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Introduction to the Trust Strategy, Rights and Responsibilities.

Equality, Diversity & Human Rights Induction Training
The Equality and Diversity Team


Page No

The objectives and methods for the day


The programme for the day People bingo


5 What are stereotypes? What is prejudice? What is discrimination? Levels if discrimination Equality strands Equality & Diversity in relation to the law 6

7 8

Equality & Diversity in the NHS


Equality & Diversity in Mersey Care NHS Trust


The NHS Knowledge and Skills Framework Core Dimension 6: Equality & Diversity Language Line A thought for today-The Key makers

19 25 30


Objectives for the day
1. Introduction to Equality, Diversity and Human Rights Team 2. To be aware of the Trust’s Strategy 3. To understand the meaning of ‘Rights, Respect and Responsibilities’ 4. To ensure participants are aware of legislation with regard to equality and human rights 5. To understand why we need to know about equality and diversity in relation to the above and the implications of this for our working lives at Mersey Care NHS Trust which includes Knowledge Skills Framework Equality and Diversity Core Dimension 6 6. To explore the meaning of ‘prejudice’ and discrimination’ and increase awareness of our own prejudices 7. To gain an awareness of a service user’s perspective of the services provided by Mersey Care NHS Trust

Methods to achieve the objectives will include:
1. 2. 3. 4. 5. Interactive working together Short lectures Exercises Discussions A film


The Programme
09:30 Introductions of Presenters and objectives for the day


Introduction of participants and Ice Breaker


What are stereotypes? A Definition.


Small Group exercise – Stereotypes


Tea and coffee


Prejudice – A Definition


Discrimination including small group activity




Trust Issues Slide Show




People Bingo You may only ask one person one question at a time

Do You Like Cucumber?

Have you ever been on a cruise/ferry?

Do You or Have You Ever Owned a Dog?

Are Scared of Spiders? Do You Like Country & Western?

Do You Like Chinese Food?

Do You Own a Car?

Did you Come on the Bus?

Are You Scared of Heights?

Do You Like Jazz?

Have you ever Flown?

Can You Swim?

Have you Ever Been To a Zoo?

Do You Like Indian Food?

Do You Like Chocolate?

Do You like You Like Steak Pie? Wine?

Are You Do Scared Of Snakes?

Do You Like Roller Coasters?

Have You Ever Crashed you Car?

What are Stereotypes?
“a stereotype is a generalisation about a group of people that distinguishes them from others… it is a generalisation about all members within that group while ignoring their individual differences “ (Webber, 1991)

What is Prejudice?
“Prejudice is an attitude that predisposes a person to think, feel, perceive and act in a favourable or unfavourable ways to wards a group or individual members” (Secord and Blackman, 1974) • We need to be aware of the effects that our stereotypes can have on other people (influence others, children, peers) Prejudice free zone (if we don’t accept that we may be prejudiced then we are closing our minds.) Unconsciously we act in ways that can lead to discrimination We need to be aware of our own prejudices



What is Discrimination?
“Discrimination is the inequitable treatment of individuals considered to belong to a particular social group.” (Secord and Blackman, 1974) Discrimination is an act that comes from a persons prejudiced attitude. Discrimination is illegal in the workplace


Levels of Discrimination
1. 2. 3. Mild – simple avoidance Stronger – Exclusion from jobs, education, promotion and housing. Extreme – overt aggression

Types of Discrimination Direct Discrimination
Direct Discrimination: This is when you are treated less favourable because for example you are black or a women

Indirect Discrimination
Indirect Discrimination: which can happen where there are rules, conditions or practices that apply to everyone but affect one group more than others without good reason

Equality Strands
• • • • • • Race Religion Gender Sexual Orientation Age Disability


Equality & Diversity in relation to the law
The evolving legal framework
Sources of UK Law
• • • • Statute Common Law European Union European Court of Human Rights

Equality and Diversity Legal Framework
• Discrimination or treating less favourably Employment, education, supply of goods, services and property Race Gender Employment, education, supply of goods, services and property Disability Employment, education, supply of goods, services and property Sexual Orientation Employment Religious Belief Employment Employment (2006) Age Legal “normalisation of particular groups Civil Partnership Act Gender Recognition Act Protecting or enhancing civil or social status of particular groups Mental Capacity Bill



