Employee Handbook for Staff

Total Page:16

File Type:pdf, Size:1020Kb

Employee Handbook for Staff EMPLOYEE HANDBOOK FOR STAFF TABLE OF CONTENTS About The University ........................................................................................................ 4 Introduction ........................................................................................................................ 6 WORKPLACE CONDUCT ................................................................................................. 7 Attendance (Absenteeism, Tardiness, and Job Abandonment) ..........................................7 Business Conduct .................................................................................................................... 10 Equal Employment Opportunity (EEO) .................................................................................. 17 Nepotism ...................................................................................................................................19 Personal Business, Visitors, and Pets .................................................................................. 21 Smoking/Nonsmoking ............................................................................................................. 21 Social Media .............................................................................................................................. 22 Solicitations ............................................................................................................................. 24 Substance Abuse ..................................................................................................................... 25 Treatment Of Confidential Information .................................................................................. 27 University Policy on Harassment, Discrimination & Sexual Misconduct1 ........................ 33 I. Introduction ........................................................................................................................ 33 IV. Sexual Misconduct and Definitions .............................................................................. 34 V. Consent ............................................................................................................................. 37 VII. Important Principles ...................................................................................................... 42 VIII. Prevention and Education Programs ......................................................................... 48 IX. Administrative Resolution of Complaints .................................................................... 48 No Trespass/ Ban Policy ......................................................................................................... 67 TIME OFF .......................................................................................................................... 69 Bereavement Leave ................................................................................................................. 69 Blood Donation Leave ............................................................................................................. 71 FMLA ..........................................................................................................................................72 Jury Duty ...................................................................................................................................77 Medical Leave Of Absence (MLOA) ....................................................................................... 78 Military Leave ............................................................................................................................ 80 Parental Leave .......................................................................................................................... 80 Personal Holidays .................................................................................................................... 83 Personal Leave Of Absence.................................................................................................... 85 School Visitation ...................................................................................................................... 87 Short-Term Disability ............................................................................................................... 88 Long-Term Disability ............................................................................................................... 91 Sick Leave ................................................................................................................................. 93 University Holidays .................................................................................................................. 96 Vacation .....................................................................................................................................97 Victims’ Economic Security And Safety Leave (VESSA) .................................................. 101 Employee Handbook – Staff (February 2020) Page 2 MISCELLANEOUS ......................................................................................................... 105 Americans with Disabilities Act (ADA) ................................................................................ 105 Compensable Time, Record-Keeping, and Tracking Absences ....................................... 105 Benefits Eligibility & Dependent Coverage ......................................................................... 108 Employee Work Schedules ................................................................................................... 109 Employee Access To Personnel Records ........................................................................... 110 Flexible Work Arrangements ................................................................................................ 112 Identification Card .................................................................................................................. 114 Information Systems .............................................................................................................. 114 Inventions, Discoveries, And Software ............................................................................... 114 Monthly Absence Reporting_ ............................................................................................... 116 Probationary Period ............................................................................................................... 