booklet-final_v3-web

Diversity and Inclusion
Progression
Framework
for professional bodies
A FRAMEWORK FOR PLANNING AND ASSESSING PROGRESS

Progression Framework
Contents
DIVERSITY AND INCLUSION PROGRESSION FRAMEWORK OVERVIEW 1
A FOUR-LEVEL MATURITY MODEL 2
FRAMEWORK DESCRIPTORS FOR PROFESSIONAL BODIES 3
Governance and leadership 3
Membership and professional registration 4
Meetings, conferences and events 5
Education and training, accreditation and examinations 6
Prizes, awards and grants 7
Communications, marketing, outreach and engagement 8
Employment 9
Monitoring and measuring 10
NEXT STEPS 13
Engineering and science professional bodies: a case for collaboration 14
Engineering Diversity Concordat 15
Declaration on Diversity Equality and Inclusion 16
BACKGROUND AND CONTEXT 14
SELF-ASSESSMENT, REPORTING AND BENCHMARKING 11
Diversity & Inclusion Progression Framework: level summary diagram 12

1 Royal Academy of Engineering Back to contents
The framework
certainly encouraged
people to think about
this subject when maybe
they wouldn’t previously
have done,
or think differently.”
– BCS, The Chartered
Institute for IT
Diversity and Inclusion (D&I)
Progression Framework Overview
The D&I Progression Framework was developed in a collaboration between the
Royal Academy of Engineering (Academy) and the Science Council to progress
diversity and inclusion (D&I) across 63 engineering and science professional bodies.
It builds on the Engineering Diversity Concordat and the Science Council
Declaration on Diversity, Equality and Inclusion with the aim of helping
professional bodies track and plan progress on D&I.
The framework asks professional bodies about progress on D&I in the eight areas
listed below, by setting out four levels of good practice for each.
1 Governance and leadership
2 Membership and professional registration
3 Meetings, conferences and events
4 Education and training, accreditation and examinations
5 Prizes, awards and grants
6 Communications, marketing, outreach and engagement
7 Employment
8 Monitoring and measuring

Back to contents Science Council 2
Level
4
Evolving
Level
3
Engaging
Level
1
Initiating
Level
2
Developing
Case for change is
EMERGING, data and
insights just being
gathered, action tends
to be informal, isolated,
bottom-up, one-offs
Case for change is
constantly EVOLVING,
complex qualitative and
quantitative data being
routinely gathered and
shared, high levels of
dialogue, collaboration
and learning, clear
evidence of change in
individual behaviour and
organisational culture
CASE FOR CHANGE
is clear, quantitative
data gathered,
responsibility and
accountability being
formalised, guidelines
being developed,
activity being
launched, connections
being made
Case for change is
WELL ESTABLISHED,
qualitative data being
gathered and shared,
sustained senior level
support in place, skills and
capabilities being built,
activity catching on, high
levels of engagement and
collaboration, clear signs
of change
A four-level maturity model
The next few pages give a summary of
best practice in each of the eight areas
against the four-level maturity model.
For a full version of the framework,
contact diversityteam@raeng.org.uk
or diversity@sciencecouncil.org.

Framework descriptors for professional bodies
1
Governance and leadership
Summary
Leadership ROUTINELY
REVIEWS data, takes action
and tracks progress.
Collective responsibility is
the norm.
New activities are assessed
for impact.
Organisation leadership opens
up to scrutiny and shares best
practice.
Clear sustained behavioural
change at leadership level is
evident.
DI ambition is LINKED
to broader organisational
objectives.
Plan of action is in place.
Leadership on DI is
evident on a daily basis.
Qualitative and/or
quantitative signs of
progress are evident.
A case for change is
EMERGING.
DI feature in leadership
discussions.
Observational data on
leadership demographics
is informally shared.
A case for change is
ARTICULATED.
Leadership positions are
filled by a transparent and
accessible process.
Action to increase
leadership diversity is
considered.
Meetings are accessible.
Data on organisation
demographics and
leadership is shared.
Level
1
Initiating
Level
4
Evolving
Level
2Developing
Level
3
Engaging