Overarching Considerations
Human Rights • European Convention on Human Rights. Article 14 • Human Rights Act 1998 • Audit Commission report: Human rights – improving public service delivery.(2003)
o o Three years on, the impact of the Human Rights Act is in danger of stalling and the initial flurry of activity surrounding its introduction has waned. Public bodies continue to be subject to a host of new legislation such as RR (A) Act and Freedom of Information Act and the Employment Directive. Latter legislation seen as more important than HRA; and Few links are made between equalities and human rights.



Commission for Equality and Human Rights announced (by 2006)


European Union • Employment and Race Directives 2000 (Treaty of Amsterdam. Article 13) • Equal Treatment Directive 1975 (amended 2002) • Religious belief, sexual orientation and age discrimination in employment legislation 2003 to 2006. Enhanced race and disability discrimination legislation.

Some Key Principles of Equalities Legislation in relation to Employment
1. It is a basic principle of equalities legislation that employers are free to decide on the skills, knowledge and qualities that they want from employees. Employment decisions should be based on merit but all aspects of the recruitment and selection process must be free from bias and unlawful discrimination. The law does not demand that you give preference to people just because they are from an under-represented part of society but it does demand fair and equal respect. Positive discrimination This means the policy or practice of positively favouring an individual from an underrepresented group. An example would be where an organisation seeks to increase the number of female employees by only short-listing female job candidates. (But note the Sexual Discrimination (Election of Candidates0 Act 2002) Positive discrimination is illegal in Britain under the Race Relations and Sex Discrimination Acts. Positive action The Sex Discrimination Act and the Race Relations Act both provide the facility for employers to take “positive action” in an attempt to redress the imbalances in the work place However, in situations where a workforce is very biased toward or away from certain groups it is perfectly legal to set targets that indicate how the numbers might be changed. For example an employer in an area where 8% of the population is Black but whose workforce is only 2% Black may set a target to try and make the percentage of Black people employed more representative by encouraging more to apply. However, in this particular case and to avoid discrimination against white people, decisions to appoint must still be based solely on merit You will probably have heard of cases where it has been suggested that minimum levels or quotas of people from certain groups should be employed: for example that a firm should have at least 50% female employees or that at least 3% should be people with disabilities. Quotas of this kind are illegal in the UK. A target is different from a quota – it is just a guideline to illustrate any imbalances to help people ensure that they are not accidentally discriminating when they are employing and to encourage different people to consider particular jobs when they are seeking employment. It is good practice to monitor employment and community profiles, and to track changes.


2. It is a basic principle of equalities legislation that organisations are more likely to stay within the law if they have clear policies, procedures, and practices that support diversity and equality. However, it should be noted that if an organisation has a written policy but fails to follow its own guidelines then its actions are automatically unfair. The rule ‘failure to follow procedure is automatically unfair’ is an important one. (Polkey v A E Dayton Ltd ] An illustration of this would be that if a company has taken the trouble to write a grievance procedure then it must be followed both by the employee and the employer.

3. It is a basic principle of equalities legislation that employers are legally responsible for the actions of their employees, except where the employer has taken clear steps to ensure discrimination does not take place. Tribunals have interpreted ‘clear steps’ as meaning that the employer has provided guidelines on how to treat people equally, together with the necessary training. If you ignore the guidelines and training and act unlawfully you could be held personally liable for your actions. In most instances both the employer and the employee may be held liable for discrimination.

A West African employed by a London borough was subjected to continuous false allegations by a fellow employee. These accusations were not based on evidence but on the person’s prejudiced belief that all people from West Africa are corrupt. The tribunal awarded a total of £380,000 compensation against the council concerned. Costs of £45,000 were also awarded against the individual employee responsible for the discriminatory behaviour. [Yeboah v London Borough Hackney]

4. It is a basic principle of equalities legislation that all employees are treated equally. This includes direct discrimination. This occurs where someone is treated less favourably than someone else in similar circumstances, just because of, for example their gender, marital status, ethnicity or nationality. With disability, unlawful discrimination occurs when a person with a disability is treated less favourably than others, and the employer cannot show that this treatment is justified. Direct discrimination is most likely to be obvious and easy to identify.

