAGE Athena SWAN process to advance gender equity and inclusivity at our Institute.
I have communicated to the Baker Institute Board the need to improve gender equity at the Institute and they are extremely supportive of our goals. Together, we are working towards implementing strategies to address the issues in our vision, mission statement and organisational structure.
As committed participants in the SAGE Athena Swan Charter, it is timely that we critically reflect on our institutional culture and practices. We have gained tremendous insights through an examination of our organisational data and through various staff consultation mechanisms. This self-reflective process has stimulated valuable and important conversations across the organisation and has helped us identify some of our key challenges along with possible solutions for addressing the factors that contribute to gender inequity.
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www.baker.edu.au
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To date, we have focused on building awareness of the value of gender equity and on promoting the core values of SAGE Athena SWAN across the organisation. In an effort to engage the entire Baker Institute community, we have invited experts in this field to the Institute to speak on gender equity in science. We have also introduced important initiatives including several programs to retain women scientists and support their career progression. We have also increased paid primary carer leave and introduced new measures that support women returning to work after maternity leave. These programs are specific measures designed to assist female scientists to flourish and achieve their best at the Baker Institute.
We acknowledge that the Baker Institute has only recently commenced its gender equity journey and that there is much still to do. Under the Athena SWAN banner however, we have completed the groundwork for making sustainable structural and cultural changes to advance gender equity. This work in turn, will help us to be our collective best address our mission. I fully endorse the attached submission and can confirm that the information presented is an honest, accurate and true representation of the Baker Institute.
Yours sincerely
Professor Tom Marwick Director Baker Heart and Diabetes Institute
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Table 1: Glossary of terms
AMREP Alfred Medical Research and Education Precinct
CALD Culturally and Linguistically Diverse
CIA Chief Investigator A
CEO Chief Executive Officer
COO Chief Operating Officer
EA Enterprise Agreement
EAP Employee Assistance Program
ECS Early Career Scientists
EFT Effective Full Time
EqC Equipment Committee
FTE Full Time Equivalent
GEC Gender Equity Committee
GM General Manager
HR Human Resources
IMC Institute Management Committee
KPI Key Performance Indicator
LGBTQIA Lesbian Gay Bisexual Transgender Queer Intersex Asexual
LMS Learning Management System
MRT Management Round Table
MRI Medical Research Institute
NHMRC National Health and Medical Research Council
PhD Doctor of Philosophy
R1 Research Level 1
R2 Research Level 2
R3 Research Level 3
R4 Research Level 4
R5 Research Level 5
R6 Research Level 6
RMS Research Management System
RTEC Research Training and Education Committee
SAT Self-Assessment Team
SF Science Faculty
SSCPC Senior Scientific Classification and Promotions Committee
SWAG Scientific Women of AMREP Group
WEHI Walter and Eliza Hall Institute
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2. DESCRIPTION OF THE INSTITUTION
Recommended word count: 500 words Actual word count: 503 Refer to Page 17 of the Handbook
Please provide a brief description of the institution, including any relevant contextual information.
This should include:
i. information on where the institution is in the Athena SWAN process; that is, an indication
of how the institution is progressing in their journey to improve gender equity, diversity,
and inclusion
ii. information on its teaching and its research focus
iii. the number of staff; present data for academic staff, and professional and support staff
separately
iv. the total number of departments and total number of students
v. list and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM)
departments; present data for academic staff, and professional and support staff
separately
The Baker Institute is an independent Australian medical research institute whose primary goal is to
improve the prevention, diagnosis and treatment of cardiovascular disease, diabetes and obesity. The
Institute is headquartered in Melbourne at the Alfred Medical Research and Education Precinct
(AMREP). It also has a research facility at the Alice Springs Hospital as part of its commitment to
improving the health of Aboriginal Australians. The Institute is recognised as a pre-eminent contributor
to Australian, regional and global academic output in medical research.
The Baker Institute is comprised of 30 laboratories organised into five research domains: basic
research; translational research; clinical research; population health and Aboriginal health. The
Institute has also recently developed six research programs that aim to answer ‘big-picture’ questions.
These programs cover atherothrombosis; bioinformatics; diabetes complications; hypertension and
cardiac disease; obesity and diabetes; and physical activity. These are the areas where we think the
Institute will have the greatest impact. Led by senior scientists, they aim to enhance the Institute’s
performance with respect to knowledge creation and improved health practices. Figure 1 below
provides details of the organisational structure of the Institute in 2017.
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Figure 1: The Baker Institute Organisational Structure, 2017
The Baker Institute is a not-for-profit organisation and its Board carries responsibility for corporate
governance and financial sustainability. The Board is chaired by Mr Peter Scott (Deputy Chairman,
Investment Banking Team, Gresham Partners) and consists of nine members (four women and five
men). The Institute is run by the Management Round Table (MRT) which oversees its scientific and
strategic direction. Headed by the Chief Executive Officer, Professor Tom Marwick, the MRT includes
three deputy directors, one for clinical, one for basic research and the Chief Operating Officer (all
male). The MRT also includes five domain heads who oversee the specific research themes outlined
above and the Executive General Manager, Research Strategy & Operations. Reporting to the MRT are
two subsidiary leadership groups: the Institute Management Committee chaired by the Deputy
Director/Chief Operating Officer, that oversees operational management, and the Science Faculty
which is chaired by a nominated Laboratory Head and focuses on scientific strategy.
The Baker Institute has more than 400 medical researchers, nurses, technicians, administrative staff
and postgraduate students. Table 2 below provides data on the number and gender of staff and
students by domain for 2017.
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Table 2: The Baker Institute Staff by Domain, Staff Type and Gender, 2017
Research Staff
Nursing & Technical
Staff
Admin Staff
Students Total
F M F M F M F M F M
DOMAINS 3 2 0 0 0 0 0 0 3 2
Basic (female lead) 29 28 6 0 3 0 10 7 48 35
Translational (female lead) 15 25 10 1 0 0 17 14 42 40
Clinical (male lead) 10 6 22 3 10 1 3 4 45 14
Population Health (male lead) 11 4 9 5 3 1 5 4 28 14
Aboriginal Health (female lead) 9 4 21 5 3 0 6 0 39 9
Science Support 3 5 9 1 46 21 2 0 60 27
Grand Total 80 74 77 15 65 23 43 29 265 141
*Honorary staff not included.
The Institute also operates specialist clinics that provide evidence-based medical care and education
for diabetes, heart disease and obesity. These enable the Institute to provide clinical services that use
the most progressive therapies on offer. The Diabetes Clinic at the Institute is one of the largest
facilities for the treatment of diabetes in Australia, seeing over 5000 adult patients. The Institute also
runs an outreach diabetes service for Aboriginal patients in Central Australia.
In late 2014, the Baker Institute established a Gender Equity Committee (GEC) to address the
underrepresentation of women in senior research roles and to recommend strategies and initiatives
that support women’s career development and a more inclusive organisational culture. The GEC is one
of the Institute’s key committees and reports to the Management Round Table.
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3. THE SELF-ASSESSMENT PROCESS
Recommended word count: 1000 words Actual word count: 1030
Refer to Page 18 of the Handbook
Describe the self-assessment process. This should include:
(i) a description of the self-assessment team
The Baker Institute Self-Assessment Team (SAT) was formed in late 2015 and set up as a sub-
committee of the Gender Equity Committee (GEC). The Chair of the SAT reports to the GEC and to the
Baker Institute Director on a regular basis. Information is then reported through the Director to the
Management Round Table, the Science Faculty and the Board. Gender equity is also a standing item
of the Science Faculty.
Following an advertised recruitment process, the 2016 SAT had 13 members and included a broad mix
of genders (77% F: 23% M), career stages (PhD student to Laboratory Head), life experiences (single,
married, with and without children) and ethnic and religious backgrounds. In 2017, following the
departure of a number of members to other institutions and with one member taking maternity leave,
we re-assessed the SAT structure and sought to increase male representation. In 2017, the SAT had 13
members with men representing approximately 30% of all participants. Table 3 below provides details
of the SAT membership including name, length of tenure on the SAT, gender, title, the Institute role
and contribution to the SAT, and personal background information
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Table 3: Composition of the Baker Institute Self-Assessment Team 2016–2018
Name SAT Tenure
Title Institute Role and Contribution to the SAT
Personal Background
Professor Dianna Magliano 2016–2018
Laboratory head, female
Head of Diabetes and Population Group. Expertise in data analysis. SAT Chair.
[redacted}
Professor Gavin Lambert 2016 Laboratory head, male
Head of Human Neurotransmitters Laboratory, Chair of RTEC, Member of Equipment Committee.
[redacted}
Associate Professor Mike Inouye
2017–2018
Laboratory head, male
Head of Bioinformatics Laboratory. Expertise in data analysis. Represents senior research staff.
[redacted}
Dr Paul Gregorevic 2017 Laboratory head, male
Head of Muscle Research and Therapeutics Laboratory. Represents male senior researchers.
[redacted}
Dr Graeme Lancaster 2017–2018
Senior Post-Doctoral Researcher, male
Haematopoiesis & Leukocyte Biology Laboratory. Represents male scientists.
[redacted}
Dr Judy De Haan 2016–2018
Senior Post-Doctoral Researcher, female
Oxidative Stress Laboratory. Represents senior female researchers.
[redacted}
Dr Andrew Carey 2016–2018
Senior Post-Doctoral Researcher, male
Metabolic and Vascular Physiology Laboratory. Represents mid-career researchers
[redacted}
Dr Erin Howden 2016–2017
Postdoctoral Research Fellow, female
Metabolic and Vascular Physiology Sports Cardiology Laboratory. Represents mid-career postdoctoral researchers.
[redacted}
Dr Helene Kammoun 2016 Postdoctoral Research Fellow, female
Haematopoiesis and Leukocyte Biology. Represented mid-career postdoctoral researchers.
[redacted}
Dr Francine Marques 2017–2018
NHRMC Early Career Fellow, female
Heart Failure Research. Represents early career postdoctoral researchers.
[redacted}
Dr Sarah Dash 2017 Postdoctoral Research Fellow, female
Metabolic and Vascular Physiology Laboratory. Represents early career postdoctoral researchers.
[redacted}
Dr Helena Chengxue Qin 2017–2018
Postdoctoral Research Fellow, female
Heart Failure Pharmacology. Represents postdoctoral researchers.
[redacted}
Dr Haloom Rafehi 2016 PhD Student/ Research Officer, female
Diabetes. Represented post-graduate researchers.
[redacted}
Ms Leonie Cullen 2017–2018
Research Support Manager, female
Science research administration with science qualifications.
[redacted}
Ms Deb Holst 2017 Human Resources, General Manager, female
HR representative and represents non-STEMM workers.
[redacted}
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Name SAT Tenure
Title Institute Role and Contribution to the SAT
Personal Background
Ms Terry Schroeder 2016–2018
Human Resources Consultant, female
HR representative and represents non-STEMM workers
[redacted}
Ms Tracey Ellis 2016–2018
Public Affairs, General Manager, female
Represents public relations and communications, provides communication strategy and awareness raising advice.
[redacted}
(ii) an account of the self-assessment process
Since its inception, the SAT has met once every six weeks. Between formal meetings, members have
communicated by email, phone calls and smaller meetings. The focus of the SAT meetings during its
first year was on establishing the program at the Baker Institute, communicating this across the
Institute and collecting data. The SAT was divided into small working groups and individual data
collection tasks were allocated. In 2017 and following the collection of data, SAT members were
allocated sections of the application to prepare. The SAT Chair and an HR representative met every
three weeks and worked across several teams supporting members with their group tasks.
The SAT developed a detailed communication strategy to raise the profile of the Athena SWAN Charter
at the Baker Institute. Information was posted in the two lifts that service the Baker Institute building,
information was put on TV screens and email updates were sent to all staff. Commentary pieces were
written for the Institute newsletter and other publications and prominent guest speakers were invited
to address the topic of gender equity with staff (Professor Sharon Bell and Professor Doug Hilton from
WEHI). Senior women at the Baker Institute also participated in short videos for International
Women’s Day.
The SAT has relied on conversations with gender equity experts, attendance at SAGE regional network
meetings and discussions with other organisations involved in the SAGE pilot to support its progress
in implementing Athena SWAN Charter at the Institute.
Along with the quantitative data collected, we consulted with staff via a culture survey. The online
culture survey included 52 questions and direct emails from the Director and the Chair of the GEC
encouraged participation from all staff. While the response rate of 50% was acceptable in terms of
requirements of the pilot, we will aim for higher response rates in future surveys.
Another short survey was sent by mail or email to all employees who had taken maternity between
2013 and 2015. Those being surveyed were asked to talk about their experiences of maternity leave
at the Baker Institute and to include information about why they had not returned to work if they had
left the Institute. The response rate for the maternity survey was 37%.
An external consultant was employed to conduct SAGE focus groups at the Institute. Two groups were
held for women and one group was held for men. A fourth focus group for Indigenous Australian staff
did not proceed due to a lack of registrations and one-on-one interviews were used instead to consult
with these individuals. A total of 28 staff and students (68% women) participated and following a
thematic analysis of the data, a report was presented to the SAT and GEC.
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(iii) plans for the future of the self-assessment team
The work of the SAT during 2016 and 2017 has highlighted a number of areas for attention and helped
us map out future plans for this committee.
Given the small size of the Institute, the number of committees that staff are asked to participate on
and the fact that the GEC and the SAT have overlapping membership (~70%), the GEC and the SAT will
be merged in 2018. The new GEC/SAT will continue to have regular meetings (once every 6-8 weeks)
and its main focus will be on the implementation of the 4 year action plan. The terms of reference for
the future GEC/SAT will cover the implementation and evaluation of activities outlined in the action
plan and the development of new initiatives that support gender equity, diversity and inclusion. The
future SAT will report to the Management Round Table on a quarterly basis. Biannual reports will also
be submitted to the Director.