2
Membership and professional registration
Summary
REVIEWS data, takes action and
tracks progress.
Collective responsibility is the norm.
Work with members and
partners addresses systemic and
organisational barriers.
Data on experience and
intersection between
characteristics is gathered and
used to inform action.
Clear sustained cultural change
in relation to membership and
professional registration is
evident.
Members’ views on
barriers faced by different
groups are sought.
An ACTION PLAN is in
place to address barriers.
Communication is
inclusive.
Codes of conduct
reference inclusive
behaviour expected.
Qualitative and/or
A case for action is
EMERGING.
Membership criteria are
reviewed, transparent and
accessible.
Some data is gathered and
shared internally.
Activity is ad-hoc and
reactive.
Ambition is
COMMUNICATED
internally and externally.
Communications reach
minimum standards for
accessibility.
Assessors are aware of
unconscious bias.
Responsibility for action is
defined.
Data on demographics
is gathered to identify
unintentional barriers to
greater diversity.
Level
1
Initiating
Level
4
Evolving
Level
2
Developing
Level
3
Engaging

DIVERSITY of speakers is
visible.
Attendee access needs are
anticipated.
Good practice is learnt and
feedback from speakers used to
improve DI.
Clear, sustained cultural
change in relation to meetings
conferences and events is
evident.
A plan of action is in place.
MEETING CHAIRS
actively seek to increase
DI.
Qualitative and/or
Discussion on increasing
diversity of SPEAKERS
has begun.
Venue accessibility is
considered and potential
participants are asked
about needs.
Observational data about
speaker diversity and
accessibility is shared
internally.
Ambition to increase
diversity of speakers and
inclusion of ATTENDEES is
clearly stated.
People responsible are made
aware and are supported to
achieve ambition.
Organisational policies and
guidelines are reviewed for
unintentional barriers.
Materials are reviewed to
support positive messaging.
Feedback from speakers and
delegates is used to inform
progress.
3
Meetings, conferences and events
Summary
Level
1
Initiating
Level
4
Evolving
Level
2Developing
Level
3
Engaging

4
Education and training, accreditation and examinations
Summary
Leadership ROUTINELY REVIEWS
data, takes action and tracks progress.
Education providers are actively
encouraged to improve their
approach to DI.
Continuous professional development
for underrepresented groups is in place.
Consideration is given to encourage
wider diversity of assessment
preferences.
Good practice is widely and actively
sought.
Clear, sustained cultural change in
education, training, accreditation,
review boards and examinations
is evident.
A plan of action has been
approved.
Content developers have
access to information
on accessibility and
UNCONSCIOUS BIAS.
Assessment and review
boards have access to
guidance on minimising
unconscious bias.
There is visible diversity
among those in decision-
making positions.
LINKS between DI
education, training,
accreditation and review
are considered.
Candidates are asked
about their access needs.
Some ad-hoc activity
relating to impact on
diverse groups takes place.
Some data is gathered and
shared internally.
There is ambition to
remove barriers to
underrepresented group
PARTICIPATION.
Demographic data on the
performance of different
groups is gathered.
Assessment and review
board criteria are reviewed
for unconscious bias.
Processes are checked
to ensure they do
not unintentionally
discriminate.
Level
1
Initiating
Level
4
Evolving
Level
2
Developing
Level
3
Engaging

Leadership ROUTINELY REVIEWS
data, takes action and tracks
progress.
Data and feedback from successful/
unsuccessful nominees/applicants
on the process is acted on where
possible.
Winners from different backgrounds
are featured to celebrate the
diversity of the profession.
Reputational risk and learning from
public debate in other sectors is
considered.
Clear, sustained cultural change in
education, training, accreditation,
review boards and examinations
is evident.
Leadership has approved a
plan of action.
Effort is made to
generate nominations/
submissions from
UNDERREPRESENTED
GROUPS.
Judging and review panels
have access to information
on unconscious bias.
Qualitative and/or
DI in prizes, awards and
grants is discussed.
Assessment criteria
and processes are
TRANSPARENT and
freely available.
Observational data is
shared internally.
There is clearly stated
ambition to improve.
Criteria and processes
have been reviewed for
unintentional barriers.
A named person has
responsibility and effort is
made to ensure DIVERSE
JUDGING/REVIEW
panels.
Data is gathered and
shared internally.
5
Prizes, awards and grants
Summary
Level
1
Initiating
Level
4
Evolving
Level
2Developing
Level
3
Engaging

