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
Dignity at Work and Study
Faculty / Support Service carrying out the
assessment
HR Services
New or previously approved policy?
Previously approved
Date of approval / last review (if known)
October 2005
Name and role of Assessor(s)
Faith Marchal, HR Manager - Diversity
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
Senior Managers in all areas
2. Describe the main aims, objectives and
purpose of the policy
This policy states what Anglia Ruskin regards
as unacceptable behaviour in the course of
work and study, specifically, harassment,
bullying, and victimisation. It includes
procedures for staff and students to follow, in
the event they experience such behaviours in
the course of their work or study.
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
Failure to recognise or investigate incidents of
unacceptable behaviour does not excuse us
from liability and could have serious legal
consequences under Health and Safety,
employment, and anti-discrimination legislation.
4. Who is expected to benefit from this
policy?
All staff, students and visitors
5. Who was consulted on this policy?
A cross-section of staff, students, senior
managers. Input from Disability and Race
Equality User Groups.
6. How has the policy been explained to
those who would be directly or indirectly
affected by it?
In Staff and Student Handbooks, to new
staff on appointment and during Induction,
to students via Dignity at Study leaflet
7. What outcome(s) are meant to be
Fair and equitable treatment of staff,
students and others. Speedy, effective
achieved from this policy?
resolution of any problems encountered.
Low number of formal staff grievances and
student complaints because of their
gender, race, disability or other personal
characteristic.
8. What factor(s) could contribute to the
outcome(s)?
Staff and students understanding and
commitment to this policy and the principles
underpinning it.
9. What factor(s) could detract from the
outcome(s)?
Staff and students failing to take account of
the impact of their behaviour on others.
Unsuccessful resolution of problems,
and/or failure of managers to contribute to
problem resolution when brought to their
attention.
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
While it could be said that
absence of harassment and/or
bullying will have a positive effect
on all staff groups, a positive
effect on one group will not result
in a negative impact on anyone
else, hence inclusion under
‘neutral’.
Women
x
As above
People from
black and
x
As above
minority ethnic
communities
Disabled people
x
As above
Lesbian, gay, or
bisexual people
x
As above
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.
The policy explains the negative impact of
harassment and bullying, looking at different
equality strands to promote greater awareness
and understanding of the impact of these
behaviours on others.
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 – Monitoring effectiveness
14. How will you demonstrate that this
policy or procedure, once
implemented, is impacting fairly on
everyone it affects? In answering this
question, please include information
about feedback you will seek and/or
data you will collect and analyse, and
how often you will do this.
Staff and student surveys
HR casework
Student complaints records
Student Services advise service data
Step 6 – Recommendation
15. Is a more detailed Equality Impact
Assessment required?
Signature of Assessor(s): Faith Marchal
No 
Date: 26 October 2009
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
more detailed 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/