117 Progressive Corrective Action ............................................................................................. 117 Termination Of Employment ................................................................................................. 119 Layoff ....................................................................................................................................... 124 Unscheduled Closings .......................................................................................................... 126 Workers Compensation ......................................................................................................... 127 Talent Acquisition ............................................................................................................................ 128 Reference and Background Checks .................................................................................... 138 Sponsorship of Foreign Nationals ....................................................................................... 143 Staff and faculty assistance program (SFAP) .................................................................... 145 Acknowledgement ......................................................................................................... 147 Employee Handbook – Staff (February 2020) Page 3 Motto BOUT HE NIVERSITY Crescat scientia; vita excolatur A T U Let knowledge grow from more to more; and so be human life enriched Working at the University of Chicago is a unique and enriching experience. The University of Chicago is one of the world’s great First Classes intellectual communities with professional museums, theaters, 1892 concerts, and lectures. Located in the community of Hyde Park Founder on Chicago’s South Side, just 15 minutes from the city center, the John D. Rockefeller University of Chicago is uniquely positioned to contribute to, and draw from, the strength and diversity of this world-class Students metropolis. We also have made an unforgettable mark on the 5,971 Undergraduate Students world at large. 10,045 Graduate, Professional, and Other Students Our faculty and students are pioneers, discoverers, teachers, scholars, and change agents. We ask tough questions and Faculty & Staff 2,350 Faculty and Other Academic pursue knowledge with rigor because we believe in the power of Personnel ideas. Committed to scholarship of the highest order, our faculty 90 Nobel Prize Winners, including 6 has made major contributions to existing bodies of knowledge current faculty and to the creation of new fields of study. REM sleep was discovered and carbon 14 dating was developed here. Our Research scientists laid the mathematical foundations of genetic evolution; Manager of Argonne National Laboratory executed the first controlled, self-sustaining nuclear chain and Fermi National Accelerator (in reaction; conceived the study of black holes; and performed the partnership) Affiliated with the Marine Biological nation’s first
Recommended publications
  • Dating and Relationship Experiences of Gay and Lesbian College Students
    DATING AND RELATIONSHIP EXPERIENCES OF GAY AND LESBIAN COLLEGE STUDENTS PROFESSIONAL DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF PROFESSIONAL PSYCHOLOGY WRIGHT STATE UNIVERSITY BY AUBREY DAWN MORRISON, PSY.M. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY Dayton, Ohio September, 2013 COMMITTEE CHAIR: Heather Wilder, Psy.D. Committee Member: Julie Williams, Psy.D., ABPP Committee Member: Daniela Burnworth, Ph.D. WRIGHT STATE UNIVERSITY SCHOOL OF PROFESSIONAL PSYCHOLOGY June 12, 2012 I HEREBY RECOMMEND THAT THE DISSERTATION PREPARED UNDER MY SUPERVISION BY AUBREY D. MORRISON ENTITLED DATING AND RELATIONSHIP EXPERIENCES OF GAY AND LESBIAN COLLEGE STUDENTS BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY. _______________________________________ Heather Wilder, Psy.D. Dissertation Director _______________________________________ La Pearl Logan Winfrey, Ph.D. Associate Dean Abstract In response to an identified need in the psychological literature for current research on topics related to same-sex dating and relationships, this Professional Dissertation was developed to gain a better understanding of contemporary gay and lesbian dating and intimate relationships within the college/university student population. A total of 159 self-identified gay and lesbian college/university students in the United States and Canada completed an online survey about their dating and relationship experiences. The survey was developed by the researcher based on a review of the literature and was designed to collect broad-based quantitative and qualitative data on the topic of study. Findings were compared to the literature on dating and relationships in the larger gay and lesbian population to identify points of consistency and inconsistency.
    [Show full text]
  • Demisexuality As a Contested Sexuality Alexis Barton
    Demisexuality as a Contested Sexuality Alexis Barton As members ofan explici1Jy sex-focused society. we fi nd ourselves exposed to societal norrns and traditional ideas ofsexua l orientation and auraction fro1n a ve1)' young age. IL is only over the last several decades that \Ve have co1nc to vie,v hun1an sexual orientation and/or gender identities for what they truly arc - concepts that do not necessarily exist "ithin a preconceived binary. black-and-white system, but instead as a pan of a vast, expansive spcctru1n v.•here each individual pcrs<>n fi1lls al different coordinates. Despite these developments. asexuality and all of1he terms falling under this identi1y umbrel la remain some of the most misunderstood and arguably most contested of the LGBTQ+ tcnns and identities. and rightly so: in such a sex-driven culrnre, ho\v is it reaJJy possible for us to believe there are people among us who feel no sexual attraction at all, or only in specific circumstances'? KJ10,\"ing the 1ncaning and history behind the tern1 ··asexuality'· is insLrumental to truly comprehending the demisexual identity and any associated vocabulary. Asexuality ' is generally defined as "not expe,iencing sexual attraction" amongst Lhose who reportedly • "'sclf-,dcntify" as asexual (Carrigan, 2013). Un like other sexual identities, it is important to distinguish between those who "'self-idemify" and those who are medically charac- terized as asexual, such as "'older persons. [ ...] individuals with physical disabilities or sC\ere mental illness"' (Carrigan, 201 3). Because oftbe term's history with medical conditions. today researchers must take into accoun1 the "issue of how asexuality should be conceptualized and operationalized" because it "'remains contested"' (Carrigan, 2013).