Action 1: Merge the Gender Equity Committee and the Self-Assessment Team.
In addition, other strategies have been discussed to support the long-term sustainability of the
GEC/SAT. These include succession planning for the GEC/SAT chair, a rotating roster of participants
and monitoring the diversity of representation within the GEC/SAT.
Action 2: Change the leadership and the gender of the GEC/SAT chair every two years.
Action 3: Implement a rotating roster for the GEC/SAT.
Action 4: Monitor the diversity of representation with the GEC/SAT.
As we progressed through the pilot program, it became clear that improved data collection systems
were required to capture information on gender equity in a systematic, timely and accurate manner.
The Baker Institute uses a finance-based system (Technology One) in lieu of a Human Resources
Information System and only some data could be obtained directly from this. Other data, including
committee, award, seminar and grants data was sought from various departments within the Institute,
including the HR-based Research Office.
Action 5: Establish better HR data collection systems and processes.
During the pilot SAGE period, no budget had been allocated for data collection and communication
activities. Instead, funds were accessed from indirect sources such as professional development. Given
the workload associated with implementing the SAGE program across the Institute, sourcing funds to
hire a part-time staff member to work on Athena SWAN initiatives or to allocate an existing employee
to this role was deemed important.
Action 6: Seek funding for allocation of 0.3 EFT for a gender equity and diversity role.
Action 7: Establish an ongoing budget line for the administration and evaluation of SAGE
initiatives at the Baker Institute.
Action 8: Continue to work with the Fundraising team at the Baker Institute to help source
specific donors for SAGE Athena SWAN related activities.
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The SAT will continue to utilise a communication strategy so that information about gender equity and
the Athena SWAN Charter is communicated widely across the Institute. The information presented
will include updates about the progress of the SAGE program at the Baker Institute. Ongoing
consultation with staff will also be a focus of the SAT after 2017.
Action 9: Conduct biennial culture surveys with high participation rates.
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4. A PICTURE OF THE INSTITUTION
Recommended word count: 2000 words Actual word count: 1746 Refer to Pages 19-20 of the Handbook
4.1 Academic and research staff data
(i) Academic and research staff by grade and gender
All researchers at the Baker Institute are engaged in medical research and are employed as research
assistants, research officers, senior research officers or Laboratory Heads. Domain Heads (n=5) are
also Laboratory Heads and together represent the most senior research level. The majority of our
students are PhD students with a small number of honours year students.
Figure 2 below provides data on the number and percentage of women at each level for the reporting
period 2013-2015. In terms of total research staff, women represented 50% or more of all staff and
students between 2013 and 2015. Since 2014, female students have represented more than half of all
students. Women were well represented at Research Assistant level comprising more than 70% of
staff at this level between 2013 and 2015. Women were also well presented at Research Officer level
and were more than half of all Senior Research Officers between 2014 and 2015. Figure 2 shows that
at the senior level of Laboratory Head, women were less well represented although the proportion of
roles held by women increased from 21% to 31% between 2013 and 2015. It should be noted that
domain heads are not indicated in the figure. Domain heads are appointed amongst Laboratory Heads.
In the period 2013-2015, on average, the proportion of domain heads that were female was 43%.
Figure 2: Percentage and Number of Research Staff and Students by Gender and Level, 2013-2015
*Excludes honorary staff because of insufficient numbers. Note: For most figures in document, the number in the
vertical bar is the headcount, the height of the bar is the percentage.
3344 44
43 46 3728 34
27
2840 37
7 11 13
4138 34
13 18 1218 21
22
4637 36
27 30 29
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015
Student ResearchAssistant
Research Officer Senior ResearchOfficer
Laboratory Head
Female Male
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The Baker Institute’s research staff and student data reflects broader national medical research trends
where women tend to be well represented at student and lower research levels but underrepresented
at more senior research levels (Gender distribution of student completions and academic staff in
Medical Sciences and Health. Source: Higher Education Research Data, 2014 - SAGE website).
We also explored the underrepresentation of women in Laboratory Head roles in the focus groups and
interviews. A key theme to emerge was the difficulty women face when combining a medical research
career with having children. Having a career break in particular, was seen as creating long-term career
disadvantages. Career breaks, plus the time needed to rebuild momentum, often resulted in reduced
productivity and gaps in a track record. In fields where solid track records predict future successes,
women who have career breaks face significant barriers when trying to remain competitive.
Having caring responsibilities also meant that many female researchers at the Baker Institute work
part-time. Figure 3 below shows that women were much more likely than men to work part-time with
a third to almost half working part-time during the reporting period.
Women in the focus groups spoke of the difficulty in finding senior roles that are flexible and about
the high expectations, long work hours and the fast pace of medical research careers. In careers that
demand long work hours, those with caring responsibilities are at a significant disadvantage compared
to those without children or those who are not primary carers.
I mean the demands on researchers are so high now you not only have to do your research,
you have to sit on all these committees, you have to be editors on journals, you have to keep
up your national/international profile, to travel which is very hard to do with young children,
and it’s not a 9 to 5 job, there’s so many demands outside of those hours as well and trying to
balance that it affects not just women with a young family but I think for those who do have a
young family it’s very difficult to balance that as well. (Senior Female)
Figure 3: Percentage and Number of Research Staff (All Levels Combined) by Gender and Full-time/Part-time Status,
2013-2015
*Part-time and casual data is combined for this figure as the number of staff in casual roles is small.
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87 77
62
70
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17
43 30
52
29
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Female Male Female Male Female Male
2013 2014 2015
Full-Time Part-Time
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We also looked at Laboratory Head roles in terms of intersectionality and found that those in these
positions were typically from Anglo-Australian or European heritage. Between 2013 and 2015, only 1
female and 2 male Laboratory Heads were from a non-Anglo-Australian background and only one
identified as being from the LGBTQI community. No staff in Laboratory Head roles had a visible
disability.
Senior management at the Baker Institute is acutely aware of the gender disparity at Laboratory Head
level. This information has been communicated to the Board and highlighted across multiple
management and staff forums. Typically, research staff must have an independent fellowship or grant
to achieve a Laboratory Head role. A range of initiatives have been designed to support the career
progression of female researchers at the Institute, including those with primary caring responsibilities,
and to assist them in securing independent funding. These are described in more detail in Section 5.
In addition to these actions, setting targets for the appointment of female Laboratory Heads and
implementing targeted initiatives for attracting senior women to the Institute are needed.
Action 10: Set a 4-year target for increasing the representation of women at Laboratory Head level.
Action 11: Identify women external to the Baker Institute who fit within the Institute’s values and
research themes and specifically target them for recruitment.
(ii) Academic and research staff on fixed-term, open-ended/permanent and casual contracts by
gender
As an independent medical research institute, almost all the Baker Institute research staff are funded
through fixed-term grants from external research fellowships and grant bodies. Employees are placed
on contracts that have an end date (maximum term contracts). Employees who have had multiple
renewals of maximum term contracts and have been in continuous service in excess of 6 years are
recognised as having “ongoing employment”. While those with ongoing employment are still reliant
on independent funding, they are entitled to redundancy pay should the funding cease.
Figure 4 below provides information on contract type by gender for research staff between 2013 and
2015. This data shows that for each year, men were more likely to have ongoing employment although
the gap between the proportion of men and the proportion of women with ongoing employment
narrows with each successive year. By 2015, 42% of female researchers and 51% of male researchers
had ongoing employment at the Baker Institute. The number of staff in casual positions was small... It
ranged from 10 in 2013 to 23 in 2015. In general, women are slightly more likely to be employed as
casuals than men.
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Figure 4: Percentage and Number of Research Staff (All Levels Combined) by Contract Type and Gender, 2013-
2015
The impact of contract employment was discussed in the focus groups. All participants agreed that
short-term contracts, which are characteristic of many medical research careers, are a difficult
limitation on their work. Several male participants thought that women who have career breaks while
on short-term contracts are particularly disadvantaged. One male participant stated that if you are on
yearly contracts and take time off for children, your chances of getting another contract are diminished
because productivity may have dropped during the career break.
A range of actions to continue the increased representation of women in ongoing positions will be
discussed in Section 5. In addition to these, the following actions are proposed.
Action 12: Regularly post information on job vacancies on the Baker Institute website to
encourage internal staff, particularly women, to apply.
(iii) Academic staff by contract function and gender: research-only, research and teaching, and
teaching-only
Research staff at the Baker Institute are all in research-only positions.
(iv) Academic leavers by grade and gender
Exit data for research staff was examined for the years 2013–2015. To do this, we looked at the average
number of female staff leaving at each level as a proportion of the average number of existing female
staff at each level for the years 2013–2015 and compared this with the average number of male staff
leaving at each level as a proportion of the average number of existing male staff at each level for the
years 2013–2015. Figure 5 below shows that women are more likely to leave the Institute at research
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50
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4748
5061
46
75
43 49 43
6 4 9 717
60%
10%
20%
30%
40%
50%
60%
70%
Female Male Female Male Female Male
2013 2014 2015
Ongoing Contract Casual
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assistant level (43% of existing female research assistants and 38% of male research assistants) and
research officer level (24% of existing female research officers and 18% of male research officers).
There was less discrepancy between exit rates for female and male staff at senior research officer level
and above. At senior research officer level, the same proportions of women and men exited the
organisation during 2013-2015 (21%). At laboratory head level, an average of 5% of women and 7% of
men exited the organisation during 2013–-2015.
Figure 5: Average Research Staff Exit Rate (Percentages and Numbers) between 2013–2015 by Gender
Research Assistant=R1 and R2, Research Officer = R3, Senior Research Officer = R4 and R5, Laboratory Head = R6 and above R6.
The higher exit rate for women at research officer level was thought to be associated with having
children. In focus group discussions and interviews, men and women suggested that social norms still
dictate that women are still expected to “give up” their careers for children. There was also discussion
of how difficult it was to re-establish your career after a break.
. . . if you take someone and they’re out of their career for a month or two or particularly a year
or two, they have great difficulty getting back. And I think this is the issue, whether it’s male or
female, the issue is very much that ‘can I get back to a level’ . . . So a career gap leads to a
problem and it’s how we correct that career gap. (Male)
A number of initiatives designed to minimise the impact of career breaks and combining work with
primary care responsibilities have already been implemented and further actions have been designed
(see Section 5). However, further investigation into the higher exit rates of women at research officer
level is needed. While all staff are offered the opportunity to complete an exit questionnaire, this is
not automated and data has not been analysed to identify reasons for leaving the organisation.
Action 13: Develop an online exit survey which captures information on why women are leaving.
Action 14: Analyse exit data by gender and level annually and report on exit data to senior
management via the GEC/SAT.
17.7
7.77.7
0.7
6
3.76.7
2.30%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Research Assistant Research Officer Senior ResearchOfficer
Laboratory Head
Average Female Exit Rate 2013-2015 Average Male Exit Rate 2013-2015
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(v) Equal pay audits/reviews
We were unable to examine salaries by gender and staff classification for 2013-2015 as the Baker
Institute Pay System automatically updates to the current year. Therefore, we looked at salary data
based on one year (2017). Employees at the Institute are paid according to their classification and level
set out by the Baker Institute Enterprise Agreement. Each classification/band has anywhere from 3 to
6 performance-based increments.
We examined median salaries by classification and gender. This audit conducted in 2017 revealed an
overall academic pay gap of 7% in favour of men. This pay gap is calculated using overall average
female FTE basic salary divided by overall male FTE basic salary. If we examine this data across
category, level 1 shows no difference, levels 2, 3 and 4 show that men are slightly disadvantaged by
5%, 4% and 2% respectively. In levels 5 and 6 collapsed, men are favoured by 13%. One contributing
factor may be the smaller number of females in senior roles. Another important caveat is the total
number of staff members in the top classifications is small which necessitated collapsing of categories.
In 2017, the Baker Institute Board received a presentation from the Chair of the Gender Equity
Committee and discussed the process of application to Athena SWAN. The Board identified vigilance
over pay equity as a major concern, and requested: (i) an immediate review of pay equity across all
classifications (which has formed the basis for this part of the current submission), and (ii) that a
general salary review be conducted henceforth annually and its results reported to the Board to enable
it to address the situation should pay inequity ever appear between men and women at the Institute.
Our top 2 priority actions are:
Action 15: Conduct annual salary review by gender, career stage and position and report salary
review results to CEO and Board annually.
Action 16: Conduct unconscious bias training with the Baker Institute staff on how gender bias
may have an impact on recruitment, promotion, appraisal and remuneration decisions.
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5. SUPPORTING AND ADVANCING WOMEN’S CAREERS
Recommended word count: 5000 words Actual word count: 5797
Refer to Pages 21-25 of the Handbook
5.1 Key career transition points: academic staff (pages 21-22 of the Handbook)
(i) Recruitment
Detailed recruitment data for the reporting period was difficult to obtain and had to be assembled
manually from HR records. As a small institution, the number of research staff appointed overall
between 2013 and 2015 was small (n=36). Research assistant, research officer and senior research
officer positions are typically filled through advertisement, shortlisting and selection. Figure 7 below
provides information for 2013–2015 (all years combined) on the gender breakdown of total
applications, those shortlisted and those selected for advertised positions. At research assistant level,
women represented 68% of all applications, 88% of those shortlisted and 87% of those selected. At
research officer level, women represented 66% of applications, 50% of those shortlisted and 40% of
those selected. At senior research officer level, women represented 75% of all applicants, 88% of those
shortlisted and 100% of those selected.
