PDR objectives for Equity, Diversity, and Inclusion

Equity, Diversity and Inclusion (EDI) is a core element in the University’s strategy. We prioritise activities that identify and remove systemic inequities, associated with protected characteristics and marginalised groups, as well as promote and progress equity and inclusion, towards becoming an anti-discriminatory organisation. This commitment applies to every member of staff.

Changes in EDI don’t happen automatically which is why setting our intention to change and to be accountable for those changes through Professional Development Reviews is so important.  

See the document EDI principles and prioritisation for an explanation of what EDI is and the ethical, legal and business reasons for why the university is prioritising EDI. This document might also give you some ideas for deciding on a relevant EDI objective.

1. Being anti-discriminatory means that we proactively identify what we do (or don’t do) in our operations, interactions, planning, and decision making that may cause groups of people who have protected characteristics or who are marginalised in our university community, to be disadvantaged.
2. We then challenge that way of working to embed positive changes that eliminate negative impact, improve inclusivity, and embrace diversity.
3. We then monitor that change and seek feedback, where appropriate, to ensure that we maintain a positive impact.  

Please note - you may think that you are already being anti-discriminatory because you are not aware of disadvantaging anyone by the way you carry out your role when in fact you may be being non-discriminatory.

Being non-discriminatory means taking no action based on an assumption that our current way of operating is acceptable because there is no intention to discriminate. The problem with this approach is that we often discriminate without intending to, because;

1. we are operating under discriminatory policies and organisational structures and cultures that have not been challenged or,
2. we lack awareness of how we impact on others.

No one is exempt from needing to consider EDI in their roles and the requirement to embed anti-discriminatory practice is ongoing so there will always be a discussion about EDI performance objectives in your PDR.

Don’t run before you can walk

You may need to identify a development objective to raise your awareness about an issue before identifying a performance objective e.g., identifying appropriate training or resources.

Don’t use this objective as a tick box exercise

Make sure the objective is relevant to the role and commensurate with the grade.

Work in collaboration

Wherever possible it is a good idea for reviewees to identify relevant objectives, which reviewers can comment on, amend or ‘stretch’ as necessary. EDI objectives that reviewees identify are likely to match their awareness, confidence and competence and therefore be more meaningful. Also consider whether the objective needs to be done in collaboration with other people to be most effective.

Link with existing action plans

Refer to school or service local EDI actions or action plans for external validation such as, Atena Swann or the Race Equality Charter , if appropriate.

Monitor effectiveness

As with all objectives , wherever possible make EDI objectives SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) and get some feedback so that you can effectively measure progress.

Ask for support

You may need support or advice when changing the way, you operate. See EDI resources on the website or speak to the EDI lead in your school or service.

For resources and information about EDI see the EDI and Me section of the 含羞草视频 website.

Assess stage of EDI development

Together with the reviewee, assess their stage of EDI development and whether they would benefit from awareness raising activity as a development objective before setting a performance objective.

Be creative, development objectives could include watching a film or reading a book as well as participating in a focussed discussion or participating  in workshops, seminars, or online courses that enhance understanding of EDI. Development activity is particularly appropriate for those in the ‘comfort zone’. See model below.

Reward and recognition

Recognize and reward individuals or teams that demonstrate exceptional commitment to diversity and inclusion.

Mentorship

Encourage reviewees to access support from peers, sponsors or Mentors.