Priority three
Strengthen workforce data and evidence to inform sustainable decisions and initiatives.
3.1 Build trust and employee engagement to capture current diversity information and improve accuracy of current state data.
| Area/s of focus | Timeframe in years | Status |
|---|---|---|
| Aboriginal people: Improve data captured on identified positions to ensure ongoing accuracy including the requirement to provide Confirmation of Aboriginality for priority employment and appointment to identified positions. | 1-2 | New |
| Aboriginal people: Clearly articulate “what’s in it for me” and how diversity information will be stored and used. | 1-2 | New |
Aboriginal people: Build employee trust that identification will not adversely impact on employment outcomes. |
1-2 | New |
| People with disability: Clearly articulate “what’s in it for me” and how diversity information will be stored and used. | 1-2 | New |
People with disability: Build employee trust that identification will not adversely impact on employment outcomes. |
1-2 | New |
3.2 Review diversity data across all phases of the employment cycle and all areas and levels of the department to ensure equal opportunity and absence of bias.
| Area/s of focus | Timeframe in years | Status |
|---|---|---|
| Aboriginal people: Determine a clear picture of where representation is and investigate underrepresented locations to inform recruitment processes and target areas accompanied by incentives. | 2-3 | New |
| People with disability: Determine a clear picture of where representation is and investigate underrepresented locations to inform recruitment processes and target areas accompanied by incentives. | 2-3 | New |
CALD: Work with CALD employees to understand current experiences and barriers to success and develop clear response program to key challenges identified. |
1-2 | New |
| Male teachers: Undertake deep data analysis to understand current state profile and supply data | 2-3 | New |
| Male teachers: Undertake research to provide further insights into barriers, challenges and trends. Test research in male teacher focus groups for validation and action. | 2-3 | New |
| Women in leadership: Review and understand gender statistics and data including representation of women in leadership across all areas of the Department and review of senior recruitment data to determine rates of women applying for senior roles. | 2-3 | New |
| Women in leadership: Review senior leadership promotion rates and processes to ensure equal opportunity, absence or bias and equal practice. | 2-3 | New |
3.3 Continue to build diversity programs and initiatives into workforce planning* and improve access to diversity information and metrics.
| Timeframe | Status |
|---|---|
| 1-5 | Ongoing |
* In line with the Government Sector Employment Act 2013.