Figure 6: Percentage and Number of Advertised Appointments by Level and Gender, 2013-2015 (combined)
Research staff can also be appointed through non-advertised processes by being invited to take up a
position by Institute senior staff. Typically, new Laboratory Heads are sourced through this process
although no Laboratory Heads were appointed during the reporting period. The total number of non-
advertised appointees during 2013–2015 was 14 and included 4 research assistants (75% women), 2
research officers (0% women) and 8 senior research officers (38% women).
787
66 13
149
92
187
370
9 2
78
93
61 2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Ap
plic
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Sho
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Ap
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Sho
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Sele
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Ap
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Sho
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Sele
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Research Assistant Research Officer Senior Research Officer
Male
Female
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The recruitment data examined here shows that women generally perform well when seeking
appointment through advertised processes. The overall success rate for advertised positions (for all
levels combined and out of total applications) was 1.8% for women and 1.1% for men. Data for non-
advertised appointments shows that women do less well than men, except at junior research levels.
While no Laboratory Heads were appointed during the reporting period, women’s lower
representation at this level (31% in 2015) suggests that men are more likely to be appointed through
non-advertised processes to these roles than women.
Action 17: Set up reporting systems to ensure more comprehensive capture of recruitment data.
Monitor recruitment data annually and report to the Management Round Table via
GEC/SAT.
Action 18: Re-establish the appointments committee whose role will be to update and develop
clear and transparent policies and procedures for recruitment.
Action 19: Include information about the Baker Institute’s commitment to gender equity, diversity
and family friendly practices in all recruitment material.
(ii) Induction
All new staff are provided with a comprehensive induction information kit, are given a tour by HR and
are welcomed into their own laboratory teams. All new staff must also undertake induction training
which includes the Institute’s policies on equal employment opportunity, harassment and bullying and
occupational health and safety. Researchers also undertake various inductions relevant to their field
of research. These induction sessions are compulsory and work cannot commence until they have
been completed. Due to the compulsory nature of induction, uptake of these sessions is greater than
90%.
Induction processes at the Baker Institute have recently been reviewed and the Institute will shortly
introduce an online Learning Management System (LMS). The LMS will include specific modules
related to gender equity, intersectionality, cultural safety and awareness with regards to Indigenous
Australians and inclusivity with regards to LGBTQI staff and students. Staff will be required to
acknowledge that they have read and agreed to updated policies and records will be kept regarding
training completion.
Action 20: Develop and implement workplace diversity modules in the Learning Management
System (LMS) for employees and supervisors.
Action 21: Monitor and report on completion rates of the workplace diversity modules in the LMS
to GEC/SAT.
(iii) Promotion
Unlike universities, the Baker Institute does not have a formalised promotions process. However,
advancement can be achieved in a number of ways. Under the 2017 Enterprise Agreement, employees
are eligible for performance-based increments within classification levels if performance meets
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expectations or better in the annual appraisal process. When no funding is available for an increment,
the Baker Institute compensates using alternative means (for example, time in lieu and professional
development opportunities). However, if a staff member’s performance meets expectations or better
two years in a row, an increment must be paid for the second year unless the employee has received
a salary increase through promotion or for other reasons.
To achieve promotion, researchers (research officer level and above) are generally required to attract
some level of external funding. To support this, the Baker Institute has recently introduced a new
process for identifying and rewarding those with leadership potential. Those at senior research officer
level and above can be awarded the title of ‘Group Leader’ if they meet certain criteria including
laboratory management duties. Being awarded this title may facilitate the securing of external funds
in the future and therefore the potential to secure a promotion to Laboratory Head role. Each year the
Institute management team asks for nominations from Laboratory Heads who are encouraged to both
identify those likely to take up leadership roles and mentor these individuals. Similarly, Institute
management team asks for nominations from Domain Heads and senior managers for researchers to
become Laboratory Heads. These nominations are generally successful if the nominated researcher
has gained an external fellowship such as an NHMRC Career Development Fellowship / Research
Fellowship, a National Heart Foundation Future Leader Fellowship or significant NHMRC grant funding.
To gain insight into career advancement by gender at the Baker Institute, we explored a cohort of
researchers between 2013 and 2015 and identified those who had achieved an increment (within
classification) or were promoted to the next classification level. Table 4 below provides data on the
proportion of female and male research staff (out of all eligible female and male research staff at each
research level) that achieved an increment or promotion in the reporting period. Overall, 21% of
female research staff and 26% of male research staff achieved an increment or promotion. At
individual classification levels, men were more likely to achieve an increment or promotion at Research
levels 1, 2, and 4 while women were more likely to achieve an increment or promotion at Research
levels 3, 5 and 6.
Table 4: Proportion and Number of Research Staff Receiving a Higher Increment or Promotion, 2013–2015
(Average)
Level Female Male
Research Assistant Research Level 1 4% (1) 22% (2)
Research Level 2 16% (4) 22% (2)
Research Officer Research Level 3 30% (10) 29% (6)
Senior Research Officer Research Level 4 23% (5) 40% (6)
Research Level 5 27% (5) 21% (3)
Laboratory Head Research Level 6 25% (2) 23% (3)
Total 21% (27) 26% (22)
It should be noted that the data above is based on very small numbers and we were unable to
disaggregate staff by full-time/part-time status. It should also be noted that the likelihood of getting a
promotion or increment is strongly influenced by how well a particular laboratory is funded.
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In our culture survey, only 46% of men and 40% of women agreed that they understood the promotion
process and criteria in their laboratory. In addition, while 61% of male respondents felt that women
and men have the same opportunities for promotion, only 40% of female respondents felt this way.
These findings indicate the need to clarify and educate staff on advancement processes at the Baker
Institute and to develop strategies that reduce the gap between the proportion of female researchers
and male researchers achieving advancement. Strategies to reduce the gap will be discussed in more
detail later in this section.
Action 22: Re-establish the promotions committee whose role will be to develop clear and
transparent policies and procedures for promotion.
Action 23: Integrate considerations of gender equity and intersectionality into the Group Leader
guidelines.
Action 24: Raise awareness of promotion and advancement processes at the Baker Institute
through educational campaigns.
(iv) Higher Education Research Data Collection (HERDC)
The Baker Institute does not participate in the Higher Education Research Data Collection process
because we are not a university. In lieu of this data, we compared the application rates and success
rates of the Baker Institute grant and fellowship applications to the National Health and Medical
Research Council (NHMRC) for the period 2013-2015 submitted by female versus male Chief
Investigator As (CIAs). On average, the proportion of the Baker Institute NHMRC grant and fellowship
applications submitted by the Baker Institute in 2013-2015 that had a female as the CIA was 41%.
Figure 8 below shows that in all three years, females were less likely than males to submit an NHMRC
grant or fellowship application.
Figure 7: NHMRC Grant and Fellowship (CIA) Applications by Gender, 2013–2015
4154
52
6865
78
0%
10%
20%
30%
40%
50%
60%
70%
2013 2014 2015
Female
Male
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Figure 9 below shows that applications with a female as the CIA also had a lower success rate than
those with a male as the CIA, although by 2015, the gap between female and male success rates had
reduced with 21% of female and 26% of male CIA applicants being successful.
Figure 8: NHMRC Grants and Fellowships (CIA) Success Rate by Gender, 2013–2015
To further investigate application and success rates by gender of CIA, we looked at each of the different
NHMRC schemes. Using an average application and success rate for 2013, 2014 and 2015 combined,
we found that women were more likely to apply for Postgraduate Scholarships and Career
Development Fellowships and were nearly 50% of applicants for Early Career Fellowships and Project
Grants. However, women were much less likely to apply for a Research Fellowship and in the period
2013-2015, no female researcher was a CIA on an application for the larger or more competitive grants
including Practitioner Fellowships, Partnership Grants, Development Grants, Program Grants and
Centres of Research Excellence grants (data not shown). When we compared the proportion of
successful female applicants with successful male applicants, the data showed that while equal
proportions of women and men had successful applications for Postgraduate Scholarships (50% each),
women were much less likely to be successful when applying for other schemes: Early Career
Fellowships, Research Fellowships, Career Development Fellowships and Project Grants.
We have developed a number of actions that specifically address improving women’s grant application
and success rates at the Baker Institute although we acknowledge that gender discrepancies in grant
application and success rates has multiple causes. Many of the actions within Section 5 are therefore
designed to support women’s research careers which we believe will feed into increasing women’s
grant applications and success rates.
Action 25: Consult with female and male researchers to explore reasons why application rates are
lower for females than males.
Action 26: Review availability, types and access to internal funds that provide opportunities for
early and mid-career researchers to engage in activities that strengthen their track
records.
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11
25
1920
0%
5%
10%
15%
20%
25%
30%
35%
40%
2013 2014 2015
Female
Male
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Action 27: Audit internal grant eligibility criteria to ensure they do not exclude or limit
opportunities for staff that work part-time.
Action 28: Increase availability of specific workshops for all researchers on achieving success with
grant applications.
Action 29: Explore developing a nomination system where the GEC/SAT can make
recommendations for and encourage suitable women to apply for various funding
opportunities (including but not limited to NHMRC grants).
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5.2 Career development: academic staff (Refer to page 22 of the Handbook)
(i) Training
The Baker Institute is committed to providing a range of training and career development
opportunities to research staff at the Institute.
Early- and Mid-Career Researchers
Most of the training offered to early and mid-career researchers is organised by the early career
scientists (ECS) committee under the supervision of the Baker Institute’s Research, Training and
Education Committee (RTEC). During 2013–2015, the ECS committee organised workshops related to
grant writing, budgeting, supervision and animal and human ethics. A panel of experts, who were
primarily internal staff, delivered all of these workshops. In most cases, an effort was made to get a
balanced panel in terms of gender representation. Because the panels are usually small (2 to 4
experts), gender balance was not always achieved but overall, 50% of the panel experts were women.
All workshops were conducted at lunchtime to ensure maximum attendance of early career scientists
and to cater for researchers with young families.
In addition, the ECS committee organised career advice sessions and invited laboratory heads to talk
about their career experiences. Improvements could be made on gender representation in these
forums as only 30% of the invited Laboratory Heads were women. This however, reflects the current
representation of women in senior research leadership positions.
Action 30: Increase numbers of external female Laboratory Heads/senior scientists in career
advice sessions to provide role models for female researchers.
Early career researchers are also eligible for small amounts of competitive funding to cover travel costs
to conferences, for international study leave and to allow them to complete small projects
independently. These aim to build career autonomy and develop a track record. Although the number
of grants and fellowships awarded was small per grant category, over a 4-year period, 50% of
recipients were women.
All early career researchers and Laboratory Heads are informed of the internal funding opportunities
through emails as well as information presented on the intranet Funding page. All scientists are
informed about early career researcher events and internal funding opportunities by calendar
invitations and emails.
Senior Researchers and Laboratory Heads
The Baker Institute offers access to an externally run leadership course for newly established
Laboratory Heads and senior post-doctoral scientists who are establishing themselves as research
leaders. To date, staff chosen to attend this four-day leadership course has been done on a largely ad
hoc basis. Figure 10 below shows that in 2013, equal numbers of women and men participated in this
course while in 2014 and 2015, women comprised 75% of the Institute participants.
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Figure 9: Number of Senior Staff Attending Leadership Course by Gender, 2013–2015
While senior women take part in leadership training opportunities at the Baker Institute, focus group
data indicated that many women feel they have lower levels of confidence and less ability to self-
advocate than men. Senior women in the focus groups indicated that they were very interested in
coaching to improve their leadership abilities.
Action 31: Implement a coaching program specifically designed to suit the professional
development needs of women operating in senior roles.
(ii) Appraisal/development review
As part of its commitment to developing staff, the Baker Institute has an annual performance appraisal
review that is compulsory for all the staff. The review process includes rating and commenting on the
past 12 months’ key performance indicators (KPIs) and determining new KPIs for the following year.
KPIs are established between the supervisor and employee. During the appraisal, employees and
supervisors also set up agreed professional development activity targets for the next 12 months. In
our culture survey, 49.3% of responders found their annual appraisal useful. More women (52.9%)
found their annual appraisal useful than men (45.2%).
The Baker Institute provides training for supervisors on how to conduct effective performance
appraisals for members of their teams. Between 2012 and 2014, 26 supervisors undertook the training.
The overall rating for the training was 3.73 out of 4 (equivalent to ‘excellent’) and 16 (57%) of
participants said the training would make some difference or a significant difference in the way they
conducted performance appraisals. New supervisors now receive one-to-one training from HR on how
to conduct effective performance appraisals. To date, this training has not included information on
gender and intersectionality.
2
3 3
2
1 1
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2013 2014 2015
Male
Female
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Action 32: Develop information for supervisors on how gender and intersectionality may
impact on performance and judgements of performance.
(iii) Support given to academic staff for career progression
The Baker Institute has developed several programs to support research staff with their career
progression. The current available schemes are as follows:
We have Bright Sparks top-up scholarships for PhD students and small grants for early career
scientists which are not gender-specific awards funded by donors. Over the period 2013–2015:
the proportion of women being awarded Bright Sparks top ups was 56%, 75% and 50%
respectively; the proportion of women being awarded ECS grants was 50%, 50% and 0%
respectively; and the proportion of women being awarded travel grants was 44%, 74% and 64%
respectively. It should be noted that the number of ECS grants offered is small (1-3 per year).
