6. Does the activity have a potentially adverse impact on equality groups, in terms of employment issues and/or service delivery for students and/or staff? In the table below, please give evidence to support your yes or no answers. If the answer is not known, indicate how you will source evidence. Meeting the public sector equality duty Please also use the table below to demonstrate whether the activity has the potential to eliminate unlawful discrimination, advance equality of opportunity and foster good relations. Mitigating actions or Timing Actions Potential impact / issues (both actions to further enhance and (initials) positive and negative) positive impact progress All Perceived differential treatment for 360 feedback (for senior and equality equality groups in performance some middle managers) to groups management processes due to identify any issues relating to possible unconscious bias of inclusivity. reviewer. There may be a lack of high performing role models for all Communication to staff of equality groups. expectations. Managers may give watered down All managers to receive E&D feedback to equalities groups to training which includes avoid accusations of harassment unconscious bias. etc. This means these individuals get less constructive feedback and consequently fewer chances to develop. Women More women work part-time (70% Consideration can be given and men of part-time staff are female: 2014 to arranging events on Staffing Compendium) which different days of the week. impacts on their ability to attend development activities/team Need to look at providing meetings. Similarly, the flexibility in planning introduction of shared parental development events – leave may impact men being able selection of days/dates to attend development available and timing of activities/team meetings. events. Giving people enough notice to make More women likely to undertake alternative caring role of carer which may impact on arrangements. their attendance at work.
6. Does the activity have a potentially adverse impact on equality groups, in terms of employment issues and/or service delivery for students and/or staff? In the table below, please give evidence to support your yes or no answers. If the answer is not known, indicate how you will source evidence. Meeting the public sector equality duty Please also use the table below to demonstrate whether the activity has the potential to eliminate unlawful discrimination, advance equality of opportunity and foster good relations. Potential impact / issues (both positive and negative) Mitigating actions or actions to further enhance positive impact Timing and progress Actions (initials) All equality groups Perceived differential treatment for equality groups in performance management processes due to possible unconscious bias of reviewer. There may be a lack of high performing role models for all equality groups. Managers may give watered down feedback to equalities groups to avoid accusations of harassment etc. This means these individuals get less constructive feedback and consequently fewer chances to develop. 360 feedback (for senior and some middle managers) to identify any issues relating to inclusivity. Communication to staff of expectations. All managers to receive E&D training which includes unconscious bias. Women and men More women work part-time (70% of part-time staff are female: 2014 Staffing Compendium) which impacts on their ability to attend development activities/team meetings. Similarly, the introduction of shared parental leave may impact men being able to attend development activities/team meetings. More women likely to undertake role of carer which may impact on their attendance at work. Consideration can be given to arranging events on different days of the week. Need to look at providing flexibility in planning development events – selection of days/dates available and timing of events. Giving people enough notice to make alternative caring arrangements.
Equality-Analysis-form-maximising-performance-for-consultation.docx