A man was refused a position as a swimming instructor who was clearly qualified for the job. He was told that there were no vacancies. A woman was wrongly appointed as she did not have the relevant qualifications. The tribunal concluded that there was a clear bias in favour of female swimming instructors. (Elliot v Somerset County Council)


It is a basic principle of equalities legislation that organisations must not have “A provision, criterion or practice which may have a disproportionate effect on a legally recognised and defined group” This is indirect discrimination and it is usually more difficult to prove. The rules may, on the face of it, appear to apply equally to everyone: however upon closer examination they are likely to discriminate.

This case upheld a claim of indirect discrimination and of marriage discrimination where a female officer’s appointment was rescinded because she was married to a divisional commander. She had been told that her relationship- being married to a senior officer would make it difficult for people to take a complaint against her. However the ruling identified the “but for” argument – but for the fact she was female she would have retained her appointment. By rescinding her appointment this was to her detriment on the basis of her gender and was therefore indirect discrimination... (Graham v The Chief Constable of the Bedfordshire Constabulary)

Indirect discrimination can also apply where a condition or requirement, although applied equally to persons of all racial groups, is such that a considerably smaller proportion of a particular racial group can apply.

Indirect discrimination was found in the case of Hussein v Saints Complete House Furnishers. The company said that they did not want job applicants from the city centre because their unemployed friends gathered around the shop and discouraged customers. Hussein was refused an interview because he lived in "Liverpool 8". This was held to be indirect discrimination because 50% of those living in the city centre were black, as against 2% in Merseyside as a whole.

In discrimination relating to disability, there is no “indirect discrimination” requirement. But the duty to make “reasonable adjustments” does in many situations amount to an equivalent ban. For instance, a job advertised as requiring applicants to hold full driving licences, could be held to discriminate directly against a blind applicant if the job merely required candidates to be able to travel, since a “reasonable adjustment” could be offered, e.g. to provide an additional budget for train or taxi travel.


Key Legislative Provision Race
• • Race Relations Act 1976 The Race Relations (Amendment) Act 2000 • General duty to promote race equality • Specific duty to promote race equality The Race Relations Act 1976 (Amendment) Regulations 2003.


• • • • • The Equal Pay Act 1970 The Sex Discrimination Act 1975 Equal Pay Act 1970 (Amendment) Regulations 2003. The Sex Discrimination Act 1975 (Amendment) Regulations 2003. Gender Recognition Act 2004 (In force 2005).

• Disability Discrimination Act 1995 as amended by o The Disability Rights Commission Act 1999 o The Special Educational Needs and Disability Act 2001. Disability Discrimination Act 1995 (Amendment) Regulations 2003. The Disability Discrimination Act 1995 (Pensions) Regulations 2003. Disability Discrimination Bill (Completed pre-legislative scrutiny and Government response published 2004)) • Duty on Public authorities to promote disability equality Mental Capacity Bill (In Parliament)) Mental Health Bill (In pre-legislative scrutiny)

• • •

• •

Sexual Orientation
• • • Article 8, European Convention on Human Rights Employment Equality (Sexual Orientation) Regulations 2003. Civil Partnerships Act (Introduced into Parliament April 2004).

Religion or belief
• Employment Equality (Religion or Belief) Regulations 2003.

Employment Equality (Age) Regulations 2006 Equality and Diversity: Age Matters. (Consultation concluded Oct 2003)


Key features of evolving legal framework
New definition of indirect discrimination. Previously occurred when somebody applied a “condition or requirement” which appeared to affect everyone equally but which in fact put people from a particular group at a disadvantage. The new definition replaces the phrase “condition or requirement” with the phrase “provision, criterion or practice”. This should result in more informal “practices” being covered by the Act.
• • • • The Employment Equality (Sexual Orientation) Regulations 2003. The Employment Equality (Religion or Belief) Regulations 2003. The Race Relations Act 19765 (Amendment) Regulations 2003. Disability Discrimination Act 1995 (Amendment) Regulations 2003