The Baker Fellowships were introduced in 2016 to recognise excellence and to provide improved
job security. The fellowships, open to both men and women, provide a five-year salary guarantee
for researchers 5-20 years post-PhD. Of the 12 fellowships initially awarded, 50% were given to
female researchers from post-doctoral level to Laboratory Heads. In 2017, three Baker
Fellowships were awarded with 2 of these going to women.
These data show that women at the Institute are competitive with regards to internally funded awards
that are not gender-specific.
The Alice Baker and Eleanor Shaw Gender Equity Fellowship was introduced in 2016 to support
the advancement of women at the Baker Institute. Valued at $150,000 (pro-rata) per annum over
2 years (excluding career disruptions) for women 2–20 years post-PhD who have experienced a
career break. The fellowships cover salary, research costs and work-related travel. Three
fellowships were awarded for the years 2016, 2017 and 2018. For funding commencing in 2018,
external applicants will be eligible to apply to assist with the recruitment of new female
researchers to the Baker Institute. In 2017, this award included a small travel grant as well.
The Carolyn Thomson Travel Grant, valued at $5,000, will be awarded to a female researcher in
2018 to support her ability to attend a conference by covering the cost of taking a carer with her.
A number of other competitive travel awards are available at the Baker Institute to support staff
to attend conferences, develop new collaborations and network.
In 2018, we introduced an Emerging Leader Fellowship (both sexes eligible). This fellowship will
be ongoing.
Currently, funding arrangements for the Alice Baker and Eleanor Shaw Gender Equity Fellowships are
set to expire in 2018 and the Carolyn Thomson Travel Grant is a one-off grant.
Action 33: Seek a permanent source of funding for the Alice Baker and Eleanor Shaw Gender Equity
Fellowships and the Emerging Leader Fellowship.
Action 34: Seek future funding for the Carolyn Thomson Travel Grant that supports women with
caring responsibilities.
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Mentoring at the Baker Institute
In addition to the above programs/schemes, the Baker Institute runs an internal mentoring program
for research staff. Mentoring is done on an ad hoc basis where staff are allocated a mentor by their
domain or Laboratory Head. Alternatively, they can seek out their own mentors. In the culture survey,
25% cent of female respondents and 23% of male respondents reported having either an official or
unofficial mentor at the Institute. Focus group results showed that women felt that it was very
important to have this type of career support available and that it was important to have female
mentors who are able to offer different perspectives to male mentors. Not all participants were aware
that mentoring was available at the Institute and one participant reported that despite approaching a
number of senior staff, she had not been able to secure a mentoring relationship with them.
Action 35: Conduct a detailed survey about the mentoring scheme at the Baker Institute to
investigate ways in which to improve mentoring experiences at the Institute.
Action 36: Using the results of the mentoring survey, develop and implement a new mentoring
program/process to support staff.
Action 37: Explore opportunities for cross industry mentoring with other institutions/universities.
Action 38: Provide specific mentoring support to newly identified group leaders and Laboratory
Heads to enhance their ability to progress to more senior levels.
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5.3 Flexible working and managing career breaks (Refer to page 23 of the Handbook) Note: Present professional and support staff and academic staff data separately
(i) Cover and support for maternity and adoption leave: before leave
The Baker Institute is committed to supporting staff through each stage of maternity/adoption leave.
Currently, no formal pre-maternity/pre adoption leave process or policy exists at the Institute.
Individuals work with their own supervisors to prepare for maternity/adoption leave. It is accepted
practice that staff can attend appointments on paid time, though not all staff and supervisors may be
aware of this.
(ii) Cover and support for maternity and adoption leave: during leave
Specific support for women on maternity/adoption leave has been in place since 2014. Since then, two
Women in Science Support Grants have been awarded per year. These are valued at $10,000 each and
can be used by women to employ a research assistant while they are on maternity/adoption leave to
help maintain their research momentum. Funds can also be used to support women to travel with
children when presenting/attending overseas conferences. Recently, the Gender Equity Committee
has sought and won institutional approval to offer this grant to all eligible women. This is now being
communicated across the Institute.
The 2017 Enterprise Agreement increased paid primary care giver leave from 12 to 16 weeks (which
can be paid at 16 weeks normal time, 8 weeks double time or 32 weeks half time). The terms of this
new agreement were communicated to staff via internal newsletters, emails and staff meetings in late
2016/early 2017. The agreement is available on the Baker Institute intranet.
Our lower than desired maternity/adoption leave return rates (see sub-section iv below) suggest that
more needs to be done to maintain contact with women during maternity/adoption leave.
(iii) Cover and support for maternity and adoption leave: returning to work
The Baker Institute introduced a new clause in its 2017 Enterprise Agreement to support staff
transitioning back to work after maternity/adoption leave. Upon return to work from
maternity/adoption leave, staff are only required to work 75% of their agreed hours for 100% of their
normal pay for the first month.
Whilst the Baker Institute is proud of the new initiatives supporting women, it is clear that further
support is needed. Results from the maternity leave survey (discussed below) indicated that more
women would have returned to work if more support was offered in terms of flexibility, financial and
staff support.
Action 39: Expand the Women in Science Support Grants program to all eligible women.
Action 40: Develop an online parental leave information kit for staff and supervisors.
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Action 41 Offer a pre and post parental leave work resilience program to staff planning on taking
this leave.
Action 42: Develop and widely promote a policy for those on unpaid parental leave that allows 10
paid ‘keeping in touch’ days during the leave period.
Action 43: Offer four one-on-one coaching sessions to staff returning from parental leave to
support their reintegration back into the workforce and minimise career disruptions.
Action 44: Ensure appropriate breastfeeding and breast milk storage facilities are available for
staff requiring these.
(iv) Maternity return rate
During 2013–2015, a total of 51 staff (across all employment categories) took maternity/adoption
leave with 55% (28) of those being research staff. Non-research staff who took maternity/adoption
leave included 12 technical staff, eight administrative staff and three nurses. Table 5 below provides
information on the maternity/adoption leave return rate for both research staff and non-research
staff. This data shows that 25% (7) of research staff did not return after this leave. For non-research
staff, 37.5% (3) of administrative staff and 20% (3) of nurses/technical staff did not return. A total of
14 research staff, 3 administrative staff and 7 nurse/technical staff resigned or had their contracts end
following their return from maternity leave. In December 2017, only 27% (14 of the original 51 staff)
who had taken maternity/adoption leave during 2013-2015 remained at the Baker Institute.
Table 5: Maternity Leave Tracking Data for Research and Non-Research Staff, 2013–2015 (Headcount)
Research
Staff Admin Staff
Nurse &
Technical
Staff
Total
Maternity/Adoption Leave 28 8 15 51
Returned Full-time 3 2 0 5
Returned Part-time 15 2 12 29
Returned Casual 3 1 0 4
Did not return 7 3 3 13
Returned but then resigned 7 2 6 15
Returned and then contract
ended/redundancy 7 1 1 9
At the Baker Institute in December
2017 (and % of original leave takers)
7 (25%) 2 (25%) 5 (33%) 14 (27%)
Data from the maternity leave survey indicated that some female research staff felt that support from
the Institute was lacking both during and after maternity/adoption leave. Focus group data also
showed that women found it difficult to get re-established once they returned to work.
Both the quantitative and qualitative data around maternity/adoption leave has informed many of the
actions listed in the cover and support for maternity/adoption leave sections (ii) and (iii) above. These
actions have been designed to improve return from maternity/adoption leave rates at the Baker
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Institute. It is anticipated that better preparation before leave for both employee and supervisor,
maintaining contact while on leave, coaching upon return to work, a reduction in hours in the first
month after leave and funds to employ a research assistant while away will improve the retention of
women after maternity/adoption leave and help them re-establish their careers quickly.
Action 45: Monitor and report on parental leave tracking data, following the introduction of a
range of measures designed to support greater retention of staff using parental leave.
Action 46: Communicate widely across the Baker Institute the strategies being put in place to
support women taking parental leave and to support their return to work.
(v) Paternity, shared parental, adoption leave and parental leave uptake
Paternity (or non-primary carer giver) leave is available for employees who have worked at the Baker
Institute for more than 12 months. Eligible staff can have two weeks paid leave (pro-rata for part-time
staff). For employees with less than 12 months continuous service, the two weeks may be taken as
unpaid leave.
Extended paternity leave is available to staff who have worked continuously at the Institute for more
than 12 months. For employees taking on the primary care giver role, up to an aggregate of 52 weeks
unpaid leave is available. This leave may commence from the date of birth provided that the employee
will undertake a role as primary care giver. Alternatively, the leave may commence at any time within
the 12 months of the date of birth provided that it commences immediately after the employee’s
spouse or partner has completed a period of such leave and the employee has commenced a role as
primary care giver for the child.
The take-up rate of paid paternity leave at the Baker Institute is very low. Between 2013 and 2015, a
total of eight research staff (all were either research officers or senior research officers) took paternity
leave. In addition to this, the current Enterprise Agreement connects primary carer leave to women
and non-primary carer leave to men. Different wording in the next Enterprise Agreement is needed to
support the diversity of staff, the relationships they are in and to encourage men’s role in primary care
activities.
Action 47 Remove any associations between gender and primary and non-primary carer roles in
the next Enterprise Agreement so that gender has no bearing on the type of parental
leave taken by staff.
Action 48: Develop strategies to encourage men to use parental leave provisions to a greater
extent, including the use of external male role models who will speak about the benefits
of taking this type of leave.
(vi) Flexible working
The Baker Institute provides a range of flexible working arrangements for all staff, including part-time
work, change in work hours and working from home with access to remote desktop, webmail and
Skype for Business. Under the Enterprise Agreement, flexible working arrangements are determined
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on an individual basis and agreed upon between the employer and the employee. The arrangement
must adhere to the Fair Work Act 2009 and individual flexibility arrangements must be in writing and
signed by both the employee and employer.
Table 6: Culture Survey Results - Requests and Outcomes for Flexible Working Arrangements by Gender
Female % Male %
Asked for a Flexible Working Arrangement 55 81% 13 19%
Arrangement Fully Granted 47 85% 9 69%
Arrangement Partly Granted 7 13% 2 15%
Arrangement Declined 0 0% 1 8%
Satisfied with Partly Granted Arrangement 1 14% 2 100%
Unsatisfied with Partly Granted Arrangement 6 86% 0 0%
Felt Some Intimidation Asking for Arrangement 18 33% 7 54%
Note: Two respondents (1 female and 1 male) did not indicate the outcome of their request for a flexible working
arrangement.
Table 6 above presents the culture survey results regarding requests for flexible working arrangements
at the Baker Institute. A total of 55 women and 13 men had asked for a change in work hours during
employment at the Baker Institute. Of the 55 requests from women, 47 (85%) were fully granted and
7 (13%) were partially granted. Of the 13 requests from men, 9 (69%) were fully granted, 2 (15%) were
partly granted and 1 (8%) was declined. For women whose request for flexibility was partly granted, 1
(14%) was satisfied with this outcome while the other 6 (86%) were not. Both men whose request for
flexibility was partly granted indicated that they were satisfied with this outcome (100%). The culture
survey also asked respondents to indicate whether they had felt intimidated requesting a flexible
working arrangement. Eighteen women responded yes (33% of all females requesting an
arrangement) and 7 men responded yes (54% of all men requesting an arrangement). These results
suggest that further work needs to be done supporting the use of flexible working arrangements at
the Baker Institute. This work should include increasing awareness of the availability of these
arrangements, particularly amongst men, and educating supervisors on the benefits of providing these
options to staff. It should be noted that the numbers in table 6 are small.
Action 49: Develop a campaign that promotes the availability of flexible working arrangements at
the Baker Institute.
Action 50: Educate supervisors on the benefits of providing flexible working options and how they
can support their staff to achieve excellence whilst working flexibly.
(vii) Transition from part-time back to full-time work
The Baker Institute management is very supportive of the use of flexible working options. Currently,
the Institute has no specific policy on the transition from part-time back to full-time work after a career
break. Staff work with their individual Laboratory Heads to develop a plan on increasing hours if this
is what is desired.
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(viii) Childcare
The Baker Institute acknowledges that accessing quality childcare is a critical ingredient for retaining
talented staff. There is a 52-space childcare centre at the Alfred Medical Research and Education
Precinct and while the Institute has previously negotiated a number of places at this centre for our
staff, this childcare facility is primarily for Alfred hospital staff.
The Institute also outlines several options for childcare in the induction Information Guide that is given
to new staff at the Institute. There are numerous childcare providers in the inner southeast region of
Melbourne. However, finding childcare places in Melbourne, particularly inner Melbourne, remains a
very challenging issue.
Action 51: Include information in the Information Guide and the online parental leave
information kit about the limited childcare places available at AMREP and how to
find suitable childcare options close to home.
(ix) Caring responsibilities
Along with part-time working options and a range of flexibility provisions, the Baker Institute
Enterprise Agreement contains a number of policies to support staff with caring responsibilities.
Employees can purchase additional leave (48/52) so that they can have up to eight weeks annual
leave instead of the usual four (for full-time employees). Family/carer’s leave can be taken from the
14 sick leave days allocated each year when immediate family members need care or support. There
is also non-cumulative carer’s leave which allows staff to take up to five days paid leave per annum
to attend to a severe health condition or other personal emergency. Employees are also entitled to 5
days of compassionate leave when a member of the employee’s immediate family or household
contracts or develops a personal illness or sustains a serious injury. Compassionate leave can be
extended if additional leave is required. Employees facing domestic/family violence have access to a
non-cumulative maximum of five days per year of paid special leave for medical appointments, legal
proceedings and other activities related to domestic/family violence.
It is unclear how widely known the full range of options are amongst staff with caring responsibilities.
