Equality Impact Assessment Report
Following completion of a Full Equality Impact Assessment this form should be completed in
order to publish the outcomes.
Name of the policy, function,
strategy or project
Induction Policy
Study Leave Policy
Policy / Function Aims
Outline the main aims and outcomes of the policy, function, strategy or project and how it fits
in with the wider aims of the organisation (a summary of step one from the full impact
assessment)
The policies were impact assessed together and as the policies have been in place for some
time and are being reviewed the impact assessment focused on broader equality issues.
Therefore the main aims were identified as being:
 To provide an appropriate introduction into post and accommodation for staff. This
includes the identification of any adjustments required
 To ensure through the process of induction staff work safely
 To ensure the values and culture of the organisation are communicated to staff at the
earliest opportunity
 To ensure KSF and PDRs are undertaken and in place and through them learning needs
are identified
 To provide processes to ensure all mandatory training is undertaken across the
organisation
 To communicate to staff information about the NHS and the organisation
 To ensure fairness and equality for all staff, across all grades in all professions by ensuring
consistency of induction and consistent application of study leave
 To ensure monitoring is undertaken, reviewed and acted upon where required
 To provide rationales for learning interventions
 To ensure learning and development is undertaken relevant to a persons job and that
mandatory training is kept up to date
The policies link in with the centralisation of training within the PCT which has included the
review of the induction programme and access to mandatory training
Background and context
Outline assessment process, summarise areas of key information used to support the impact
assessment and any involvement or engagement processes which were undertaken (a
summary from step two and step six from the full impact assessment)
In terms of induction approximately 50-60% of all new starters attend the Corporate Induction
programme. Feedback is given to managers on a continuous basis
Service directorates have run their local induction programmes and those within Community
Services and PLD have been robust programmes the content of which is often duplicated at
the corporate event
The new corporate induction programme is designed to eliminate any duplication and provide
easy access to mandatory training. A more centralised system will enable better monitoring of
the programme and attendees
The existing policies were fully consulted on as part of the approval process. This will be
followed for the review of the documents
Summary of findings and actions
Outline the key findings for each equality strand as identified in step four of the full impact
assessment process.
All equality groups
The policies have potential to ensure equity of access to learning
Key areas identified in the impact assessment in relation to induction
included
 Ensuring part time workers, agency and bank staff have access to
induction and mandatory training or that these training needs are
met through the agency
 Ensuring induction and the PDR process are used as tools to assist
‘keeping in touch’ with staff who are returning from long term illness,
secondment or career breaks
Ethnic groups
Faith groups
Disability groups
Gender groups
Sexual Orientation
groups
Age groups
Issues identified in relation to study leave included
 Monitoring to ensure equity for all staff at all grades in all roles
 Part time staff and whether this is included in the terms and
conditions of agenda for change
 Equity of other arrangements identified as part of academic
qualifications such as time allocation and funding
Gathering, using and publishing monitoring data is part of the PCT’s
legal requirements. The systems provide routes to undertake this
consistently across the organisation
As identified
Systems enable individual learning styles to be considered and met in
addition to any reasonable adjustments required by staff
As above. Issues around part time staff have been identified which links
with the flexible working arrangements in the PCT
As above
As above
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Impact assessment report
April 2008
Actions
Give an overview on whether the policy, function, strategy or project will promote equality and
diversity together with any practical actions that are required to reduce or remove any adverse
/ negative impact from the impact assessment (step seven of the full impact assessment
process) and the action plan
The impact assessment concentrated on the ‘how to’ for each of the policies to achieve the
aims through the activities identified. Key areas identified are included below and should be
linked into the review of the policies and other wider links as identified
Induction
 Ensuring at local induction where checklists are followed data is collected, up to date and
entered on to ESR
 Ensuring the induction checklist is used for staff returning from long term illness,
secondment and career breaks. This will ensure any changes in reasonable adjustments if
necessary are discussed and arrangements made
 For staff returning from long term illness, secondment and career breaks ensure links are
made with the ‘Keeping in touch’ process, PDR’s and attendance at corporate induction if
required
 Link to the centralised recruitment process so that induction (including the checklist) and
study leave is included as part of the information given to new starters, A date for
attendance on the induction programme should also be included
 Providing learning is alternative formats for staff such as e-learning, DVD, workbooks if
attendance at corporate induction is difficult such as for part time workers with a view to
follow-up or review staff who have accessed these alternative formats.
Study leave
 Routes of authorisation to be consistent and communicated
 Ensuring a robust application process. The study leave form to be reviewed as part of this
and used for external training only. The finance section to be clarified and agreed
 Ensure monitoring is embedded into the process – all learning should be recorded on OLM
 Identify learning needs of managers e.g. OLM, monitoring and reasons why
 To include evaluation and feedback
 To facilitate shared learning across divisions and corporately
 To provide pro-active routes to ensure equity of access at induction both corporately and
via the checklist
 To provide pro-active routes through PDR and KSF by the managers and linking into the
training planning process and using generic KSF outlines to support the process
 To link to the IiP leadership and management competencies and performance criteria
 To provide consistency in relation to expenses – travel and accommodation
 To provide consistency and reasonableness if someone does not complete a course or
learning intervention
Issue
Action Required
Information
Produce range of supporting information to support the
Trust programme
 Information in alternative formats such as DVD, ePage 3 of 4
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Links to other functions
Collection, monitoring and review
of data
learning and / or workbook
 Information such as why the PCT requires to collect
equality data
 Information for those training about some of reasons
why people are reluctant to give personal information
Ensuring links are made with
 Centralised recruitment team for booking onto
induction at the time of recruitment
 PDR / KSF processes for linking to identified learning
needs
Ensuring robust monitoring and review of access to
learning is built into the process
Monitoring
Outline how the policy, function will be monitored and whose responsibility this is (step nine
from the full impact assessment)
The policies will be monitored and reviewed alongside the new programme and any
adjustments made
Date of impact assessment
24th November 2008
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Impact assessment report
April 2008