Collective responsibility is
the NORM.
Consideration is given to
delivering activities targeted
at, and/or in partnership, with
underrepresented groups.
The organisation learns from
others and implements good
practice.
The organisation comments
publicly on DI.
Clear, sustained cultural
change in communications,
marketing, outreach and
engagement is evident.
A plan of action to
communicate POSITIVE
MESSAGES is in place.
Effort is made to diversify
role models presented by
the organisation.
The use of inclusive
imagery and terminology
is evident.
Communication
is integrated into
communication on other
issues.
Clear signs of progress are
evident.
Increasing DI in
communications,
marketing, outreach and
engagement is discussed.
MATERIALS are
reviewed to support DI.
Other ad-hoc or informal
activity may take place.
The people responsible
understand the diversity
of their AUDIENCE.
Guidance is available
to integrate DI into
activities.
Websites have minimum
level of accessibility for
disabled people.
Accessible materials are
developed to support DI.
Commitment, strategy
and plans and are
communicated internally.
6
Communications, marketing, outreach and engagement
Summary
Level
1
Initiating
Level
4
Evolving
Level
2
Developing
Level
3
Engaging

REVIEWS data, takes action and
tracks progress.
Collective responsibility is the norm.
Collaboration with external
partners to exchange good practice
is in place.
Data on demographics and
experiences of different groups is
routinely gathered and shared.
Data on underrepresented
groups is BENCHMARKED
internally and externally.
Clear, sustained cultural change
in communications, marketing,
outreach and engagement
is evident.
Leadership has approved a
plan of action.
The organisation is using
INSIGHTS from staff and
good practice guidance to
create a more diverse and
inclusive workforce.
Demographic data is
gathered and shared
internally.
Qualitative and/or
Discussion on increasing
DI is taking place.
There is some GOOD
PRACTICE on equality,
DI.
Other activity is in
response to immediate
issues.
The organisation complies
with relevant legal duties.
A case for increasing DI
in employment is agreed
and ambition is clearly
communicated.
FLEXIBLE WORKING
policy is in place but take up
is limited.
Employment practices
are under review along
with the experiences of
underrepresented groups.
All decision-makers are
given access to information
on UNCONSCIOUS bias.
Data is gathered and shared
internally.
7
Employment
Summary
Level
1
Initiating
Level
4
Evolving
Level
2Developing
Level
3
Engaging

REVIEWS progress against
performance indicators.
There is collective responsibility for
measuring progress.
Progress is routinely incorporated
into overall external organisational
reporting.
Data on progress is benchmarked
internally and externally and used
to drive action.
Data on more complex
demographics is shared internally.
Clear, measurable sustained cultural
change in relation to DI is evident.
Key QUALITATIVE
and QUANTITATIVE
performance indicators
are agreed.
Demographic data,
progress, strengths and
areas for development are
shared internally and used
to inform action.
Requests for data get high
response rates.
Qualitative and/or
progress on DI are
evident.
A case for measuring and
monitoring is developing.
OBSERVATIONAL
data is noted and shared
internally.
The STARTING POINT
for DI is established.
Leadership has articulated
ambitions against which
DI is measured.
One or more people are
responsible for measuring.
Data is gathered and
shared internally.
8
Monitoring and measuring
Summary
Level
1
Initiating
Level
4
Evolving
Level
2
Developing
Level
3
Engaging