Action 52: Increase awareness of the ways in which the Baker Institute supports staff with caring
responsibilities.
Action 53: Develop and promote stories of senior staff who have or use flexible work
options/leave options and work effectively at the Baker Institute to role model the use
of these amongst all staff.
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5.4 Organisation and culture (Refer to pages 24-25 of the Handbook)
(i) Culture
The Baker Institute is a small research institute and relies on having a harmonious and inclusive
working environment to achieve its aims. With most staff located in one building, the working
environment is friendly and people greet each other by name. Our culture survey showed that more
than two thirds of staff agreed or strongly agreed that they felt valued as an employee.
The Baker Institute Board has clearly identified gender inclusivity as an issue to be addressed at all
levels within the Institute and has endorsed the significant new initiatives identified in this report,
required regular reporting on progress including an annual report on pay equity, and doubled the
number of women on the Board (from 2 to 4) in the last two years. Since forming the Gender Equity
Committee in 2014 and joining the Athena SWAN program, the Institute has been working hard to
turn itself from ‘gender-blind’ workplace to one that acknowledges how gender and other factors can
have an impact on the ways in which people participate and succeed in the workforce. Conversations
about gender have become much more common, at both formal and informal levels.
The support of the Director in driving this change has been critical as it flags the seriousness with which
the Baker Institute takes this issue. Professor Marwick demonstrates his commitment to the Athena
SWAN Charter and to stemming the loss of women from science through frequent staff
announcements, in meetings, in supporting the work of the SAT and in funding the strategies in this
application. In the culture survey, 70% of men and 67% of women agreed that there is clear visible
sponsorship, support or commitment to gender equity at the Baker Institute. Gender equity has moved
from being something that was rarely spoken about to being a common topic of discussion.
(ii) HR policies
The Baker Institute has separate policies and procedures covering equal opportunity, workplace
bullying and harassment, grievance and disciplinary action. These policies are easily accessible on the
Institute intranet and there is also relevant information contained in the Baker Institute Enterprise
Agreement. The above policies are reviewed every three years, or earlier if there are changes to the
law. After review, policies are emailed with explanation to all employees, including supervisors.
The Equal Opportunity Policy clearly states that the Baker Institute expects all employees to behave in
a professional manner and to treat each other with dignity and respect. The policy covers
discrimination and harassment based on a number of protected attributes including gender, gender
identity, sexual orientation, parental status, race, religious belief and disability. It is provided to all new
employees, students, volunteers and visiting researchers who are required to sign a form stating they
have read, understood and agree to the policy. The policy includes procedures on what to do should
a person believe they have been subjected to discriminatory behaviour or harassment.
To support the translation of policy into practice, the Baker Institute has a number of contact officers
who are specifically trained to support people who have concerns regarding discrimination,
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harassment and bullying. Contact officers are able to provide employees with information and
support.
The Learning Management System (LMS) being implemented in 2018 will ensure that the Baker
Institute provides systematic training across a number of areas including equal opportunity, workplace
bullying and harassment, racism, transphobia, homophobia, intersectionality and Indigenous cultural
safety and respect. The participation of supervisors in the LMS will ensure that staff with management
responsibilities are kept up to date on HR policies and procedures. When an issue arises, HR guides
the Laboratory Head/manager or employee through the resolution of the issue following policy
requirements. During the reporting period, all issues relating to these policies have been successfully
managed in-house without the requirement to attend any external proceedings (e.g. Fair Work
Commission).
(iii) Proportion of heads of school/faculty/department by gender
The Baker Institute is not set up like a university and does not have departments.
(iv) Representation of men and women on senior management committees
As detailed in Section 2, the Baker Institute’s senior committees include the Management Round Table
(MRT), the Institute Management Committee (IMC) and the Science Faculty. In general, membership
on these committees is ex officio. Table 7 below provides data on the number of women and men on
each of these committees. The MRT (previously known as the Senior Management Group and the
Institute Executive Group) is comprised of the Baker Institute executives and senior research staff.
Between 2013 and 2015, the proportion of women on the MRT reflected the proportion of women in
senior roles. The IMC includes the Director and Deputy Director and senior executive/administrative
staff. With many senior administrative roles being held by women, the representation of women on
this committee is greater than the MRT. The Science Faculty (previously known as the Science
Executive and the Science Council) is the consultative committee of the Institute’s senior scientists.
The lower proportion of women in senior science roles between 2013 and 2015 is reflected in the
Science Faculty’s composition (except for 2013 when this body had a much wider range of staff
involved.)
Table 7: The Baker Institute Senior Management Committees by Gender, 2013-2015
2013 2014 2015
F M %F F M %F F M F
Management Round Table 3 7 30% 3 7 30% 3 8 27%
Institute Management
Committee (ICM) 4 5 44% 7 5 58% 7 5 58%
Science Faculty 18 5 78% 5 10 33% 5 12 29%
More recent data shows that there have been improvements to the representation of women on the
Baker Institute’s senior committees. In 2017, the MRT included 6 men (46%) and 7 women (54%) while
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the IMC included 7 women (70%) and 3 men (30%). In January 2016, the Science Faculty was expanded
to include all Domain and Laboratory Heads, and senior administrative staff. In 2017, the Science
Faculty included 20 women (43%) and 26 men (57%). These improvements are attributed to the overall
improvement of the representation of women in senior roles and we expect this trend to continue
with the introduction of various strategies designed to reduce the gap between senior female and
senior male staff.
(v) Representation of men and women on influential institution committees
Other influential committees at the Baker Institute include the Research Training and Education
Committee (RTEC), the Equipment Committee (EqC) and the Senior Scientific Classification and
Promotions Committee (SSCPC). Table 8 below provides data on the number of women and men on
each of these committees. Women were well represented on the RTEC and the SSCPC but less well
represented on the Equipment Committee. This committee is comprised of senior research and
management staff and is responsible for managing an annual budget and distributing funds for
equipment purchases. All senior staff at the Institute are required to participate in committee work
and are expected to nominate themselves for committee positions.
Table 8: The Baker Institute Influential Committees by Gender, 2013-2015
2013 2014 2015
F M %F F M %F F M %F
Research Training &
Education Committee 5 7 42% 5 7 42% 5 6 45%
Equipment Committee 4 8 33% 4 8 33% 3 8 27%
Senior Scientific Classification
& Promotions Committee 3 4 43% 3 4 43% 3 4 43%
(vi) Committee workload
All senior Baker Institute staff are expected to contribute to the administration of the Institute. One
way in which they do this is by nominating themselves for committee duties. Senior staff are given the
opportunity to select the committees they would like to work with and have the ability to change
committees when they want to.
(vii) Institutional policies, practices and procedures
It is a requirement for new or revised institutional policies to be approved for distribution by the IMC.
This committee includes members of Gender Equity Committee who are there to provide advice and
support the Baker Institute on gender equity matters, including gender equity in the development,
implementation and review of policies, practices and procedures.
Action 54: Develop a gender equity and intersectionality checklist for the development,
implementation and review of policies, practices and procedures.
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(viii) Workload model
There is no formal workload model at the Baker Institute as the Institute does not run formal teaching
programs. The annual performance appraisal system provides an opportunity to review the
responsibilities of each individual. The appraisals are used to review where the individual has
contributed to wider departmental and Institute activities.
Action 55: Collect data about distribution of research duties other than research to observe any
gender disparity.
(ix) Timing of institution meetings and social gatherings
Traditionally, departmental meetings are held at the discretion of the Laboratory Head. The SAT has
recommended to the management team that all important meetings should be scheduled between
9.30 and 4.00pm. However, key lectures and talks may still be scheduled at the end of the working day
although this may limit the participation of staff (of both genders) with caring responsibilities.
Action 56: Implement a policy that important meetings are to be scheduled between 9.30am and
4.00pm to allow those with caring responsibilities and part-time staff to attend.
Action 57: Record and make available online all talks held outside of core working hours (9.30am-
4.00pm).
(x) Visibility of role models
The Baker Institute has been actively trying to raise the visibility of its female scientists/researchers.
The Institute’s website now includes more images of women and pictures on the Institute’s foyer walls
also include women. Women from a range of ethnic backgrounds are used in these pictures (see
examples below).
The proportion of female speakers at the Institute’s weekly Friday seminars has recently been
examined. During 2013–2015, female seminar speakers ranged from 14.4% to 26.3%. Focus group data
revealed that women would like to see more female speakers represented at these seminars. The
Institute Director has specifically requested that the proportion of female speakers in the weekly
seminars be increased. In 2017, the proportion of female speakers was 30%. Another way in which
staff are positioned as role models is through the monthly best paper prize. Traditionally, this award
has gone to senior staff and with more men in senior roles, a higher proportion of prize winners have
been men.
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Permanent Image on the Baker Institute Foyer Wall:
Image on the Baker Institute website:
Image on the Baker Institute website:
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Action 58: Assemble a list of Inspiring Women in Science speakers from the Baker Institute and
promote to seminar organisers and continue to monitor the representation of female
speakers at the Friday seminars.
Action 59: Create a permanent display in the foyer of all Alice Baker and Eleanor Shaw Gender
Equity Fellowship winners to highlight the important role women play at the Baker
Institute.
Action 60: Implement a panel pledge which asks all the Baker Institute speakers or participants at
professional forums to make enquiries about the other panellists and how gender
balance will be achieved.
Senior staff at the Baker Institute are often asked to speak to the media on their research areas.
Traditionally, senior male researchers are more likely to speak to the media than female researchers
given women’s underrepresentation at Laboratory Head level. Training is provided to senior staff on
public speaking and social media. To extend the pool of spokespeople, particularly female
spokespeople, media training for those who have been identified as emerging leaders is seen as
necessary.
Action 61: Implement media training for women and men who have been identified as emerging
leaders and future spokespeople for the Baker Institute.
(xi) Outreach activities
The Baker Institute is committed to working within the communities in which it operates and to
ensuring that medical science and its benefits are widely understood by the general public. As such,
staff undertake a range of outreach activities. Outreach activities include presentations to other health
providers, community groups, schools and public education forums. Other outreach activities include
mainstream media opinion pieces and editorial work. These types of activities are considered to be
part of the Institute research life and some are included in track records. To date, these activities are
undertaken on an ad hoc basis and are not recorded by the Baker Institute. All research staff are
encouraged to engage in these types of activities.
Action 62: Undertake a data collection exercise to gain an understanding of the types of outreach
activities undertaken by research staff with a view to including such activities in
performance appraisal and research metrics.
(xii) Leadership
This is not relevant to the Baker Institute as we do not have separate departments as such.
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6. SUPPORTING TRANSGENDER PEOPLE
Recommended word count: 500 words Actual word count: 283
Refer to Page 26 of the Handbook
(i) Current policy and practice
The Baker Institute does not currently have in place specific policies related to transgender staff. While
the Institute’s Equal Opportunity Policy prohibits discrimination on the grounds of gender identity,
focus group data suggests that there is a lack of knowledge and understanding of transgender people.
This was thought to be the result of a lack of exposure to transgender people at work to date.
The Baker Institute acknowledges that it is starting from a very low baseline but is committed to
creating a working environment that is inclusive of all members of the LGBTQIA community. A number
of actions have been developed around creating greater awareness of the transgender community
and establishing practices that diminish the potential for discrimination on the grounds of gender
identity. To further support transgender staff at the Institute, dedicated contact officers will be
established, trained and promoted so that those who identify as transgender or who transition at work
will have a point of contact with a staff member who can help them navigate the relevant support.
Action 63: Increase awareness of transgender people and the language of gender identity amongst
staff through the workplace diversity modules in LMS.
Action 64: Conduct face-to-face workshops facilitated by external experts to reduce unconscious
bias and increase awareness of appropriate language and behaviour related to gender
identity.
Action 65: Review and update workplace policies and procedures to ensure they are inclusive of
transgender people.
Action 66: Introduce gender-neutral toilets in each of the Baker Institute buildings/worksites.
Action 67: Update HR online pay and records systems to enable non-discriminatory gender
labelling in staff records.
Action 68: Include information relating to the Baker Institute’s support of transgender staff in job
advertisements and on the Baker Institute website.
Action 69: Establish, train and promote contact officers for transgender staff who can act as a
spokesperson/support officer.
(ii) Review
Once the above actions have been introduced, we plan to monitor their success in creating an inclusive
environment for transgender staff. This includes measuring the levels of staff awareness around
transgender people and consulting directly with transgender staff regarding their sense of inclusion at
the Baker Institute.
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Action 70: Consult directly with those who identify as transgender to measure their level of
satisfaction with the Baker Institute’s policies, practices and environment.
(iii) Further work
Further actions to minimise the potential for unfair treatment and create greater inclusiveness at the
Baker Institute include expanding the number of free counselling sessions that transgender staff can
access through our Employee Assistance Program, working with our partner organisations at AMREP
to develop precinct-wide policies and practices, and providing guidance to supervisors on how they
can support staff who are transitioning at work.
Action 71: Extend the number of free counselling sessions offered through the EAP.
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7. INTERSECTIONALITY Recommended word count: 500 words Actual word count: 476
Refer to Page 26 of the Handbook
(i) Current policy and practice
Since its inception in 2014, the Gender Equity Committee has primarily focused on supporting women
with carer responsibilities and addressing the underrepresentation of women in senior roles. The
requirement by SAGE to consider intersectionality and the way in which some people experience
multiple forms of discrimination has meant that we have only recently begun working towards a much
more complex understanding of gender equity at the Baker Institute. While the Institute’s Equal
Opportunity Policy and Procedure provides a legal basis and broad framework for non-discriminatory
behaviour, it is not clear if the concept of intersectionality is understood across the workforce.
