Report: Championing Equality, Diversity, and Inclusion Principles

This report delves into the multifaceted aspects of championing equality, diversity, and inclusion within a professional context. It begins by outlining various models of practice, such as the equal opportunities model and the difference and diversity model, which underpin these principles. The report then explores potential barriers to equality and inclusion, including prejudice, cultural differences, and religious beliefs, and analyzes the impact of relevant legislation and policy initiatives like the Equality Act 2010. Furthermore, the report examines systems and processes designed to promote equality, evaluates their effectiveness, and suggests improvements to address any gaps or shortcomings. Ethical dilemmas that may arise, such as balancing individual rights with duty of care, are also discussed, alongside the principle of informed choice and the factors that may affect it. The report concludes with strategies for managing risks and ensuring that individual rights are upheld while fulfilling professional duties.

Champion equality

TABLE OF CONTENTS
1.1 Models of practice that underpin equality, diversity and inclusion in own areas of
responsibility..........................................................................................................................3
1.2 Potential effects of barriers to equality and inclusion in own area of responsibility.......3
1.3Impacts of legislation and policy initiatives on the promotion of equality, diversity and
inclusion.................................................................................................................................3
3.1Systems and processes promote equality and inclusion ...................................................4
3.2 Effectiveness of systems and process ..............................................................................4
3.3 Improvements to address the gaps or shortfalls in systems and processes.......................4
4.1 Ethical dilemmas that may arise in own area of responsibility........................................5
4.2 Principle of informed choice............................................................................................5
4.3 Issues of individual capacity may affect the informed choice.........................................5
4.4 Strategy to manage the risks when balancing individual rights and duty of care............5
REFERENCES................................................................................................................................7

1.1 Models of practice that underpin equality, diversity and inclusion in own areas of
responsibility.
 Equal opportunities model: Most common model used by individual to promote
equality at workplace. It implies that everyone in the organization must be treated equally
rather than discriminating on irrelevant criteria (Sang and Powell, 2012). Further,
disadvantage and barriers needs to be removed. Positive as well as least restrictive
interventions needs to be implemented to remove all the disadvantages that has been
caused by barriers.
 Difference and diversity model: Based on some principles such as people needs to
function well when they will feel valuable, analysing the individual along with the group
differences that make people feel valuable. Further, empowerment in organization is
achieved through learning from that individual who are different.
1.2 Potential effects of barriers to equality and inclusion in own area of responsibility.
There various important barriers' diversity along with the equality and inclusion such as
prejudice, religious belief, culture and upbringing. Prejudice is considered as traditional opinion
or perception which is not depended on reason or experience of those who are creating the
barriers to analyse the equality of rights for all the people (Colgan, F. and McKearney, 2012).
Cultural will prevent the individual from the analysis of spiritual and relations requirements that
will not consist of traditional expectations. Religious belief are those barriers in which other
belief are not taken in to account. Along with this, minorities people are marginalized as well as
not acknowledge.
1.3Impacts of legislation and policy initiatives on the promotion of equality, diversity and
inclusion.
Equality act 2010 is the considered a law which created restrictions on unfair treatments
and supports towards achievement of equality opportunities in the workplace as well as society.
It provides positive impact by removing discrimination on the basis of age, disability, gender
race and religion etc.
` EYFS is the childcare act which has provided positive impact as it sets both the learning
and development needs and safeguarding the and welfare requirements (Janssens and Zanoni,
2014).

Children act 2003 has also led down some positive impacts as it aims at bringing together the
private as well as public law ion one framework. It usually reinforced the autonomy of families
through determination of parental responsibilities.
3.1Systems and processes promote equality and inclusion
These are usually kept in place to provide help in promotion of equality and inclusion and
also to help eradicate the discrimination as exclusion within the organization, following any
important incident of discrimination as well as plans of execution within the workplace
(Richardson and Monro, 2012). Further, Policies provide various important guidance for the staff
and also visitors to the home has been the ways to the home on the ways to ensure the inclusive
practice. Policies and systems have been developed by ensure that no discrimination would be
their at workplace. Various systems are there in place of effective monitoring, reviewing and
reporting on the progress in relation with the equality between the opportunities, diversity and
inclusion.
3.2 Effectiveness of systems and process
It is considered as significant to carry out an evaluation of the effectiveness of the similar
systems as this will enable the individual to reflect on his own current performance and practice
as well as analysis of strength and weakness (Knights and Omanović, 2016). It has been
accomplished by undertaking regular review, control and evaluation of effectiveness of own
systems as well as processes. Further, it will also provide a chance to find out information from
the various sources like colleagues, users and their families. By using the method of self
evaluation care practitioners in this was develops the morale of setting and also ensure that it will
work to improve its own quality and effectiveness.
3.3 Improvements to address the gaps or shortfalls in systems and processes.
It is next stage after evaluation in which the care practitioners needs to decide that what
important steps or actions is required to be taken in order to fulfil the gaps in the system as well
as processes along with the development of report based on findings (Morden, 2012). After that,
an action plan will be made to analyse the changes that needs to be made. In this, all team
members in organization will be provided all the information about their roles and
responsibilities regarding implementation of action plan. It is also important to involve all the
employees so they are aware of what important objectives along with improvements on which