Statutory prohibition of harassment Harassment is defined in broad terms and takes place where on the relevant grounds a person’s unwanted conduct has the purpose or effect of either violating another person’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for him.
• • • • The Employment Equality (Sexual Orientation) Regulations 2003. The Employment Equality (Religion or Belief) Regulations 2003. The Race Relations Act 19765 (Amendment) Regulations 2003. Disability Discrimination Act 1995 (Amendment) Regulations 2003

Burden of proof Previously, even if a claimant established a prima facie case that he or she had been discriminated against or harassed a tribunal or court could infer that the discrimination had taken place where the respondent had failed to reply to questions asked or otherwise had failed to put forward a satisfactory explanation. Now, when a claimant establishes a prima facie case, the tribunal will uphold the complaint in the absence of a satisfactory explanation. In practice this means that the respondent will have to provide evidence to support any denials of discrimination. In other words he will have to prove that he did not discriminate.
• • • • The Employment Equality (Sexual Orientation) Regulations 2003. The Employment Equality (Religion or Belief) Regulations 2003. The Race Relations Act 1976 (Amendment) Regulations 2003. Sex Discrimination (Indirect Discrimination and Burden of Proof) Regulations 2001


Genuine occupational requirement. Previously being from a particular group could be a genuine occupational qualification for a specific type of job, such as acting and employees could, where appropriate, employ people only people from that group to do that job. The references to a particular types of job have been abolished and any job may now be restricted to a particular group on the relevant grounds – but only if there is a genuine requirement and it is applied proportionately (appropriate and necessary)
• • • • The Employment Equality (Sexual Orientation) Regulations 2003. The Employment Equality (Religion or Belief) Regulations 2003. The Race Relations Act 19765 (Amendment) Regulations 2003. Sex Discrimination Act section 63.

Relationships that have come to an end. Previously, people could only bring a case if they were discriminated against or harassed by a person during the course of the relationship with that person. Now it will be unlawful to discriminate against or harass someone on the relevant grounds after that relationship has come to an end.
• • • • The Employment Equality (Sexual Orientation) Regulations 2003. The Employment Equality (Religion or Belief) Regulations 2003. The Race Relations Act 19765 (Amendment) Regulations 2003. Disability Discrimination Act 1995 (Amendment) Regulations 2003


Equality & Diversity in the NHS
Equality and Diversity NHS Policy into Practice
• • • • • • • • • • • • • • • • • • • The NHS Plan NHS Performance Assessment Framework Working Together The Vital Connection – NHS Equalities Framework Looking Beyond Labels Improving Working Lives Positively Diverse Programme Welfare to Work – New Deal Clinical Governance National Service Frameworks Local Delivery Plans Information Strengthening Accountability – Involving Patients and the Public Race Equality Action Plan "Race Equality Guide 2004 – A Performance Framework" Agenda for Change – Knowledge and Skills Framework Building on the best: Choice, responsiveness and equity in the NHS Delivering Race Equality: A Framework for Action for Mental Health Services Appointment of Director of Equality and Human Rights in NHS

The NHS Plan Core principles: The NHS Plan will respond to different needs of different populations The NHS will keep people healthy and work to reduce health inequalities The NHS Plan: Performance Assessment ‘By 2001 local NHS action on tackling health inequalities and ensuring equitable access to health care will be for the first time measured and managed through the NHS Performance Assessment Framework. The NHS will need to address local inequalities including issues such as access to services for Black and ethnic minority communities’
NHS Plan para 13.13