The Baker Institute sees itself as very diverse. This diversity is strongly supported by the management
team who are proud of the Institute’s commitment to employing staff and training students from a
broad range of cultural, racial and ethnic backgrounds. In our culture survey, we found that 50% of
men and 53% of women were from countries other than Australia and New Zealand. When we asked
staff whether they had experienced any harassment in the workplace due to their race, culture or
religion only 3% of the 198 respondents indicated yes. Only 2% of female respondents and 5% of male
respondents indicated that they had experienced harassment based on race, culture or religion. While
these numbers are small, they are still unacceptable.
Currently, the Baker Institute collects little data on characteristics other than gender, country of birth
and age. Given the lack of diversity in Laboratory Head roles and how a range of intersecting factors
can have an impact on career outcomes, we would like to explore in a more systematic way the
experiences of staff from minority or underrepresented groups. We also need to examine the ways in
which our current workplace policies and practices support or inhibit those from under-represented
groups. In consultation with staff from minority groups, we will develop an intersectionality statement
that will provide a framework for considering intersectionality in policy, procedure and practice. In
addition, we will seek a greater range of women when selecting speakers, job applicants and to use as
role models.
Action 72: Collect more comprehensive data on the diverse experiences of staff in future culture
surveys and other consultative mechanisms.
Action 73 Audit workplace policies and practices to ensure that they better support
intersectionality as well as gender equity.
Action 74: Develop and promote an ‘intersectionality statement’, in consultation with
underrepresented groups.
Action 75: Include women from a range of cultural backgrounds, ages, physical abilities, sexual
orientations and gender identities when seeking presenters for internal seminars and
events, when seeking applicants for job vacancies and when identifying role models.
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(ii) Review
The Baker Institute has identified that awareness of intersectionality is generally low across the
Institute and that practices which highlight how gender intersects with other factors to create or deny
opportunities are needed. The soon to be introduced LMS online training program will include
intersectionality within its workplace diversity modules. The Baker Institute’s contact officers will also
be given additional training to increase their awareness of the interconnected issues of sexism, racism,
homophobia, transphobia, disability discrimination, classism and ageism.
Action 76: Increase awareness of intersectionality amongst staff through the LMS workplace
diversity modules.
Action 77: Include information about intersectionality in any organisational education campaigns
about gender equity, inclusion and diversity.
Action 78: Train contact officers to have greater awareness of intersectionality.
(iii) Further work
The Baker Institute acknowledges that a significant amount of further work is required around issues
of intersectionality to create a much more inclusive and gender equitable environment. We will
monitor the impact of the inclusion of intersectionality considerations on recruitment, promotion and
leadership opportunities for diverse women.
Action 79: Assess whether our intersectionality-focused actions have any impact on the
recruitment, promotion, and leadership of women with diverse characteristics by
reviewing our recruitment data.
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8. INDIGENOUS AUSTRALIANS Recommended word count: 500 words Actual word count: 496
Refer to Page 27 of the Handbook
(i) Current policy and practice
The Baker Institute Aboriginal Health research program was established in 2007 to address the
profound disadvantage experienced by Aboriginal people in Central Australia and the Northern
Territory. We work collaboratively with Indigenous community-controlled organisations to ensure that
our work responds to community needs. A senior female Indigenous Australian researcher led the
Aboriginal Health research program from 2013–2017 and her position is currently being advertised.
The proportion of our staff in Alice Springs who are of Aboriginal descent ranges from 15–20% and
includes male and female Indigenous field workers who lead participant recruitment and data
collection activities wherever possible, allowing us to improve the gender sensitivity of our
approaches.
Senior management is committed to strengthening the Baker Institute’s institutional commitment to
fostering a safe and inclusive environment and to conducting research in a way that is both rigorous
and culturally appropriate. Within the Aboriginal Health program in particular, the Baker Institute
continues to strengthen cultural safety in our research approaches. In addition to the collaborative
design of research projects, we are also working to strengthen our engagement with community and
their representatives at all subsequent stages of the research process. For example, communication
and feedback processes are used to share findings of research with participants and community
organisations. By continuing to demonstrate our commitment to ensuring our research practices are
culturally safe, we seek to both lift Indigenous Australians’ participation in our work and to engender
a culturally safe environment for our Indigenous employees.
Action 80: Consider issues of cultural safety and sensitivity as organisational policies and
governance structures are developed and reviewed.
Action 81 Continue to identify opportunities to build awareness of Indigenous cultures amongst
non-Indigenous staff and students in the workplace diversity modules in the LMS.
Action 82: Include cultural awareness training as a required part of induction for all staff, especially
those involved in the Baker Institute’s work with Indigenous communities.
Action 83: Increase the profile of our work with Indigenous communities on the Baker Institute
website and continue to share resources on conducting culturally safe research on our
intranet.
(ii) Review
The Aboriginal Health research program is included in the Institute’s annual performance monitoring.
The success we have had in engaging and retaining Aboriginal staff and supporting their professional
development needs are a particular focus of this monitoring. We have also sought to measure
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effectiveness by including Indigenous staff in the SAGE consultation process. Interviews conducted
with Indigenous women at the Baker Institute indicated that the Institute was thought of as welcoming
to Indigenous people, it valued the input and skills of Aboriginal people and it provided excellent
opportunities for those interested in medical research (for example, through informal mentoring and
career advancement support). However, the intersection of race and gender means that Aboriginal
women often have to manage multiple family and community commitments alongside their work and
this can be challenging. One interviewee also noted that Aboriginal female researchers are likely to be
offered significant leadership roles early in their careers and whilst these provide opportunities for
growth, they may have an impact on developing and maintaining a strong research profile.
Action 84: Monitor recruitment and retention rates of Indigenous Australian staff by gender in the
Institute’s annual performance monitoring.
Action 85: Survey Indigenous staff to ascertain their perceptions of the Institute’s responsiveness
to their needs and the availability of culturally specific policies and procedures.
Action 86: Encourage participation in mentoring program for every Indigenous member of the
Institute’s staff.
(iii) Further work
In 2016, one of our Indigenous researchers conducted a review of workforce and workplace
approaches to building capacity for Aboriginal health research. The findings and recommendations
arising from this review are being considered as the Institute works towards developing its new
Aboriginal Health program strategy and a related Capacity Development Strategy. Specific actions
nominated within this strategic review process include the action items listed below. Progress towards
achieving these goals will be reviewed as part of the broader annual performance monitoring
processes.
Action 87: Revise recruitment material to explicitly indicate that the Baker Institute is an
employer that welcomes Aboriginal and Torres Strait Islander staff and students and
encourage them to apply for roles within the Baker Institute.
Action 88: Appoint a senior Indigenous researcher onto the Baker Institute’s Management Round
Table.
Action 89: Establish a network for Indigenous researchers in Alice Springs and Melbourne.
Action 90: Develop a Reconciliation Action Plan.
Action 91: Implement Welcome to Country statements as standard at large meetings/seminars.
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9. FURTHER INFORMATION Recommended word count: 500 words Actual word count: 0
Refer to Page 28 of the Handbook
Please comment here on any other elements that are relevant to the application.
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10. ACTION PLAN Refer to Pages 28-29 of the Handbook
The action plan should present prioritised actions to address the issues identified in this application.
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
1: Engagement with SAGE Athena SWAN
1 Merge the Gender Equity Committee and the Self-Assessment Team.
The future GEC/GEC/SAT will meet every 6-8 weeks and report to the Management Round Table on a quarterly basis and to the Director on a biannual basis.
GEC and GEC/SAT have the same goals.
May 2018 onwards; Anna Calkin (GEC Chair).
GEC/SAT has met every 2 months and reported to MRT and Director.
High
2 Change the leadership and the gender of the GEC/SAT chair every two years.
The position will be advertised within the senior leadership team at the Baker Institute.
Long-term sustainability of GEC/SAT necessary.
Mid 2019 onwards, when Anna Calkin (GEC Chair) finishes current term.
GEC/SAT chair and gender of chair changed every two years.
Medium
3 Implement a rotating roster for the GEC/SAT.
Membership will change approximately every 1-2 years.
To allow a fairer division of work across senior staff and to ensure diversity of ideas and opinion.
Anna Calkin (GEC Chair), 2019/ongoing.
Roster implemented and adhered to. This will be reviewed after the second round.
Low
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No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
4 Monitor the diversity of representation with the GEC/SAT.
If adjustments are required, advertise positions within the Institute.
To ensure the GEC/SAT has broad representation in terms of gender, role, career stage, life experience and ethnicity.
Anna Calkin (GEC Chair), ongoing.
Diversity maintained. Low
5 Establish better HR data collection systems and processes.
Develop specific data queries for use in our current system to collect data for SAGE for the future.
Data was difficult to collect for the SAGE pilot.
Some reports have been written and/or are being written in line with update to pay system.
2018–2019, HR Data is easier to obtain/analyse; collection/collation is quicker because it is less manual.
High
6 Seek funding for allocation of 0.3 EFT for a gender equity and diversity role.
For an existing employee or for the employment of a new staff member whose focus would be gender equality and diversity.
Workload associated with implementing and progressing SAGE Athena SWAN program is high.
June 2019, HR New person appointed.
Medium
7 Establish an ongoing budget line for the administration and evaluation of SAGE initiatives at the Baker Institute.
Funds used for SAGE Athena SWAN pilot came from indirect sources.
Funding granted to the GEC/SAT for activities including evaluation.
2019 budget, David Lloyd (COO)
Budget line established.
High
8 Continue to work with the Fundraising team at the Baker Institute to help source specific donors for SAGE Athena
Funds used for SAGE Athena SWAN pilot came from indirect sources.
This has already been raised with the Fundraising team at the Baker Institute.
2018–2019, ongoing annually, CCR/Fundraising
Specific donors/donations secured for specific SAGE Athena SWAN activities.
Ongoing
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No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021) SWAN- related activities.
9 Conduct biennial culture surveys with high participation rates.
Widely promote the culture survey and importance of participating amongst staff.
Response rates to 2016 culture survey could have been higher.
Currently reviewing the type of survey, incorporating specific gender-related questions; looking at MRI benchmark.
2018, HR Better response rate (70%), which provides more data to identify trends/patterns.
High
2: Current Status of Female Researchers
10 Set a 4-year target for increasing the representation of women at Laboratory Head level.
Develop a recruitment strategy to support recruitment of female Laboratory Heads including: Shortlisting with the aim of having equal numbers of females and males; Internally and externally seeking recommendations for females in the areas we are targeting.
Gender diversity lacking in Laboratory Head roles.
In 2017 the same number of female Laboratory Heads were employed as males.
MRT, HR, GEC/SAT, 2021 Recruitment strategy developed and implemented in 2018. By end of 2021 40% of the Baker Institute Laboratory Heads are female (currently only 26% of Baker Laboratory Heads are female).
Ongoing
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No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
11 Identify women external to the Baker Institute who fit within the Institute’s values and research themes and specifically target them for recruitment.
Contact women through the Baker Institute Alumni and/or who are known to other the Baker Institute researchers.
Specific initiatives are needed to attract women to the Baker Institute.
Women who had left the Baker Institute contacted and invited to apply for a 5-year fellowship (Baker Fellowship). Discussed at GEC/SAT meetings.
MRT, HR, GEC/SAT, 2023 Currently we are 26% women in Laboratory Heads level roles, we would like to be 40% women by 2021.
Ongoing
12 Regularly post information on job vacancies on the Baker Institute website and intranet to encourage internal staff, particularly women, to apply.
Use both ‘Career Opportunities’ webpage and the shout box.
Need to increase the number of women who have sequential contracts (to obtain ongoing status)
This is already done, HR to look at listing all vacancies internally as well as externally.
HR Increase in internal applications and expressions of interest.
Ongoing
13 Develop an online exit survey which captures information on why women are leaving.
Encourage those leaving the Baker Institute to complete the survey.
Exit survey is not automated and information is difficult to collate.
Currently exit surveys are face-to-face or paper-based.
2019, HR Questions reviewed and changed to ensure more useful information is collected, survey developed and implemented, increased response rate.
Medium
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No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
14 Analyse exit data by gender and level annually and report on exit data to senior management via the GEC/SAT.
Analyse both quantitative and qualitative data. GEC/SAT to prepare report for senior management.
Data not currently reported to senior management.
Report to GEC/SAT and MRT annually.
2018, HR, GEC/SAT Gain insights into the reasons why women are more likely to leave the Institute at this career stage.
High
Pay Equity
15 Conduct annual salary review by gender, career stage and position, and report results to CEO and Board annually.
Conduct review across all classifications. Results reported to the Board annually.
Prior to 2017 salary review not previously conducted at the Baker Institute. High-level vigilance regarding pay equity required.
Review of 2017 pay equity conducted and 2018 review to be conducted in March 2018.
2018, HR Pay equity/inequity easier to identify so it can be addressed.
Ongoing
16 Conduct unconscious bias training with the Baker Institute staff on how gender bias may have an impact on recruitment, promotion, appraisal and remuneration decisions.
Increased awareness of the way in which subtle gender bias can have an impact on employment decisions.
Unconscious bias training organised for senior roles across the Baker Institute for April 2018. It is planned to roll this out to mid-level roles in 2019.
HR, 2018–2019 Increase awareness of biases, provide tools to help reduce biases.
High
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No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
3: Career Development for Women
Recruitment
17 Set up reporting systems to ensure more comprehensive capture of recruitment data including by gender. Monitor recruitment data annually and report to the Management Round Table via GEC/SAT.
Monitor recruitment and selection processes for any gender bias.
Recruitment data was difficult to extract Recruitment data by gender currently not reported to senior management.