    [Show full text]
  • Perceptions of Positive Relationship Traits in Gay and Lesbian Couples
    Perceptions of Positive Relationship Traits in Gay and Lesbian Couples Miki D. Skinner: McNair Scholar Dr. Wind Goodfriend: Mentor Psychology The following study examined perceptions of positive traits in homosexual relationships. Students (n = 216) and professional counselors (n = 96) read one of three variations of a transcript of a couple’s counseling session that were identical in all aspects except for the names of the couple members and associated pronouns, implying sexual orientation (either John and Amy, Amy and Jennifer, or John and David). Participants then rated the couple’s level of commitment, satisfaction, investment, and closeness. Surprisingly, the student group perceived no differences between the couples, but the counselor group perceived the gay and lesbian couples as having higher levels of the positive relationship traits. Implications regarding counselor bias are discussed. Introduction In an ideal world, an individual or group of individuals would always be assessed based on their own personal attributes and actions. Unfortunately, however, this is not always the case, especially for those individuals belonging to an outgroup 11, 17, 21, 30. This tendency affects all areas of life, but psychological research has tended to focus on ingroup versus outgroup distinctions based on race, skin color, gender, religious affiliation, age, disability, and sexual orientation. The research regarding sexual orientation has grown steadily over the last century. Kinsey and associates were certainly a catalyst in this field when they began to examine human sexuality in general in the middle of the last century 14, 17. Their findings that homosexual acts and thoughts were far more common than previously believed rocked American society.
    [Show full text]
  • Dating and Romantic Partners : 21St Century Communication
    Dating and Romantic Partners Romance is often considered to be an essential part of hope of a lifelong partnership, or at least the “magic” described in popular movies such as Sleepless in Seattle or the fantasy depicted in children's movies such as Cinderella. For others, dating is a “challenge,” or a “game,” as depicted in the fictionalized trials of the characters in Sex and the City and Nip/Tuck or in “reality” shows such as The Bachelor and The Flavor of Love. The highs and lows of romance are prominently featured in songs from yesterday and today, and bookstores are overflowing with self-help manuals about how to attract yourself to others or how to find “the love you really want.” In these and other examples, dating and romance are often idealized as the intimate pairing for people who are “more” than just friends. The dynamics of dating and romantic relationships are complex, diffuse, and multifaceted. While a full review of the nuances of such pairings is beyond the scope of this chapter, our purpose here is to highlight some of the basic processes and communication behaviors relevant to dating and romantic relationships and to sketch how these dynamics play out in the modern age. Defining Romantic Relationships and Dating: Yesterday and Today Historical Views on Dating While few discount the importance of dating as a relational process, the idea of what it means to be dating in the United States has varied throughout time. In the 1800s, dating was referred to as “courtship” and involved an act—bland by today's standards—whereby a male paid a female a visit in her home, at a church social, or at a local dance.
    [Show full text]
  • Hello Darlin': Scripts, Roles, and Expectations on First Dates
    HELLO DARLIN’: SCRIPTS, ROLES, AND EXPECTATIONS ON FIRST DATES by JONATHAN G. CARPENTER CAROL B. MILLS, COMMITTEE CHAIR JASON E. BLACK JENNIFER D. GREER A THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Communication Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2011 Copyright Graham W. Carpenter 2011 ALL RIGHTS RESERVED ABSTRACT In the current study, Expectancy Violations Theory provides the framework for understanding and labeling violations of expectations for participants’ first dates. Previous avenues of this research have focused on identifying dating scripts (the “blueprint” that prescribes daters’ actions) by manipulating various factors of alcohol consumption, sex of the date initiator, and the date location. However, there is a missing connection to what makes up these dating scripts in relation to expectancy violations. In this study (n = 256), those previously considered factors are tested with a new variable in religiosity and manipulated to see if they have an impact on a person’s sexual expectations for first dates. The findings support the proposed hypotheses that men expect more sexual behavior on female initiated dates F (1, 121) = 0.264, p < .011, that the context of a date influences expectancy violations F (2, 247) = 3.03, p < .05, and that religiosity plays a role on expectations that limits the amount of sexual behavior expected on first dates r = .149, n = 248, p < .05. (Keywords: expectancy violations theory (EVT), intimacy, dating scripts, religion) ii DEDICATION I want to take this time to salute everyone who has had to live through one of those awkward, sometimes disturbing first dates.