Self-assessment, reporting and benchmarking
The framework can be used by professional bodies as an internal
tool at any time, in order to:
STRUCTURE conversations about performance and progress on DI
IDENTIFY strengths and areas for development
REPORT on performance to leadership teams or boards
PLAN next steps in making progress on DI
When used in this way the completed framework is for the organisation’s purposes only; it does
not have to be submitted to the Academy or the Science Council for review.
Collective benchmarking
On a periodic basis, the Science Council and the Academy will invite professional bodies to
take part in a collective benchmarking exercise, when professional bodies in science and
engineering will be asked to complete and submit a self-assessment against the framework.
Very useful
format. Excellent
tool for tracking
and moving forward
diversity plans. Highly
recommended that this
be rolled out.”
– Nuclear Institute
(NI)All the information provided for
assessing progress and benchmarking
will be treated confidentially and
seen only by named contacts at the
Academy and/or the Science Council.
The purpose of this collective exercise is
not to create a ‘league table’ but instead
to gather examples of good practice,
the successes, challenges and
priorities on DI for professional bodies
in engineering and science, as well as
more quantitative indicators of progress.
In addition to an overall report, participating
organisations will receive an individual
report summarising their progress and
proposing a small number of next steps
towards progress on DI. Each individual
self-assessment will lead to the generation
of a spider graph – see right.
During the reporting stage of the collective
benchmarking exercise, a spider graph will
be generated representing engineering and
science performance. Organisations who
wish to can use this to benchmark their
performance against their peers.

1
GOVERNANCE AND LEADERSHIP
4
EDUCATION AND
TRAINING,
ACCREDITATION AND
EXAMINATIONS
2
MEMBERSHIP AND
REGISTRATION
5
PRIZES, AWARDS
AND GRANTS
7
EMPLOYMENT
3
MEETINGS,
CONFERENCES
AND EVENTS
6
COMMUNICATIONS,
MARKETING,
OUTREACH AND
ENGAGEMENT
8
MONITORING
AND MEASURING
3
4
2
1
Level summary diagram
Initiating
Developing
Engaging
Evolving
Level
1
Level
2
Level
3
Level
4

Next steps
The first collective benchmarking exercise will take place in 2017.
This will commence with a workshop giving all institutions an opportunity to find out more
and discuss the process, in advance of submitting completed frameworks to the Academy
and/or Science Council later on in the year.
For more information, contact diversityteam@raeng.org.uk
or diversity@sciencecouncil.org
There is going to be
a huge benefit to our
organisation in using this
framework to help guide us
in identifying the next practical
steps in each of the areas
described, so it’s hugely
useful, thank you!”
– Institute of Engineering
Designers (IED)

Background
Engineering and science professional bodies –
a case for collaboration
There are many factors driving collaboration between the Academy
and the Science Council on DI:
THE NEED TO BUILD on the work of Engineering Diversity Concordat and
Declaration on Diversity Equality and Inclusion to encourage and support
planning and measurement – see over page.
POTENTIAL TO SIGNIFICANTLY IMPACT on increasing DI across
science technology engineering and maths (STEM).
AVOIDANCE OF DUPLICATION given a number of Science Council
members are also professional engineering institutions.
ECONOMIES OF SCALE in developing strategies and approaches
for addressing DI in STEM.
As leaders in engineering and science, both the Academy and
the Science Council commit to demonstrating good practice
on DI in relation to their own employees, registrants,
members and Fellows.
It helped to focus
our minds on DEI and
raise its profile at our
council meetings and enabled
us to consider its implication
in the wider context of
our organisation.”
– Society for Cardiological
Science and Technology
(SCST)