Working Together The first ever national framework for the management of human resources across the NHS that sets a direction of travel for HR management to raise standards across the whole of the service to the level of the best. It aims to maximise the contribution of staff and reminds us that HR issues are central to delivering patient care. This is


particularly salient for PCTs as they seek to improve the health of their community and develop primary and secondary care services. Key targets: • Equality targets • Tackle racial harassment • Representative workforce • Flexible employment conditions • Policies and targets for sickness, absence, violence and accidents • Targets for staff access to occupational health and counselling services • The Vital Connection – NHS Equalities Framework • To recruit, develop and retain a workforce able to deliver accessible, responsive and appropriate services for a diverse population • To ensure that the NHS is a fair employer achieving equality of opportunity and outcomes in the work place • To ensure the NHS uses it’s influence and resources to make a difference to the opportunities and health of it’s local community especially those that are shut out or disadvantaged Looking Beyond Labels A guide issued by the Department of Health to help NHS employers recruit and retain disabled people Improving Working Lives A campaign launched to improve the working lives of NHS staff Positively Diverse Programme Service wide development programme to encourage the recruitment and development of staff from local communities Welfare to Work Is the governments overall policy framework and programme for reform of the welfare state New Deal Helping particular disadvantaged groups back to work Clinical Governance Continuously improving clinical practice – one mechanism for addressing particular equality and diversity issues National Service Frameworks Cancer, mental health, coronary heart disease, diabetes, children, older people Local Delivery Plans Set out what health organisations need to do over three years to meet national and local priorities and targets


Information • Gather patient profile information • Using patient profile data with clinical data-targeting • Staff monitoring – recruitment, retention, reward, grievance, disciplinary • Public and staff surveys Mainstreaming ‘…means of automatically considering the equality dimension of everything that is done. Getting there involves equipping staff with the skills, knowledge, expertise and attitudes to do this so that they take responsibility for this as part of their professional practice’ Department of Health 1999 Strengthening Accountability – Involving Patients and the Public Seeks to establish a tripartite partnership with three fundamental objectives: • • • Strengthen accountability to local communities A health service that genuinely responds to patients and carers A sense of ownership and trust

Race Equality Action Plan Nigel Crisp’s 10 point Race Equality Action Plan "Race Equality Guide 2004 – A Performance Framework". The guide sets out unequivocally the areas where NHS organisations are to make progress which is to be monitored by Strategic Health Authorities. Agenda for Change – Knowledge and Skills Framework
The new NHS pay system is based on equal pay for work of equal value The NHS Knowledge and Skills Framework (NHS KSF) will be used for national roll-out of Agenda for Change. Dimension 6 of the framework is concerned with Equality and Diversity

Building on the best: Choice, responsiveness and equity in the NHS
This document broadly sets out how the Government will make NHS services more responsive to patients, by offering more choice across the spectrum of healthcare. Its main aim is to improve patient and user experience and build new partnerships between those who use health and social care and those who work in them

Delivering Race Equality in mental health care: An action plan for reform inside and outside services and the Government’s response to the Independent inquiry into the death of David Bennett
Aimed at tackling discrimination in mental health services in England for all people of Black and minority ethnic status including those of Irish or Mediterranean origin and east European migrants.

Appointment of Director of Equality and Human Rights for the NHS Surinder Sharma – development of Leadership and Race Equality Action Plan – mentoring, leadership action, expand training, development and career opportunities, systematic tracking, celebrate achievements.


Equality & Diversity in Mersey Care NHS Trust
• • • • Strategy Equality & Diversity Lead Race Equality Scheme Equality & Diversity Strategy

Extracts – Mersey Care NHS Trust Strategy 2004-06
Purpose of Mersey Care NHS Trust
Mersey Care NHS Trust provides services for people with mental health needs, learning disabilities, alcohol and drug problems, brain injuries and personality disorders. We are here to enable the people who use our services, their carers and families, have the best health, life experience and citizenship they can. We strive to do this by: Leading a network of services to meet the health and social care needs of individuals and their carers Working with others to promote, mental well-being and social inclusion Championing the rights, needs and aspirations of people with mental health needs and learning disabilities, and tackling discrimination and stigma. Listening to, involving and responding to people with mental health needs and learning disabilities and their carers in delivering and improving services.

We believe that service users, carers and staff should all be treated with equal; dignity and respect and as valued citizens. We all have rights and responsibilities as follows: ▪ Legal rights ▪ Social rights ▪ Responsibilities of service users, carers and staff 1. 2. 3. 4. 5. 6. 7. 8. Treat staff, service users and carers and the wider community as you would expect top be treated yourself Do your best to look after your own health and general well being When you are receiving services, work with us to make the best of these Take note of information made available to you Take advantage of the opportunities afforded to you Make sure you comply with the Trust policies, procedures and regulations Do your best to take responsibility for your own work, learning and career planning Let the Trust know where improvements can be made and when things go wrong also let us know. We need your views, comments, ideas and involvement.