Quarterly metrics previously provided reporting on number of vacancies and time to fill. Future metrics to include gender statistics (number shortlisted/ appointed by gender).
HR/GEC/SAT, 2018 The identification of trends in recruitment by gender and diversity will be easier and more robust.
High
18 Re-establish the appointments committee whose role will be to update and develop clear and transparent policies and procedures for recruitment.
Guidelines and procedures relating to recruitment/selection, including non-advertised positions, will be developed and will include considerations of gender equality and intersectionality.
The Baker Institute’s recruitment policies require updating.
The Board has approved re-establishment of the appointments committee.
Deborah Holst (HR), Anna Calkin (GEC chair).
Increased transparency of recruitment processes.
High
19 Include information about the Baker Institute’s commitment to gender equality, diversity and family
Information to be included in advertisements and other recruitment material.
Existing advertisements and recruitment material could include more information that may be attractive to women.
Some recruitment material now includes this information. Review job ad/position description templates,
HR, end of 2018 Ongoing greater attraction of women applicants for vacancies measured by HR reporting systems.
Medium
54
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021) friendly practices in all recruitment material.
intranet and website careers pages.
Induction
20 Develop and implement workplace diversity modules in the Learning Management System (LMS) for employees and supervisors.
Workplace diversity modules will cover gender equality, intersectionality, cultural safety and awareness for Indigenous Australians and inclusivity with regards to LGBTQI staff and students.
Current induction processes are being reviewed and revamped at the Baker Institute.
LMS for the Baker Institute is currently on hold while RMS project commences.
HR, 2018–2019 Induction more streamlined, able to track who has completed which modules. LMS system will be evaluated annually.
Medium
21 Monitor and report on completion rates of the workplace diversity modules in LMS to GEC/SAT.
Completion rates of new staff, existing staff and supervisors to be monitored.
We need to monitor completion rates to understand the uptake of these modules.
LMS for the Baker Institute is currently on hold while RMS project commences.
HR, 2018–2019 Once LMS implemented, completion rates to be reported quarterly.
Medium
Promotion
22 Re-establish the promotions committee whose role will be to develop clear and transparent policies and procedures for promotion.
All policies and procedures relating to promotion are to include considerations of gender equality, intersectionality, cultural safety and awareness for Indigenous
Greater clarity around promotion is needed.
The Board has approved the re-establishment of the promotions committee. Clear guidelines regarding promotions based on the Enterprise Agreement are currently
Deborah Holst (HR), Anna Calkin (GEC chair), Promotions Committee, 2019.
Committee re-established, policies developed for review. Increased transparency of promotion procedure as measured in
Medium
55
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021) Australians and inclusivity with regards to LGBTQI staff and students.
available on the intranet, look at incorporating other aspects in review once committee is established.
annual culture survey.
23 Integrate considerations of gender equity and intersectionality into the Group Leader guidelines.
Considerations of gender, race and cultural safety and awareness for Indigenous Australians and inclusivity with regards to LGBTQI staff and students to be included.
Current guidelines do not contain consideration of gender equality and intersectionality.
Deborah Holst (HR), Anna Calkin (GEC chair), Promotions Committee, 2019.
Guidelines reviewed/updated.
Medium
24 Raise awareness of promotion and advancement processes at the Baker Institute through educational campaigns.
Easy to access information on promotion and advancement policies and procedures to be made available.
Staff unclear how to advance to higher levels.
HR, once policies have been reviewed, 2019 (with general performance appraisals information).
Increased % of requests for promotion. Increased awareness as measured by culture survey.
Medium
Grants and Fellowships
25 Consult with female and male researchers to explore reasons why application rates are lower for females than males.
Consultation process to be used to identify the types of initiatives women would find useful for increasing their participation in grant applications.
Women’s application rates for external grants lower than men’s.
Research Office, March 2019
Increased number of applications and success rates for women researchers.
Medium
56
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
26 Review availability, types and access to internal/external funds that provide opportunities for early and mid-career researchers to engage in activities that strengthen their track records.
Monitor women and men’s success rates for internal/external grants.
Women’s application rates for grants are lower than men’s.
Research Office, March 2019
Increased awareness of potential funding options, increased number of applications and success rates for women researchers.
Medium
27 Audit internal grant eligibility criteria to ensure they do not exclude or limit opportunities for staff that work part-time.
Both full-time and part-time staff need access to opportunities that strengthen their track records.
Research Office, June 2018
Increased number of applications and success rates for women researchers.
High
28 Increase availability of specific workshops for all researchers on achieving success with grant applications.
Women’s application rates for grants are lower than men’s.
Research Office, March 2019
Increased number of applications and success rates for women researchers.
Medium
57
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
29 Explore developing a nomination system where the GEC/SAT can make recommendations for and encourage suitable women to apply for various funding opportunities (including but not limited to NHMRC grants).
Grant writing guidance to be offered throughout the process.
Women’s application rates for grants are lower than men’s.
Grant writing guidance currently offered through workshops and through the internal peer review of grants, including for women, also offer an external editor to all researchers for their NHMRC project grants & fellowships.
Research Office, March 2019
Increased number of applications and success rates for women researchers.
Medium
ECR Training
30 Increase numbers of external female Laboratory Heads/senior scientists in career advice sessions to provide role models for female researchers.
Presenters to include information about their career experiences and the strategies they have used.
Lack of senior women presenting at seminars, lack of visible role models for women.
GEC/SAT, HR, SWAG, 2018–2019
Increased number of female presenters, Attendance numbers of women researchers, monitor gender balance (50:50).
Medium
Leadership Programs
31 Implement a coaching program specifically designed for the professional development of women in senior roles.
Program designed to gain insights, build skills and increase confidence.
During focus groups, women stated that they would like access to coaching.
This action has been approved by the GEC and funding has been included in the 2018 budget.
HR/GEC/SAT, 2018 Increased participation rates of women in senior roles.
High
58
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
Performance Appraisals
32 Develop information session for supervisors on how gender and intersectionality may impact on performance and judgements of performance.
Include information on gender, race, LGBTQI status, disability, class and age.
Increased awareness needed of the multiple factors that can impact on a career.
Unconscious bias training organised for senior roles across the Baker Institute for April 2018.
HR, prior to performance appraisals, 2018
Supervisors trained and have increased awareness of potential issues prior to performance appraisals. The effectiveness of the information will be evaluated by a survey.
High
Support for Career Progression
33 Seek a permanent source of funding for the Alice Baker and Eleanor Shaw Gender Equity Fellowships and Emerging Leader Fellowships.
Current funding arrangements for these fellowships expire in 2018.
GEC/SAT, CCR, David Lloyd (COO), 2018
Funding continues for the next four years.
High
34 Seek future funding for the Carolyn Thomson Travel Grant that supports women with caring responsibilities.
Grants to cover the cost of taking a carer to conferences.
Women with caring responsibilities may miss out on career strengthening opportunities.
One grant has been approved for 2018
GEC/SAT, CCR, David Lloyd (COO), 2018
Funding continues for the next four years.
High
59
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
Mentoring
35 Conduct a detailed survey about the mentoring scheme at the Baker Institute to investigate ways in which to improve mentoring experiences at the Institute.
It is unclear what staff would find most useful in a mentoring scheme.
Conducted in December 2017. Results available late February 2018.
HR/GEC/SAT, 2018 Revamp mentoring program based on findings.
High
36 Using the results of the mentoring survey, develop and implement a new mentoring program/process to support staff.
Ensure those seeking a female mentor are allocated one.
Enhanced mentoring opportunities are wanted by women.
GEC/SAT, 2018 Implement new/revamped mentoring program.
High
37 Explore opportunities for cross industry mentoring with other institutions/universities.
Provides a greater pool of potential senior female mentors.
HR/GEC/SAT, 2018 In line with new/revamped mentoring program.
Medium
38 Provide specific mentoring support to newly identified group leaders and Laboratory Heads to enhance their ability to progress to more senior levels.
Mentoring to support the development of their track records and becoming more competitive in attracting external funding.
Mentoring is a good tool for professional development and it has been shown to improve the confidence of women.
HR/GEC/SAT, Domain Heads, 2019
In line with new/revamped mentoring program.
Medium
60
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
Parental Leave
39 Expand the Women in Science Support Grants program to all eligible women.
Post-doctoral women who are primary carers on leave are provided with funds to employ a part-time research assistant to carry on research work while they are away.
Women who have career breaks can fall behind in their research work.
The action has been approved by the GEC with funding commencing from 2018.
GEC/SAT, Research Office, 2018
Women in Science Support Grants Program supports all eligible women every year.
High
40 Develop an online parental leave information kit for staff and supervisors.
Information to include preparing for leave, taking leave, maintaining contact while on leave and returning to work advice.
Improve level and breadth of support offered around parental leave.
HR, 2019 Parental leave information kit developed and implemented.
Medium
41 Offer a pre and post parental leave work resilience program to staff planning on taking this leave.
Women want additional support in the lead up to and return from parental leave.
(This has been approved by GEC for 2018).
HR, 2018 Program developed and implemented. Program will be evaluated. Increased resilience measured by specific questions in culture survey.
High
61
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
42 Develop and widely promote a policy for those on unpaid parental leave that allows 10 paid ‘keeping in touch’ days during the leave period.
Keeping in touch days can be used for a variety of purposes (meetings, training, conferences) and should help ease the transition back into the workforce and to keep up to date with work/professional development.
Some women find it difficult to return to work after parental leave.
HR, 2019 Policy developed and increased uptake of employees using 'keeping in touch' days. Program evaluated by questionnaire among those who utilised it.
Medium
43 Offer four one-on-one coaching sessions to staff returning from parental leave to support their reintegration back into the workforce and minimise career disruptions.
Career disruptions can have long-term career impacts.
HR/GEC/SAT, 2020 Coaching sessions developed and delivered. Effectiveness assessed by questionnaire among those who participate in these sessions.
Low
44 Ensure appropriate breastfeeding and breast milk storage facilities are available for staff requiring these
To be included in online parenting information kit
Easy access to breastfeeding facilities supports women’s return to work.
These are currently available.
OHS/Facilities Facilities are available for use and being used.
Medium
62
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
Parental Leave Tracking
45 Monitor and report on parental leave tracking data following the introduction of a range of measures designed to support greater retention of staff using parental leave.
Low retention rates of staff following parental leave.
HR currently tracks this for payroll/Finance purposes.
HR to report to GEC/SAT biannually, 2020
Robust reporting is provided biannually commencing 2020.
Ongoing
46 Communicate widely across the Baker Institute the strategies being put in place to support women taking parental leave and to support their return to work.
Increased awareness of support offered to women having children needed.
Public Affairs, HR, 2020 Increased awareness of support strategies for those taking parental leave. This will be measured culture survey.
Low
47 Remove any associations between gender and primary and non-primary carer roles in the next Enterprise Agreement so that gender has no bearing on the type of parental leave taken by staff.
Current Enterprise Agreement still associates primary carer roles with women.
HR when next Enterprise Agreement negotiations commence, July 2019 onwards.
Clauses to be reworded to remove references to maternity and paternity.
Low
63
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
48 Develop strategies to encourage men to use parental leave provisions to a greater extent, including the use of external male role models who will speak about the benefits of taking this type of leave.
Low number of men using paternity leave provisions.
Public Affairs, HR, 2020 Increase in number of men accessing parental leave provisions.
Low
Flexible Working Arrangements
49 Develop a campaign that promotes the availability of flexible working arrangements at the Baker Institute.
Link to parental leave information kit.
Staff feel some anxiety about asking for flexible working arrangements.
HR/GEC/SAT, 2020 Increased uptake in flexible work arrangements, measured by HR reporting systems
Low
50 Educate supervisors on the benefits of providing flexible working options and how they can support their staff to achieve excellence whilst working flexibly.
Link to parental leave information kit.
Some requests for flexibility are denied or only partially granted.
HR/GEC/SAT, 2019 Supervisors trained. Medium
64
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
51 Include information in
the Information Guide
and the online parental
leave information kit
about the limited
childcare places
available at AMREP and
how to find suitable
childcare options close
to home.
Improve level and breadth of support offered for employees returning to work from parental leave, support new employees with childcare needs coming to work at the Institute.
HR, 2019 Information guide updated. Parental leave information kit developed and implemented.
Medium
52 Increase awareness of the ways in which the Baker Institute supports staff with caring responsibilities.
Provide information on available options on the daily shout box (an intranet noticeboard), on the Institute’s website and in staff meetings.
Lack of awareness of the full range of provisions supporting those with caring roles.
Public Affairs, 2020 We will measure levels of awareness in culture survey.
Low
53 Develop and promote stories of senior staff who have or use flexible work options/leave options and work effectively at the Baker Institute to role model the use of these among all staff.
Link to parental leave information kit.
Lack of male role models using flexible work options.
Public Affairs, 2020 Effectiveness of this awareness raising will be measured in the culture survey. Increased uptake of flexible working arrangements as reported by HR.
Low
65
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
Institutional Policies, Practices and Procedures
54 Develop a gender equity and intersectionality checklist for the development, implementation and review of policies, practices and procedures.
This will provide a structured way for us to assess new policies from a gender equity and inclusion position.
HR/GEC/SAT, Policy Owners, 2018.
Gender equality and intersectionality considerations are factored into review of policies, practices and procedures and included on any standard templates.
High
Workload Models
55 Collect data about distribution of research duties other than research to see if there are any gender differences.
Implement strategies to more evenly distribute these roles between women and men if women are found to be doing more non-research activities than men e.g. rotating rosters of committee members, changing of chairs biennially.
Distribution of non-research activities unknown.