    [Show full text]
  • Dating and Relationship Experiences of Gay and Lesbian College Students
    Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2012 Dating and Relationship Experiences of Gay and Lesbian College Students Aubrey D. Morrison Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the Psychology Commons Repository Citation Morrison, Aubrey D., "Dating and Relationship Experiences of Gay and Lesbian College Students" (2012). Browse all Theses and Dissertations. 655. https://corescholar.libraries.wright.edu/etd_all/655 This Dissertation is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. DATING AND RELATIONSHIP EXPERIENCES OF GAY AND LESBIAN COLLEGE STUDENTS PROFESSIONAL DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF PROFESSIONAL PSYCHOLOGY WRIGHT STATE UNIVERSITY BY AUBREY DAWN MORRISON, PSY.M. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY Dayton, Ohio September, 2013 COMMITTEE CHAIR: Heather Wilder, Psy.D. Committee Member: Julie Williams, Psy.D., ABPP Committee Member: Daniela Burnworth, Ph.D. WRIGHT STATE UNIVERSITY SCHOOL OF PROFESSIONAL PSYCHOLOGY June 12, 2012 I HEREBY RECOMMEND THAT THE DISSERTATION PREPARED UNDER MY SUPERVISION BY AUBREY D. MORRISON ENTITLED DATING AND RELATIONSHIP EXPERIENCES OF GAY AND LESBIAN COLLEGE STUDENTS
    [Show full text]
  • Folklore and Gay Identity, 1945-1960
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 1996 The Circle Always Grew: Folklore and Gay Identity, 1945-1960 David S. Azzolina University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Feminist, Gender, and Sexuality Studies Commons, and the Folklore Commons Recommended Citation Azzolina, David S., "The Circle Always Grew: Folklore and Gay Identity, 1945-1960" (1996). Publicly Accessible Penn Dissertations. 3088. https://repository.upenn.edu/edissertations/3088 The graduate group for this dissertation is Folklore and Folklife. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/3088 For more information, please contact [email protected]. The Circle Always Grew: Folklore and Gay Identity, 1945-1960 Abstract It has become a common place in Gay studies that the rise of Gay culture as we know it today has its roots in the years immediately following World War II. Using life history field techniques as a means of doing field esearr ch, the folklore of Gay men of this era is examined. Interviews were conducted with men who were out in the Gay world during the fifteen earsy after 1945. Biographies of the men are provided. Specific kinds of folkloric behavior are explicated including bar customs, nicknaming, parties, festival events and popular means by which men were able to identify one another as Gay and become part of the Gay community. The role folklore plays in the process of Gay identification is also examined. Historical context is provided for the era as it impacts the ways in which Gays were seen and the influence the Gay presence reflects the tenor of the times.
    [Show full text]
  • Employee Handbook for Staff
    EMPLOYEE HANDBOOK FOR STAFF TABLE OF CONTENTS About The University .....................................................................................................................4 Introduction ....................................................................................................................................6 WORKPLACE CONDUCT ..............................................................................................................7 Attendance (Absenteeism, Tardiness & Job Abandonment) ...............................................7 Business Conduct .................................................................................................................... 10 Equal Employment Opportunity (EEO) .................................................................................. 17 Nepotism ................................................................................................................................... 18 Personal Business, Visitors, and Pets .................................................................................. 20 Smoking/Nonsmoking ............................................................................................................. 20 Social Media .............................................................................................................................. 21 Solicitations .............................................................................................................................. 23 Substance Abuse ....................................................................................................................
    [Show full text]
  • Communicating Sexually: the Closest Physical Encounter
    8 Communicating Sexually: The Closest Physical Encounter Although Brittany, Sarah, and Taylor are sisters in the same sorority, their sex lives could not be more different. Brittany has been seeing the same man for four years and has an active sex life. She believes her boyfriend, Chris, is completely faithful but she insisted they both get tested to be sure they do not have STIs. She is on the pill and tries to be as responsible about sex as possible, yet she has never discussed her active sex life with her parents. Although she loves Chris, she is not completely sure he is the “one” for her. Sarah is deeply religious and has cho- sen to remain a virgin until after marriage. Sometimes she feels strange because most of the girls in the house are not virgins. She enjoys sexual activity with her boyfriend but always makes sure that they stop well short of sexual intercourse. Occasionally, her sisters are a bit unkind and call Sarah frigid or prudish, which makes Sarah feel that her values are out of the mainstream. Taylor dated men in the past but recently admitted to herself and the world that she has always been more attracted to women. She announced to her sisters that she is a lesbian and is in a committed, monogamous relationship with her partner, Leslie. Most of the women in the house accepted her fully; however, she has heard a few homophobic comments and caught some of her sisters exchanging strange glances when she mentions Leslie. ex is one of the most rewarding and difficult platonic, some of our closest encounters are sexual, issues people face.
