SECaM Inclusive and Collaborative Culture Workshop

The School of Engineering, Computing and Mathematics (SECaM) workshop was held on 17 April 2024

As part of a drive to make the School of Engineering, Computing and Mathematics as inclusive as possible, and to help explore new ways of doing so, the School ran a staff ICC (Inclusive and Collaborative Culture) workshop on 17 April 2024 with Emma Brown (Source Coaching) and the Leadership Forum Theatre. Faculty office staff were invited to attend. 
The workshop aimed to raise awareness and discussion of non-inclusive and unconscious behaviours and attitudes that demonstrate personal power and role power dynamics that can be a catalyst for exclusivity. A staff focus group was run before the workshop to identify real examples for scenarios, such as lack of understanding of neurodiversity, neurodiverse people having to mask to not be seen as a burden, a culture of diminishing experiences and marginalised groups being an afterthought or having to justify themselves. Trained internal facilitators led group discussions on mixed tables to explore these scenarios performed by actors, before feeding back to the room. Staff were asked what behaviours they would like to stop, keep and start within the School; these staff-generated outputs will be used to determine actions and next steps. Feedback from attendees was very positive. We would like to celebrate the success of the workshop and highlight this as a stepping stone on the School’s journey to being more inclusive.
“Enhancing a supportive and inclusive culture continues to be one of our EDI priorities. It was great to see colleagues work collaboratively to contribute to this activity, from the initiation of having this workshop, through the focused groups, to the facilitation of the roundtable discussions. The constructive insights and discussions help shape our future action plan and create beacon activities on enhancing organisation culture which supports the success for all.” Dr Yinghui Wei, EDI Lead. 

The School of Engineering, Computing and Mathematics is committed to providing an environment for all of its members, staff and students, that is inclusive and collaborative. We believe that everyone in the School deserves to feel welcome, supported and empowered to reach their full potential. This requires a culture that celebrates diversity, fosters respect and encourages teamwork.

As part of this ongoing commitment, we convened an Inclusive and Collaborative Culture Workshop on Wednesday 17 April. The workshop brought together colleagues from across the School and the Faculty Office in order to explore various ways to support the further development of such a culture. It provided a valuable platform for shared reflection and dialogue, and the commitment displayed by the participants was extremely positive.
This report summarises the key takeaways from this workshop, including the next steps that have been identified. We are confident that the strategies outlined below will help us create a more inclusive and collaborative environment to the benefit of all members of SECaM and the wider Faculty.

Alex BeltonAlex Belton
Head of School and substantive Professor of Mathematics

 

Outputs from the session

The stop, keep, start behaviours from each workshop group have been collated and grouped into themes.

Stop

  • making assumptions/generalisations
  • cliques by subject
  • assuming people are neurotypical by default
  • talking over people
  • scheduling meetings at the same day/time
  • expecting staff (particularly technical) to be available without considering responsibilities outside of work.

Keep

  • listening
  • communicating
  • reflecting
  • timetabling meetings between 10–4
  • celebrating success
  • 1-to-1 meetings
  • mentoring new staff
  • flexible working
  • raising awareness of experiences in the School
  • team meetings
  • diversifying assessment methods
  • expanding knowledge of neurodiversity.

Start

  • more communal areas
  • using other methods of interaction/communication
  • bystander training
  • meeting chair training
  • variety of social events
  • modelling good behaviour top-down
  • ask people about their strengths and what support they need
  • suggestion box
  • ground rules for meetings
  • standardisation of lecture slides
  • considering all staff opinions from different levels
  • move away from siloed thinking
  • improve communication across different subject areas and locations.
 

Attendee feedback

We have received fantastic verbal feedback from staff. 90% of respondents agreed that the workshop was engaging and interesting and 90% agreed the workshop was worthwhile.
  • 90% agreed the leadership forum theatre performances helped them better understand non-inclusive behaviours and unconscious bias. “The performances were enjoyable and engaging. They were an excellent basis for starting a group discussion.”
  • 70% agreed their understanding of neurodiversity had improved following the workshop, the 30% who responded ‘neither agree nor disagree’ or ‘disagree’ said that they already had a good understanding.
  • Concerns around these discussions being forgotten if we do not follow up on actions and keep the momentum going, as well as concerns around voluntary training not reaching those who may need it most.

Staff responses

Which aspects of the workshop did you find particularly valuable?
1. Open table discussions – sharing experiences and generating useful ideas.
2. Thought provoking and impactful forum theatre performances. 
3. Meeting colleagues from across the School and discussing challenges we all face.
How will the knowledge you have learnt benefit you in the workplace?
1. Improved understanding and awareness of neurodiversity. 
2. Being able to talk more openly about EDI matters in a School that is more aware of the issues. 
3. Better understanding will lead to a kinder and safer working environment.
Are there any aspects of the workshop which you feel require improvement?
1. More background information about neurodivergent conditions and actions that can be taken to support staff and students.
2. Increase attendance to make a real change.
3. Too many handouts on tables.
4. Timing of the session was too long.

What have we already done?

  • &

    One of our new Athena Swan actions is to set up a SECaM Social Events Committee who will organise events and social activities for SECaM staff

Our next steps

  • Propose a neurodiversity awareness training session/webinar for all staff to increase understanding of different neurodivergent conditions and feel equipped to support neurodivergent staff and students.
  • Raise awareness of the neurodiversity toolkit and adapt where relevant to ensure accessible teaching and learning materials.
  • Propose a bystander training workshop so staff feel more confident calling out non-inclusive behaviours and know how to give appropriate feedback.
  • When staff take on a new role, relevant training and mentoring support will be provided to support them to adapt to their new role. Engage with the Staff Development Team to create new bespoke training sessions such as how to effectively chair a meeting.
  • Provide diverse methods for staff to contribute and engage so that more people have their voice heard, not just those who are confident to speak out. 
  • EDI Committee to champion good practice in meetings by adding this to EDIC Terms of Reference and then share this with the rest of the School. 
  • Facilitate collective buy-in in the creation and implementation of 'Our Principles’ by engaging members of the SECaM community to help foster an inclusive, supportive, caring, and respectful environment for all members of the School and beyond.