Some individual metrics currently collected by the Research Office but not analysed.
2018, HR, GEC/SAT Collect data quarterly, review patterns of workload; e.g. we would want to observe whether average/median # of roles on internal committees for female senior researchers is approximately equivalent to that for male senior researchers.
High
66
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
Timing of Meetings
56 Implement a policy that important meetings are to be scheduled between 9.30am and 4.00pm to allow those with caring responsibilities and part-time staff to attend.
This may also include flexibility for people participate in phone-in/ Zoom meetings.
The Baker Institute has a tradition of holding meetings outside of core business hours.
The Board and the MRT have approved of the action.
Tom Marwick (CEO), David Lloyd (COO), GEC/SAT, 2018
Policy implemented, improved meeting attendance. Policy uptake measured in culture survey and directly via communication with Laboratory Heads
High
57 Record and make available online all talks held outside of core working hours (9.30am-4.00pm).
Some talks will still occur outside of core working hours because of time differences between countries.
This will improve access for employees who cannot attend seminars due to caring responsibilities.
David Lloyd (COO), Hilary Bolton (Executive General Manager Operations), 2018
Measure usage of recordings of meetings posted online.
High
Visibility of Role Models
58 Assemble a list of Inspiring Women in Science speakers from the Baker Institute and promote to seminar organisers and continue to monitor the representation of female speakers at the Friday seminars.
List included on the Baker Institute website.
Women underrepresented as seminar speakers.
GEC/SAT, seminar organisers, 2018 –2021
Increased number of women presenters, measure of attendance at these seminars, increased number of women promoted and visible across the organisation.
High, Ongoing
67
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
59 Create a permanent display in the foyer of all Alice Baker and Eleanor Shaw Gender Equity Fellowship winners to highlight the important role women play at the Baker Institute.
Increased visibility of roles models is important in improving awareness of women in leadership roles and will further encourage participation from women.
GEC/SAT, Public Affairs, 2019
Increased visibility of female role models.
Medium
60 Implement a panel pledge which asks all the Baker Institute speakers or participants at professional forums to make enquiries about the other panellists and how gender balance will be achieved.
If the panels are not representative of gender diversity, consider offering names of people from within the Baker Institute or networks and point the organisers to resources for support in finding alternative speakers.
Women are often underrepresented at forums as speakers.
The Board and the Director have asked all staff to make this panel pledge.
GEC/SAT, seminar organisers, 2018–2021
Increased number of the Baker Institute speakers aware of and taking panel pledge. This will be measured in culture survey.
High, Ongoing
61 Implement media training for women and men who have been identified as emerging leaders and future spokespeople for the Baker Institute.
Men more likely to be approached as spokespeople for the Baker Institute.
Media training has been completed by some emerging leaders in late 2017.
GEC/SAT, Public Affairs, 2019
Those trained have improved media skills and increased participation in media-related activities. Increased number of women appearing in media as reported by media monitoring services.
Medium
68
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
Outreach Activities
62 Undertake a data collection exercise to gain an understanding of the types of outreach activities undertaken by research staff with a view to include in performance appraisal and research metrics.
Analyse this data by gender.
Distribution of outreach activities by gender not known.
Some data is currently collected (from community seminars to more science-related sector activities) in the scientific metrics the Research Office captures. Researchers (post-doc and above) are scored on these activities in the metrics.
GEC/SAT, HR, 2019 Data collected and reviewed. Comprehensive collection of outreach activities for inclusion in performance appraisal and research metrics.
Medium
4: Support and Action for Transgender People
63 Increase awareness of transgender people and the language of gender identity amongst staff through the workplace diversity modules in LMS.
Knowledge of transgender people is low.
HR, GEC/SAT 2018–2019 Once LMS introduction of workplace diversity modules are implemented, we will track completion rates.
Medium
69
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
64 Conduct face-to-face workshops facilitated by external experts to reduce unconscious bias and increase awareness of appropriate language and behaviour related to gender identity.
Knowledge of transgender people is low.
Unconscious bias training organised for senior roles across the Baker Institute for April 2018
HR, 2018 Increase awareness of biases, provide tools to help reduce biases. Effectiveness of training will be evaluated by post training survey.
High
65 Review and update workplace policies and procedures to ensure they are inclusive of transgender people
Factor into other policy review actions.
Policies and procedures may not be inclusive of transgender people.
Jacqui Goodall (General Counsel)
As policies become due for review, update to ensure they are inclusive of transgender people. Policies will be reviewed by advocacy groups.
Ongoing
66 Introduce gender-neutral toilets in each of the Baker Institute buildings/worksites.
Include reference to these in induction information.
Transgender staff, like all staff, need access to appropriate facilities.
OHS/Facilities/HR, 2018 Gender- neutral toilets available in each the Baker Institute building/worksite.
High
67 Update HR online pay and records systems to enable non-discriminatory gender labelling in staff records.
HR must comply with ATO and other legal requirements.
HR systems currently label staff as either female or male.
HR, 2018 Include updates to employee forms (paper and online).
High
70
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
68 Include information relating to the Baker Institute’s support of transgender staff in job advertisements and on the Baker Institute website.
In line with other updates to recruitment job ads, position description templates.
Information and awareness of transgender is poor.
HR, 2018 Statement of support developed and implemented. Appropriateness of information will be reviewed by advocacy groups.
High
69 Establish, train and promote contact officers for transgender staff who can act as a spokesperson/support officer.
Contact officers can support those who identify as transgender or who are transitioning in the workplace. In line with other plans regarding contact officer training.
Currently we have inadequate policies and practices to support transgender people.
HR, 2019 Contact officers are appropriately trained.
Medium
70 Consult directly with those who identify as transgender to measure their level of satisfaction with the Baker Institute’s policies, practices and environment.
Training of HR/Contact Officers, Seek direct input from transgender employees and/or external advocacy groups as appropriate.
To ensure that our actions are appropriate.
HR, ongoing as required Feedback from those who identify as transgender and consultation with external advocates.
Ongoing
71 Extend the number of free counselling sessions offered through the EAP.
Staff currently can access 6 free sessions. Additional sessions may be necessary for those transitioning.
Transitioning staff may require additional support.
HR/OHS, 2018, ongoing Advise EAP provider that counselling can be extended if required.
High, Ongoing
71
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
5: Intersectionality at the Baker Institute
72 Collect more comprehensive data on the diverse experiences of staff in future culture surveys and other consultative mechanisms.
Analyse results according to race, religion, sexual orientation, disability and age.
Limited knowledge of the experiences of staff with diverse characteristics.
HR, GEC/SAT, 2018 Increased richness of data in culture survey.
High
73 Audit workplace policies and practices to ensure that they better support intersectionality as well as gender equity.
Unclear if policies and practices take into account the diverse characteristics of staff.
Jacqui Goodall (General Counsel)
As policies become due for review, update to ensure they better support intersectionality as well as gender equality. Reviewed by advocacy groups for appropriateness.
Ongoing
74 Develop and promote an ‘intersectionality statement’, in consultation with underrepresented groups.
Statement acknowledges the barriers faced by staff from minority groups. Link to gender equity checklist action.
Having an appropriate intersectionality policy will allow those from marginalised groups to feel safe and supported at the Baker Institute.
Public Affairs, HR, 2020 Report to MRT, statement to be included in appropriate literature, policies etc., benchmark against other statements from other STEMM and industry organisations.
Low
72
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
75 Include women from a range of cultural backgrounds, ages, physical ability, sexual orientation and gender identities when seeking presenters for internal seminars and events, when seeking applicants for job vacancies and when identifying role models.
Increased visibility of roles models is important in improving awareness of women in leadership roles and will further encourage participation from women from a range of cultural backgrounds, ages, physical ability, sexual orientation and gender identities.
GEC/SAT, seminar organisers, 2018–2021
Increased number of women presenters, measure of attendance at these seminars to >40%. Increased number of CALD and LGBTQIA women employed and promoted and visible across the organisation.
High, Ongoing
76 Increase awareness of intersectionality amongst staff through the LMS workplace diversity modules.
Low awareness amongst staff of intersectionality concept.
HR, GEC/SAT 2018–2019 Once LMS implemented, introduction of workplace diversity modules, track completion rates, track awareness in culture survey.
Medium
77 Include information about intersectionality in any organisational education campaigns about gender equality, inclusion and diversity.
Low awareness amongst staff of intersectionality concept.
HR, GEC/SAT 2018–2019 Increased awareness of gender equity, inclusion and diversity issues, track awareness in culture survey.
Medium
73
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
78 Train contact officers to have greater awareness of intersectionality.
Training to include information on how gender outcomes may be affected by the interconnected issues of racism, homophobia, transphobia, disability discrimination, classism and ageism.
Contact officers have not yet had training on intersectionality.
HR, 2018 Contact officers are appropriately trained.
High
79 Assess whether our intersectionality-focused actions have any impact on the recruitment, promotion, and leadership of women with diverse characteristics by reviewing our recruitment data.
Outcomes of introducing actions around intersectionality unknown.
HR/GEC/SAT, 2020–2021 Review recruitment data biennially to monitor trends.
Low
6: Indigenous Australians at the Baker Institute
80 Consider issues of cultural safety and sensitivity as organisational policies and governance structures are developed and reviewed.
Seek direct input from Indigenous employees and/or external cultural advisors as appropriate.
Cultural safety is a key component to help the Institute overcome any cultural power imbalances of places, people and policies and contribute to improving health, support and
David Lloyd (COO), HR, GEC/SAT, policy owners.
New/updated policies acknowledge Indigenous employees as appropriate.
Medium
74
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021) numbers of Indigenous Australians at the Baker Institute.
81 Continue to identify opportunities to build awareness of Indigenous cultures amongst non-Indigenous staff and students in the workplace diversity modules in the LMS.
Cover unconscious gender bias, discrimination and racism.
Not all the Baker Institute staff have participated in cultural awareness training.
David Lloyd (COO), Public Affairs, 2019
Report on actions taken to increase awareness. Continue to measure awareness in culture survey.
Medium
82 Include cultural awareness training as a required part of induction for all staff, especially those involved in the Baker Institute’s work with Indigenous communities.
Not all the Baker Institute staff have participated in cultural awareness training.
Staff working with Indigenous communities currently participate in cultural safety training before they can commence work.
HR, David Lloyd (COO), Domain Head Aboriginal Health
Cultural awareness training attendance rates. Training will be evaluated by training provider.
Ongoing
75
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
83 Increase the profile of our work with Indigenous communities on the Baker Institute website and continue to share resources on conducting culturally safe research on our intranet.
Not all the Baker Institute staff are aware of the work with Indigenous communities and how to conduct culturally safe research.
Currently we are undertaking communication training with staff in Alice Springs so they are better equipped to tell their stories in culturally appropriate ways.
David Lloyd (COO), Public Affairs
Increased visibility and awareness of our work in these areas; analytics of website visits, social media engagement about work with Indigenous communities, intranet analytics.
Ongoing
84 Monitor recruitment and retention rates of Indigenous Australian staff by gender in the Institute’s annual performance monitoring.
We currently do not capture who (staff & students & volunteers/honorary) from the institute identifies as ATSI.
HR pay system has recently created a field to be able to collect/track this information
HR, David Lloyd (COO), Domain Head Aboriginal Health
Increase recruitment and retention rates as reported recruitment statistics.
Medium
85 Survey Indigenous staff to ascertain their perceptions of the Institute’s responsiveness to their needs and the availability of culturally specific policies and procedures.
Seek direct input from Indigenous employees and/or external cultural advisors as appropriate.
Indigenous staff’s perceptions unknown.
HR, GEC/SAT, David Lloyd (COO)
Survey conducted, findings analysed, actions developed.
Low
86 Encourage participation in mentoring program for every Indigenous
To support their progression to higher degree and/or to
Mentoring is a good tool for professional development.
GEC/SAT, David Lloyd (COO)
Mentor program established.
Low
76
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021) member of the Institute’s staff.
support emerging leaders balance leadership opportunities with research. In line with other mentor program arrangements, subject to need and want
87 Revise recruitment material to explicitly indicate that the Baker Institute is an employer that welcomes Aboriginal and Torres Strait Islander staff and students and encourage them to apply for roles within the Baker Institute.
Low number of Indigenous staff and students working and studying at the Baker Institute.
HR In line with other revisions to recruitment material.
Medium
88 Appoint a senior Indigenous researcher onto the Baker Institute Management Round Table.
An Indigenous representative has always been in the Baker Institute Management Round Table.
Tom Marwick(CEO), David Lloyd (COO), ongoing
Continue to ensure there is at least one Indigenous representative on management committee.
Ongoing
77
No. Action Additional Information
Rationale Action Already Taken
Timeframe & Responsibility
Target outcome with success
criterion
Priority
Key: High: 2018, Medium: 2018–2019, Low: 2019–2021, Ongoing: throughout the life of the plan (2018–2021)
89 Establish a network for Indigenous researchers in Alice Springs and Melbourne.
Seek direct input from Indigenous employees and/or external cultural advisors as appropriate.
Interview data indicated that Indigenous staff would find this useful.
GEC/SAT Networking group established. Indigenous staff to feedback on usefulness of group.
Medium
90 Develop a Reconciliation Action Plan.
The Baker Institute currently does not have a Reconciliation Action Plan.
GEC/SAT, David Lloyd (COO), 2020
Plan implemented. Low
91 Implement Welcome to Country statements as standard at large meetings/seminars
Welcome to Country statements currently informal and inconsistent at large meetings/seminars.
GEC/SAT, David Lloyd (COO), 2019
Plan implemented, Welcome to Country statements standard at large meetings/seminars.
Medium
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