It gave a sense of
achievement where
we are doing quite well,
inspiration to do more.
Reminder of areas where we
are not yet making progress,
inspiration to tackle
these next.”
– Institute of Physics and
Engineering in Medicine
(IPEM)
Professional engineering institution Diversity Concordat
In 2011, the then Department for Business Innovation and Skills, funded an Academy-led
programme to increase diversity across the engineering profession.
Over the last six years, this programme developed
and expanded to include a focus on inclusion;
ethnicity, sexual orientation, age, disability, social
disadvantage and of course gender.
The programme is focused internally and externally;
partnering and collaborating with stakeholders
in engineering employment, professional bodies
and third-sector organisations with the aim of
challenging the status quo and driving change
through visible and innovative interventions.
A report on the first five years of the programme
can be found on the Academy’s diversity webpages
www.raeng.org.uk/policy/diversity-in-engineering.
In 2012, the Academy worked with representatives
from a number of professional engineering
institutions (PEI) to develop an Engineering
Diversity Concordat – a voluntary agreement to
support joint working on DI. All 35 PEIs were
invited to sign up to the concordat; as a result, 30
including the Engineering Council and the Academy
have become signatories.
The Concordat commits signatories to work
together to communicate commitment to
DI, take action to promote and increase it,
and monitor and measure progress.
Over the last three years, PEIs have reported
progress against these objectives and many have
developed their activities as a result. This has
included putting in place diversity monitoring,
developing networks for members from
underrepresented groups, and considering
what more can be done to retain women in
membership after career breaks.
Towards the end of 2015, it became evident
that there was appetite for increased
rigour in planning, measuring progress and
benchmarking.
In addition, an independent evaluation of the
programme highlighted that:
some signatory institutions of the
Concordat have not been active nor
made contributions, and there is
little accountability
there is some ambiguity among
Concordat members around what
‘success’ looks like
a standardised tracking tool/
dashboard should be shared with
institutions to track plans and
encourage increased commitment and
ongoing progress.

Science Council Declaration on Diversity,
Equality and Inclusion
In 2014, the Science Council developed a document to facilitate buy-in from its membership
of professional bodies in the promotion of equality, diversity and inclusion (EDI).
The aim is to create greater opportunity for
all individuals to fulfil their scientific potential,
irrespective of background or circumstances.
The Science Council sets the standards for
professional scientists through registration. It also
helps science to better serve society by attracting
the widest possible talent to the science workforce
and fostering a greater diversity of scientific ideas,
research and technology.
The Science Council is committed to widening
participation in science education and the
workplace. To this end, the Science Council and its
member bodies have declared a commitment to
promote EDI throughout their communities and
challenge prejudice and discrimination.
As a leading voice in science and the application
of science, the Science Council seeks every
opportunity to be proactive in promoting and
communicating this vision to educators, employers,
policymakers, opinion formers and other publics.
Through the Declaration on Diversity, Equality and
Inclusion, the Science Council proactively promotes
a culture of EDI through its membership by asking
them to:
i appoint a board-level diversity champion
who, in partnership with the senior executive
staff member, will advocate the importance
of EDI, and be accountable for improving
practice and communicating strategies to staff,
membership and other stakeholders
ii plan and implement a programme of
work to embed the principles of EDI into
current organisational policies, practices
and behaviours, and enhance the equality
of opportunity in activities as an employer
and professional/learned body
iii measuring, assessing and
reflecting on progress annually
iv share outcomes with the Science
Council and supporting the collective
progress of Science Council member
bodies through joint learning and
sharing good practice.
A good starting
point to begin the
conversation and
increased confidence that
we are all moving in the
same direction in the
same way.”
– Operational Research
Society (ORS)
16Back to contents

Royal Academy of Engineering
As the UK’s national academy for engineering, we bring
together the most successful and talented engineers
for a shared purpose: to advance and promote
excellence in engineering.
We have four strategic challenges: make the UK the
leading nation for engineering innovation; address the
engineering skills crisis; position engineering at the
heart of society; and lead the profession.
Science Council
The Science Council believes that every scientist has a
responsibility to society, and themselves, to work with
integrity, keep their skills and knowledge up to date and
consider how their efforts affect the world around them.
Our vision is for the quality and cohesion of our
scientists, and the science they carry out, to be the
means of creating a more sustainable and empowered
future for humanity.
Hodgkin Huxley House, 30 Farringdon Lane,
London EC1R 3AW
Tel: +44 (0)20 3434 2020
www.sciencecouncil.org
Registered charity number 1131661
Royal Academy of Engineering
Prince Philip House, 3 Carlton House Terrace,
London SW1Y 5DG
Tel: +44 (0)20 7766 0600
www.raeng.org.uk
Registered charity number 293074
Front cover image: iStockPhoto.com

booklet-final_v3-web

More Related Content

What's hot (13)

Similar to booklet-final_v3-web (20)

booklet-final_v3-web