Equality Impact Assessment Tool: Policy,
Strategy and Plans
(Please follow the EQIA guidance in completing this form)
1. Name of Strategy, Policy or Plan
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Statutory and Mandatory
Training and Education for all NHSGGC Staff
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This is a : New Policy
2. Brief Description - Purpose of the policy, Changes and outcomes, services or activities affected
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The Statutory and
Mandatory Training and Education Policy sets out the expected approach to
online learning in core topic areas and compliance levels for staff in
respect of those compulsory learning modules.
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3. Lead Reviewer
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Low, Alastair
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4. Please list all participants in carrying out this EQIA:
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MacDonald, Moira
(Learning and Education Manager) |
5. Impact Assessment
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A. Does the policy explicitly promote equality of opportunity and anti-discrimination and refer to legislative and policy drivers in relation to Equality | |||||
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The policy sets out the requirement
for all staff to complete statutory and mandatory training that will, in
itself, promote equality of opportunity and anti-discrimination. The
Policy includes a reference to the Equality Act 2010 in Appendix 1.
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B. What is known about the issues for people with protected characteristics in relation to the services or activities affected by the policy? | |||||
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Source | |||||
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All |
The policy is designed to ensure the
maximum number of employees undertake the statutory and mandatory learning
opportunities as possible. However some members of staff may require
additional support in order to achieve this. For instance, disabled
members of staff who require reasonable adjustment made to access
information will need this applied in order to benefit from the learning.
A focus on online learning that's open to all will limit the risk of
unconscious or conscious bias patterning training uptake for core
subjects. |
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Sex |
NHSGGC's workforce is split between
sexes with around 80% of the workforce being female. This will mean that
in some areas challenges accessing equipment to complete online
assessments e.g. facilities, may fall disproportionately on women.
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Gender Reassignment |
Staff members reassigning gender may
require extended periods of time away from the workplace to complete
reassignment pathways. Flexibility of an online learning system will allow
great freedom of access to fit around any absence. |
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Race |
N/A |
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Disability |
Some disabled people may experience
challenges accessing online training modules due to a sensory impairment
(or combination of impairments) or a learning disability or difficulty.
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Sexual Orientation |
N/A |
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Religion and Belief |
N/A |
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Age |
N/A |
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Pregnancy and Maternity |
Women and men who are absent from
the workplace can miss learning opportunities due to maternity/paternity
leave. An online learning system allows flexibility of access.
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Marriage and Civil Partnership |
N/A |
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Social and Economic Status |
People living in poverty are more
likely to work in manual roles with limited access to IT resources and are
less likely to have access to computers at home. In addition literacy
levels may be lower within this group and so there may be barriers to
accessing training where plain English is not used. |
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Other marginalised groups (homeless, addictions, asylum seekers/refugees, travellers, ex-offenders |
N/A |
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C. Do you expect the policy to have any positive impact on people with protected characteristics? | |||||
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Highly Likely |
Probable |
Possible | |||
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General |
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If appropriate reasonable
adjustments are made the policy will ensure equitable access to online
learning opportunities. | ||
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Sex |
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Yes - support to get online
and/or attend alternative learning opportunities will bring benefit to
male and female workers. | ||
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Gender Reassignment |
No impact
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No impact |
No impact
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Race |
No impact
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No impact |
No impact
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Disability |
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Where reasonable adjustment
is made - the opportunity to benefit from an online training programme
will benefit some disabled employees though an assessment will need to be
undertaken and alternative training and learning arrangements put in place
if barriers to online learning are insurmountable. | ||
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Sexual Orientation |
No impact
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No impact |
No impact
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Religion and Belief |
No impact
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No impact |
No impact
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Age |
No impact
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No impact |
No impact
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Marriage and Civil Partnership |
No impact
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No impact |
No impact
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Pregnancy and Maternity |
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The flexibility offered by
an online learning package may provide greater freedom to access when
considering extended absence from the workplace. | ||
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Social and Economic Status |
No impact
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No impact |
No impact
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Other marginalised groups (homeless, addictions, asylum seekers/refugees, travellers, ex-offenders |
Not relevant to
workforce |
Not relevant to
workforce |
Not relevant to
workforce | ||
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D. Do you expect the policy to have any negative impact on people with protected characteristics? | |||||
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Highly Likely |
Probable |
Possible | |||
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General |
Not relevant
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Not relevant
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Not relevant
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Sex |
Not relevant
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Not relevant
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Not relevant
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Gender Reassignment |
Not relevant
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Not relevant
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Not relevant
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Race |
Not relevant
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Not relevant
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Not relevant
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Disability |
Not relevant
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Not relevant
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Not relevant
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Sexual Orientation |
Not relevant
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Not relevant
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Not relevant
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Religion and Belief |
Not relevant
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Not relevant
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Not relevant
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Age |
Not relevant
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Not relevant
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Not relevant
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Marriage and Civil Partnership |
Not relevant
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Not relevant
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Not relevant
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Pregnancy and Maternity |
Not relevant
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Not relevant
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Not relevant
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Social and Economic Status |
Not relevant
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Not relevant
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Not relevant
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Other marginalised groups (homeless, addictions, asylum seekers/refugees, travellers, ex-offenders |
Not relevant
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Not relevant
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Not relevant
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