the individual is working and then will be given responsibilities using their strengths to involve
and participate in order to improve the service.
4.1 Ethical dilemmas that may arise in own area of responsibility.
Ethical dilemmas as well as disputes commonly occurs in the areas of health and social
care specially with the service users, strategies and process of organisation (.Sawer, 2015).
Assessment of risk are considered as crucial part of health and social care and is required to be
followed by all the employees as it support in safe and effective management of individuals.
Some important ethical dilemma that may eventually raise at workplace at the time of balancing
individual rights and duty of care like confidentiality and disclosure, challenging individual
behaviours and personal values and belief etc.
4.2 Principle of informed choice.
User of service should have the ability to make informed selection between the services
they need to receive and most effective treatments for themselves. They must be treated in a way
that will increase their capabilities to select and will not undermine their capabilities (Hockings,
Brett and Terentjevs, 2012). Informed choices termed that service users have been encouraged
by the practitioner in order to analyse the range of options available for them, that they their own
decision and always share the responsibilities for the results. It was the responsibility of care
practitioner to provide effective and accurate advice. And information related to the options
available and making them able to develop an effective decision by relying on that information.
4.3 Issues of individual capacity may affect the informed choice.
There are various important causes behind why the individuals are not able to make an
effective informed choice and decisions formulated on behalf of users without taking any
consent, if the decisions have made in the best interest of individuals (Warren and Antoniades,
2016). Further, the reason will be as they have mental health or some physical problems, thus
they are not able to communicate their choices and also have a lack of understanding.
4.4 Strategy to manage the risks when balancing individual rights and duty of care.
There are various strategies like monitoring and reviewing, identification of training and
development needs and its fulfilment, ensuring that good practice will be followed in order to
manage the risk (Spencer, 2015). Further, it can also be managed by encouraging a positive work
environment and also conducting the meetings for staff and hand overs. Through development of

positive communication and maintaining dignity as well as respect the practitioner will be able
to manage the risk at the time of making balance between individual rights and duty of care.

REFERENCES
Books and Journals
Sang, K. and Powell, A., 2012. Equality, diversity, inclusion and work-life balance in
construction. Human resource management in construction: Critical perspectives, pp.163-
196.
Colgan, F. and McKearney, A., 2012. Visibility and voice in organisations: Lesbian, gay,
bisexual and transgendered employee networks. Equality, Diversity and Inclusion: An
International Journal, 31(4), pp.359-378.
Janssens, M. and Zanoni, P., 2014. Alternative diversity management: Organizational practices
fostering ethnic equality at work. Scandinavian Journal of Management, 30(3), pp.317-
331.
Richardson, D. and Monro, S., 2012. Sexuality, equality and diversity. Palgrave Macmillan.
Knights, D. and Omanović, V., 2016. (Mis) managing diversity: exploring the dangers of
diversity management orthodoxy. Equality, Diversity and Inclusion: An International
Journal, 35(1), pp.5-16.
Sawer, M., 2015. Beyond numbers: The role of specialised parliamentary bodies in promoting
gender equality. Australasian Parliamentary Review, 30(1), p.105.
Hockings, C., Brett, P. and Terentjevs, M., 2012. Making a difference—inclusive learning and
teaching in higher education through open educational resources. Distance Education,
33(2), pp.237-252.
Warren, C.M. and Antoniades, H., 2016. Deconstructing the glass ceiling: gender equality in the
Australian property profession. Property Management, 34(1), pp.29-43.
Spencer, L., 2015. Diversity Pocketbook. Management Pocketbooks.
Morden, M.T., 2012. A Short Guide to Equality Risk. Gower Publishing, Ltd..