    [Show full text]
  • COLUMNS MAGAZINE Join Us As We Launch the Most Expansive Philanthropic Campaign in the University of Washington’S History
    THE UNIVERSITY OF WASHINGTON ALUMNI MAGAZINE DEC 16 JOIN US 2 COLUMNS MAGAZINE Join us as we launch the most expansive philanthropic campaign in the University of Washington’s history. We can transform the lives of students and all of the people we serve. uw.edu/boundless Features Transform Curing cancer. Preserving the environment. Helping children. When you think about which causes to support, how do you decide? They are all incredibly deserving. But No. 1 on my list: supporting higher education. page Last year, I had the opportunity to meet the Nguyen family in their Renton home. The wall in the dining room was covered 22 with the family’s diplomas. Sitting at the table: seven Univer- sity of Washington graduates—three engineers, two dentists, In The Heart of Yakima an entrepreneur, a teacher. Pretty heady stuff for anyone, let alone a family that escaped a war-torn homeland to land here, BY MISTY SHOCK RULE in America, to start a new life. They didn’t know much English. Dulce Gutiérrez, ’13, grew up in a single-parent household, They didn’t have friends. They missed home. But their parents packed fruit in the summer—and made history as wouldn’t let their kids hide. The parents told their children: you will go to school. And you will go to college. Period. Yakima’s first Latina city council member. And Eastern They all came to the University of Washington. The result? Washington is keeping an eye on Yakima politics. Lives completely transformed. This is what the University of Washington does on a daily ba- sis.
    [Show full text]
  • The Social Construction of Adolescents' Romantic Relationships
    Adolescents’ Representations of Romantic Relationships 1 The Social Construction of Adolescents’ Representations of Romantic Relationships Valerie Simon, Heather A. Bouchey, & Wyndol Furman University of Denver Date of Draft: April, 1998 Running Head: Adolescents’ Representations of Romantic Relationships To appear in: S. Larose & G.M. Tarabulsy (Eds.) Attachment and development: Vol. 2. Adolescence. Québec: Les Presses de l’Université du Québec. Acknowledgements: This work was supported by Grant 50106 from the National Institutes of Health to Wyndol Furman, Ph.D. Adolescents’ Representations of Romantic Relationships 2 The Social Construction of Adolescents’ Representations of Romantic Relationships Most of us would consider our romantic relationships to be an integral, even essential, facet or our lives and identities. Like those with parents and close friends, relationships with romantic partners are among the most important and enduring bonds we develop in our lives. Comfortable in the seeming maturity and sophistication of our hard-earned wisdom about these relationships, we may fail to remember the awkwardness of those early years, when much time was spent trying out unfamiliar, yet seemingly expected behaviors, experimenting with new ways of interacting, and endlessly thinking or talking about our boyfriends or girlfriends. However, a retrospective look at our romantic lives - from first date to first love to long-term commitment - should quickly remind us of the many changes that have unfolded in our romantic lives. Early sorties, although important, were likely superficial and awkward, often because we lacked the skills and sophistication afforded by experience. Over time, not only did we gain increased skill and confidence, but we developed patterned sets of thoughts, beliefs, expectations, and feelings about ourselves and romantic partners in these relationships.
    [Show full text]
  • A Qualitative Inquiry Into How Romantic Love Has Been
    A QUALITATIVE INQUIRY INTO HOW ROMANTIC LOVE HAS BEEN PORTRAYED BY CONTEMPORARY MEDIA AND RESEARCHERS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Stephanie A. Griffin, M.S. * * * * * The Ohio State University 2006 Dissertation Committee: Approved by Professor Jerelyn Schultz, Advisor Assistant Professor Christine Price ________________________ Advisor Associate Professor James Upton College of Human Ecology Copyright by Stephanie A. Griffin 2006 ABSTRACT BACKGROUND Romantic love is a hallmark of human beings. Traditionally, love research has focused on terminology, childhood antecedents, or love style subcomponents; however, there has been little research exploring where attitudes about romantic love develop. This study explored contemporary entertainment media for love imagery. The media patterns were then compared with the research view of love to identify possible sociocultural patterns of romantic love. METHODS Award-winning films, music, and television series with romantic plots from four time periods were selected and evaluated qualitatively. Using a constant comparison method, romantic themes were identified. Each romantic relationship was further evaluated using the criteria of the Love Attitudes Scale and the Triangular Love Scale. Media from each era were holistically evaluated before moving to the next time period. This allowed for a deeper immersion into each era’s historical context. RESULTS Two sets of media archetypes
    [Show full text]