Equality Impact Assessment - Corporate Learning and Development

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Function being assessed:

Corporate Learning and Development

Is this a new function or a review of an existing function?

Existing function

What are the aims/purpose of the function?

To ensure that staff have the skills and knowledge to ensure that they are able to carry out individual objectives set in line with RBK strategic goals.  

To ensure that staff are able to gain the skills and knowledge to enable them to grow in their jobs and meet RBK requirements in the future.  

To enable staff to fulfil their potential at RBK through development initiatives that are accessible to all.  

Is the function designed to meet specific needs such as the needs of minority ethnic groups, older people, disabled people etc?

The function is designed to meet the needs of all staff irrespective of ethnicity, age, gender, sexual orientation, religion or disability, - it is about being accessible to all the diverse groups working for the Council.  

What information has been gathered on this function? (Indicate the type of information gathered e.g. statistics, consultation, other monitoring information)? Attach a summary or refer to where the evidence can be found.

We have an HR Learning and Development Information System, that is attached to our HR information system.  This enables all staff who have attended a training course or been engaged in a learning and development activity to be monitored according to their ethnicity, age, gender and disability.  There is also some information on religious background and sexual orientation, although this tends to be more patchy because people are reluctant to disclose this information.

There is also information relating to staff who have participated in the Mentoring Scheme and our Management Development Programmes.    

The information can then be compared to organisational information to check that it is representative of our workforce.  

One limitation is that there are a number of informal mechanisms in place – for example, shadowing, job enlargement etc, and this will be harder to monitor.

Does your analysis of the information show different outcomes for different groups (higher or lower uptake/failure to access/receive a poorer or inferior service)? If yes, indicate which groups and which aspects of the policy or function contribute to inequality?

Gender

In terms of access to training courses, women are well represented in our figures.  66% of our delegates are women.  In terms of the workforce in general, 69% of non schools workforce are women.  We are addressing the shortfall of 3% by introducing e-learning over the coming year, which will mean that it will be easier for part time staff, which are widely represented by women, to access training courses.  

Ethnicity

Again, the picture of people from BME groups accessing training courses looks good.  15% of delegates are from BME groups which is an exact representation of our workforce – at 14.84%.  

Disability

The picture with regard to disability is also good.  Disabled people are well represented on training courses.  5.84% of our delegates are disabled.  Our workforce profile with regard to non schools staff indicates that 3.38% are disabled indicating a substantial shortfall.  

It is likely that e-learning will further improve the picture – with accessibility of e-learning courses for those with mobility issues being greatly improved.  

Promotion of learning and development opportunities to disabled staff will be escalated in the coming year, with a promotion slot in the Disabled People’s Staff Group.  

Age

16 to 24 year olds attending training courses – this age group is currently well represented.  6 % of our delegates are in this age bracket, compared with a non schools workforce figure of 3.62%.  

25 to 39 year olds are over represented – 46% of our delegates are in this age group – while our workforce has a 26 % representation

40 to 49 year olds are slightly under represented – 26% of our delegates are from this age group – while 35% of our non schools workforce is represented by this age group.  

50 to 65 year olds – This group represents the largest age group in our workforce, with a total of 41%.  However, only 21% of delegates are part of this age group, so they are also under represented.  

65+  years – Again under represented – 1.42% representation among our delegates, compared with a workforce representation of 2.27%.  

Again, e-learning could help the picture here.  The more technically aware will thrive on being able to use technology to learn, and therefore it could be argued that 16 to 24 year olds will be significant beneficiaries of accessing learning on line.  Older groups that will form the bulk of part time staff will also benefit with being able to access training from home.  

The push towards apprenticeships will also help improve the picture – RBK has committed to a further 40 apprenticeships over the next couple of years.  Although there is no upper age bracket, and RBK will also be promoting adult apprenticeships, it is anticipated that younger people in the 16 to 24 year age bracket will be prime beneficiaries.

Again, it is important to improve the change the learning culture of RBK to one that encourages staff of all ages to access development opportunities.  We will raise awareness of managers through increased Equalities training, including equalities e-learning.  We will also promote learning and development to older groups as well.  One barrier might be that older workers may feel they have ‘been there and done that’ and may be drawing from learning opportunities earlier in their careers.  

Mentoring – There is some diversity information relating to staff currently and recently participating as Mentees in the corporate mentoring scheme.  58% of Mentees are women – therefore they are underrepresented.  This could reflect a trend that part time staff are less likely to be nominated for mentoring opportunities (or development opportunities) which will need to be addressed.  

There are also no disabled staff being mentored, and BME staff are also under represented.  There are also no staff in the 16-24 age group.  A clear majority of Mentees are from the 25 to 39 age bracket – a total of 61%.  17% are in the 40 to 49 age bracket, and 21% are in the 50 to 65 age bracket.  

Management Development Programme – Like mentoring, 58% of delegates on our MDP are women.  Again there are no staff in the 16-24 age group.  Once again, most delegates are in the 25 to 39 year age bracket – a total of 58%.  25% are in the 40 to 49 age bracket while 17% are in the 50-65 age bracket.  8.3% are disabled – above the workforce representation.  BME staff are again under represented at 8%.  

Are these differences justified (e.g. are there legislative or other constraints)? If they are, explain in what way.

No

What action needs to be taken as a result of this Equality Impact Assessment to address any detrimental impacts or meet previously unidentified need? Include here any reasonable adjustments for access by disabled people. Include dates by which action will be taken. Attach an action plan if necessary.

1. Introduction of e-learning by Summer 2009.  It is anticipated that this will significantly increase learning opportunities for part time staff, widely formed by female workers.  Also disabled staff and those with mobility issues will also benefit from e-learning – it may be easier for them to learn from home or at their desk than moving around to a classroom/training room environment.  It is also anticipated that both the younger and older age groups currently under represented will also be prime beneficiaries from e-learning.  
2. Improving managers’ awareness of under representation.  This will involve a shift in culture, - so managers need to be aware of groups currently under represented to ensure that they are certain groups are not being deprived of the opportunity to develop their skills in their own teams.  Improved guidance for managers with regard to training policy and equalities by Summer 2009.  Continued equalities training through e-learning programmes and briefings throughout 2009.  Promotion of equalities issues relating to learning and development at Directorate and Departmental Management team meetings during 2009.  
3. Promotion of learning opportunities to all groups.  Attendance of Learning and Development Manager on Disabled Staff Network Group to promote learning opportunities and try to identify barriers for learning.  Also promotion of e-learning.     
4. Promotion of Apprenticeship Scheme – although all ages can do apprenticeships at RBK, and we would not want to deprive older groups of the opportunity to take an apprenticeship at RBK, it is anticipated that those in the under represented 16 to 24 age bracket will be prime beneficiaries.
5. Improve accessibility in training rooms – for example – our training room could benefit from a hearing loop.
6. Better use of Training Update and Staff Newsletter to promote learning opportunities as available to all staff.  

When will you evaluate the impact of action taken? Give review dates.

April 2010.  

Assessment completed by:

JAMES TAYLOR

LEARNING AND DEVELOPMENT

9 March 2009