Equality Impact Assessment Form
Step 1 – Identify the policy
The term policy is interpreted broadly in equality legislation, and refers to anything that describes
what we do and how we expect to do it. It can range from published University policies and
procedures to the everyday customs and practices – sometimes unwritten – that contribute to the
way our policies are implemented and how our services are delivered.
Published statements of policy are a useful starting point for equality impact assessments, as they
establish the overall purpose of particular activities. Please use this form to document your
assessment.
Policy title
Managing Sickness Absence Policy and
Guidance on Managing Sickness Absence
for Line Managers
Faculty / Support Service carrying out the
assessment
HR Services
New or previously approved policy?
New Policy
Date of approval / last review (if known)
15 December 2008
Name and role of Assessor(s)
Sarah Driscoll
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
2. Describe the main aims, objectives and
purpose of the policy
Director of Human Resources




To provide a supportive
environment for those
members of staff affected by
ill health.
To ensure that sickness
absence is managed
responsibly, consistently
and fairly.
To balance the interests of the
individual and operational
needs of the organisation in
cases of long term sickness
and disability.
To encourage and develop a
proactive approach towards
absence at work with the
consequent benefit of
reduced rates of absence
due to sickness.
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
This policy provides the framework for
managers to address sickness absence in
a way that is consistent and reasonable
but reflects that each member of staff’s
situation will be different.
4. Who is expected to benefit from this
policy?
This policy applies to all University
employees including those on secondment
and sabbatical.
5. Who was consulted on this policy?
CMT and trade unions
6. How has the policy been explained to
those who would be directly or indirectly
affected by it?
Publication on HR Online, discussed at
Faculty/Support Service management team
meetings, article in the staff bulletin.
7. What outcome(s) are meant to be
achieved from this policy?
Introduction of new processes such as
return to work discussions, absence review
meetings and use of trigger levels.
Reduction in the average number of days
off due to absence.
Fair and equitable management of long
term ill health cases.
8. What factor(s) could contribute to the
outcome(s)?
Managers’ understanding of and correct
implementation of procedures.
Strong relationship with Occupational
Health Provider.
Monitoring of the outcomes of the Sickness
Absence Policy
9. What factor(s) could detract from the
outcome(s)?
Managers’ failure to follow the procedures
correctly.
Step 3 – Assess the impact on different groups of people
10. In the table below, please tick whether the policy affects particular groups of people –
the Equality Target Groups below -- in different ways, compared to other groups. Here
are some examples:
Positive impact: a policy or practice where the impact on a particular group of people is
more positive than for other groups, e.g., accessible website design. It can also include
legally permitted positive action initiatives designed to remedy workforce imbalance, such
as job interview guarantee schemes for disabled people.
Negative impact: a policy or practice where the impact on a particular group of people is
more negative than for other groups (e.g., where the choice of venue for a staff social
occasion precludes members of a particular faith or belief group from participating).
Neutral impact: a policy or practice with neither a positive nor a negative impact on any
group or groups of people, compared to others.
Equality Target
Group
Positive
impact
Negative
impact
Neutral
impact
Reasons / comments
Men
X
This policy applies equally to all
staff, regardless of gender, race,
disability, sexual orientation,
religion or age.
Women
X
As above
People from
black and
minority ethnic
communities
X
As above
Disabled people
X
As above. For those employees
who develop a disability whilst in
employment all reasonable steps
will be taken to retain the
individual in an appropriate role.
Gay, Lesbian
and Bisexual
People
X
This policy applies equally to all
staff, regardless of gender, race,
disability, sexual orientation,
religion or age.
Transgender
people
X
As above
Older people
(50+)
X
As above
Younger people
(17 – 25)
X
As above
Faith or belief
groups
X
As above
Step 4 – Promoting equality
11. Please give a brief description of
how this policy promotes equality.
It provides a clear framework for managers and
staff through which short term and long term
absence issues can be addressed fairly and
equitably.
12. If there is no evidence that the
policy promotes equality, what
changes, if any, could be made to
achieve this?
n/a
13. If there is a negative impact on
any equality target groups, can this
impact be legally and objectively
justified? (If no, then a full Equality
Impact Assessment should be
completed* ).
n/a
Step 5 – Recommendation
14. Is a full Equality Impact
Assessment required?
Signature of Assessor(s): Sarah Driscoll
2008
No x
Yes 
Date15 December
Authorised by:
(Dean of Faculty, Director of Support Service)
Approved for publication by:
(Member of the Equality & Diversity Group)
* Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September
2007, HEFCE and Equality Challenge Unit.
This publication is available online in .pdf and text format at:
http://www.ecu.ac.uk/publications/
Equality Impact Assessment Flowchart
Identify the policy,
practice or procedure
In its design or implementation,
does it intentionally or unwittingly
discriminate against particular
groups of people, e.g., men,
women, disabled people, people
from different racial groups and
religions, age groups, and sexual
orientations?
How do you know?
Who or what
information did you
consult?
YES
Can you legally
justify the
discrimination on
objective grounds?
NO
UNSURE
Ask those most
affected, and
consult relevant
staff or student
data.
NO
How do you know?
Who or what
information did you
consult?
Good! There is no need
to change this policy at
present, though
remember to keep it
under review.
YES
You will need to change this
policy, practice or procedure.
When doing so, you will need to
ensure that any amendments
made do not result in unjustified
discrimination towards other
groups. You will then need to
repeat the Policy Impact
Assessment process.
You may need to
explain your
justification further. A
full Policy Impact
Assessment may also
be required.
Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September 2007,
HEFCE and Equality Challenge Unit.
This publication is available online in .pdf and text format at:
http://www.ecu.ac.uk/publications/