The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process
Core Dimensions 6: Equality & Diversity
Status Levels
Core – this is a key aspect of all jobs and of everything that everyone does. It underpins all dimensions in the NHS KSF . 1. Act in ways that support equality and value diversity 2. Support equality and value diversity 3. Promote equality and value diversity 4. Develop a culture that promotes equality and values diversity It is the responsibility of every person to act in ways that support equality and diversity. Equality and diversity is related to the actions and responsibilities of everyone – users of services including patients, clients and carers; work colleagues; employees,; people in other organisations; the public in general. Successful organisations are ones that reflect the richness of diversity that exists in society and will include people of different abilities, ages, bodily appearances, classes, castes, creeds, cultures, genders, geographical localities, health, relationship, mental health, social and economic statuses, places of origin, political beliefs, race, religion, sexual orientation and those with and without responsibilities for dependents. Where diversity and equality are not integral to an organisation, discrimination may occur. Progression through the levels in this dimension is characterised by: - moving from own practice to the consideration of team and organisational cultures - an increasing understanding of the nature and complexity of equality and diversity - being more proactive and challenging in the promotion of equality and diversity - increasing knowledge and the legislation, policies and procedures relating to equality and diversity from awareness, knowing where to obtain information, having a working knowledge of the legislation, policies and procedures and being able to interpret them to others to an extended knowledge of the legislation, policies and procedures and monitoring their effectiveness in organisations.



Examples of Legislation policies and procedures may be international, national or local and may relate to: application These may be relevant to all levels in this dimension
Age Complaints and issue resolution (including harassment and bullying) Employment Equality Dependents – people who have caring responsibilities and those who do not Diversity – age, gender, marital status, political opinion, racial group, religious belief, sexuality Disability Gender Human rights (including those of children) Language Marital status Mental health Mental incapacity Political opinion Racial group Religious belief Sexual orientation

Links to other KSF dimensions

This dimension is supported by: Core 1 Communication Core 2 Personal and people development Core 3 Health and, safety and security Core 4 Service improvement Core 5 Quality G1 Learning and development G7 Capacity and capability

Terminology Equal opportunities – emphasis the structures, systems and measures of
groups within society and within organisations. Equal opportunities are about addressing representation and balance. Equality – is about creating a fairer society where everyone can participate and has the opportunity to fulfil their potential. It is backed by legislation designed to address unfair discrimination based on membership of a particular group Diversity – is about the recognition and valuing of difference in the broadest sense. It is about creating a working culture and practices that recognise, respect, value and harness difference for the benefit of the organisation and individuals. Discrimination – the practice of treating individuals less fairly that other people or groups.


Level 1 Indicators Examples of application
The worker: a) Acts in ways that in accordance with legislation, policies, procedures and good practice b) Treats everyone with whom s/he comes into contact with dignity and respect c) Acknowledges others different perspectives d) Recognises that people are different and makes sure that they do not discriminate against other people e) Recognises and reports behaviour that undermines equality and diversity Legislation, policies and procedures See overview Makes sure they do not discriminate against other people may include -what they do or say -what they do not do or say -when interacting with colleagues -when interacting with users of services -when working with the public -when working with visitors to the organisation


The worker: Recognises the importance of people’s rights and acts in accordance with legislation, policies and procedures acts in ways that: acknowledge and recognises people’s expressed beliefs, preferences and choices respect diversity value people as individuals takes account of own behaviour and its effect on others Identifies and takes action when own or others’ behaviour undermines equality and diversity

Level 2 Examples of application
Legislation, policies and procedures See overview People’s expressed beliefs, preferences and choices might relate to: food and drink how they like to be addressed and spoken to personal care – living or deceased privacy and dignity the information they are given the support they would like their faith or belief


Identifying and taking action when others’ behaviour undermines equality and diversity would include on a day to day basis being prepared to: Recognise when equality and diversity is not being promoted and doing something about it Recognise when someone is being discriminated against and doing something about it



The worker: a) interprets equality, diversity and rights in accordance with legislation, policies, procedures and relevant standards b) evaluates the extent to which legislation is applied in the culture and environment of won sphere of activity c) identifies patterns of discrimination and takes action to overcome discrimination and promote diversity and equality of opportunity d) enables others to promote equality and diversity and a non-discriminatory culture e) supports people who need assistance in exercising their rights

Level 3 Examples of application
Legislation, policies and procedures See overview Evaluating the extent to which legislation is applied in the culture and environment of won sphere of activity might relate to: communication with different people health, safety and security including risk management systems, standards and guidelines designed to promote quality the allocation of resources the availability of services the development of services

Patterns of discrimination – might relate to: the learning development offered to different people the recruitment, selection and promotion of staff

Enabling others to promote equality and diversity and a non-discriminatory culture might include: acting as a role model being aware of the wellbeing of all members of the work tea\m and supporting them appropriately enabling others to reflect on their behaviour identifying training and development needs

Supporting people who need assistance might relate to: advocacy enabling people to make the best use of their abilities intervening when someone else is discriminating against someone on a one-off basis or routinely making arrangements for support (e.g. as part of the development review process) representing people’s views


The worker: a) interprets legislation to inform individuals’ rights and responsibilities b) actively promotes equality and diversity c) identifies and highlights methods and processes to resolve complaints as a consequence of unfair and discriminatory practice d) supports those whose rights have been compromised consistent with legislation, policies and procedures and good and best practice e) actively challenges individual and organisational discrimination f) evaluates the effectiveness of equality and diversity policies and procedures within the service/agency and contributes to the development of good and best practice

Level 4 Examples of application
Actively promoting equality and diversity would include: acting as a mentor to people from diverse groups acting as a role model actively working in partnership with diverse groups developing and supporting own team in relation to equality and diversity ensuring that development opportunities are available for all staff ensuring the fair recruitment and selection of staff focussing resources to deliver equitable outcomes involving the local population in the development of services listening to the experiences and views of different groups and acting on them modelling good practice promoting an open and fair culture throughout the organisation promoting equality and diversity during partnership working

Legislation, policies and procedures See overview


Dear Colleagues, You may be aware that Mersey Care NHS Trust has signed up to the language line service. This service is designed to bolster any interpretation and translation arrangements that are currently in place. There are currently approximately 62 languages and dialects spoken across our service area. These communities add to the rich tapestry of multi-culturalism that has made our area a great place to live, work or visit. As a major public service we have a duty both legally but more importantly morally to ensure all people no matter what their background can have equal access to our services. Mersey Care NHS is striving to ensure that we start to lead the field in offering a programme of equal access to all communities. I have attached the guidance card on how to use this service, the language identification card and a publicity ordering form. Each service area is given an ID PIN NUMBER which must only be used for service users of that area. E.G. staff working at Drug Dependency Services "Hope House" will be issued with a pin number. However if the staff works on overtime or bank in Drug Dependency Service "The Gateway" the PIN Code for The Gateway will need to be obtained. This is not just about funding but also about the monitoring of access to our services and is a very useful tool during audit by the Health Care Commission or The Commission for Racial Equality. The Trust has now adopted the 12 most accessed languages across our service area for consideration when preparing written communications, which are: English, Somali, Chinese Simplified & Traditional, Kurdish (Sorani), Arabic, Russian, French, Turkish, Farsi, Portuguese and Romanian. Other formats of communication need to be considered when producing written material such as Braille, large text, audio or video etc.





A thought for today

The Keymakers Some people see a closed door and turn away. Others see a closed door, try the knob, if it doesn’t open … they turn away. Still others see a closed door, try the knob, if it doesn’t open, they find a key, if the key doesn’t fit … they turn away. A rare few see a closed door, try the knob, if it doesn’t open, they find a key, if the key doesn’t fit … they make one.

Equality and Diversity Lead 0151 473 2749 or email 30

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