Exploring_How_People’S_Rights_and_Responsibilities_Are_Protected_at_Work

Unit 02 Assessment – Exploring how people’s rights and responsibilities are protected at work Learning Outcome 2.1.1 1. Explain what is meant by ‘equality’ in the UK. Equality in the UK is about nurturing and promoting the right to be different, to be free from discrimination, and to be valued, have personal choice and self-respect as an individual, with a right to your own values and beliefs. Learning Outcome 2.2.1/ 2.1.3 2. a) What is meant by the term ‘equal opportunities’' This is a term often associated with Human Resources used to describe the measures taken by organisations to ensure fairness in the recruitment process and subsequent employment (or existing employment). It is fundamentally about addressing representation and balance such as: treating people fairly as individuals, with different abilities and skills, without making stereotypical judgements; offering fair, equal and considerate opportunities to everyone; to ultimately create a ‘way of life’ where people of all backgrounds and experience feel appreciated and valued; to be well established in public services. This is also about providing people with support so that they can access everything on offer for example someone with a specific disability, whether it is physical or educational (such as dyslexia) will have suitable support so they can function at an appropriate level. b) Describe what equal opportunities mean for those in employment considering the following (give 1 example of each): Recruitment This would mean making the recruitment process fair. This would ensure for example that a post within an organisation was advertised both internally and externally to give both types of candidates the opportunity to apply. Alternatively this could mean adapting the workplace in a suitable manner if there is a lack, for example of ramps, so that someone in a wheelchair can access the building or their place of work. Pay This would mean that pay scales were made fair and equal. This is also about being transparent so that everyone knows the pay for a role, so people do not earn a different amount for the same role. For example, both male and female employees would be ensured to receive the same pay for doing the same job. It would not be appropriate to pay someone more based on their gender. Promotion This would mean that all employees should be considered for promotion rather than, for example, on false perceptions that based on their sex they would be unable to command the respect of people under their management. People are interviewed for promoted posts and are appointed on their performance at interview and references received from their line manager. Learning Outcome 2.1.4 3. Why is a diverse workplace important' The benefit of working with different people within an organisation means that there likely will be varied skills, experiences and ideas present. This can increase cooperation, if they are encouraged to share these strengths, to get to know people as individuals and value their ideas and perspectives. This will also create a more vibrant atmosphere to work in, potentially creating a competitive edge and consequently a good company image. A diverse workplace gives a good message both to new employees and employers that an organisation is supportive to everyone and not just one group of people. This in turn makes good business sense as the organisation is welcoming to everyone. Learning Outcome 2.1.4/ 2.1.5 4. a) What are the benefits to the organisation and the individual' The benefits to the organisation, if diversity is managed correctly, are: • Enhanced community/ business relations; • improved communication, which can result in increased productivity; • improved morale; • promoted individual talents; • reduced harassment/ discrimination; • litigation (or legal action) avoided; • improved community/ company image. The benefits to the individual: • increased co-operation between people; • help them realise that others have different ideas and perspectives • assumptions are likely to be reduced • encourage getting to know people as individuals. b) State three reasons why fostering diversity in the workplace is important' Due to the variety of backgrounds, experience, skills and viewpoints this, when diversity is managed well, could lead to better knowledge, increased creativity, originality and better decisions making. By employing a diverse workforce that has a stable working conditions and friendly atmosphere can positively affect the local community as a whole through breaking down stereotypical boundaries and cultural differences. The working environment becomes more inclusive and nurturing. This variety of experience and potentially diverse representation within the organisation could help the organisations have an all-round better performance which will contributed to improved business performance. This may well make the organisation appeal to a wider array of potentials customers, improve their image and provide increased customer satisfaction (for example the police). Learning Outcome 2.1.5 5. State three ways in which an individual can foster equality and diversity in the workplace. Respecting yourself and others by treating them equally is good practice in a workplace. An individual can do this by being welcoming and open, getting to know people and listening to their views and opinions, valuing everyone as individuals and the contributions they make to the organisation. This could also mean giving people encouragement to speak up during discussions by providing them with a possible subject area beforehand so they can prepare themselves; this is called pre teaching and reduces any embarrassment they may have about volunteering information. If this is relevant, which it can be with dyslexic, ESOL, or people with a hearing impairment. Learning Outcome 2.1.6/ 2.3.1 6. Choose two organisations and identify two ways in which it can promote equality and diversity in the workplace. The police have to deal with many different people of varied backgrounds and characteristics therefore it makes sense that these people are represented within the organisation. The police can promote this through their recruitment process ensuring that they provide equal opportunity to all those who wish to join, and not place restrictions for example on height, sex or ethnicity. This also needs to be portrayed in advertising campaigns ensuring that posters for example contain images which reinforce their policies and ideals. This can also be promoted by being active in community projects and community groups. A college could promote equality and diversity through their teaching resources and by their teaching methods. This would mean using non-discriminatory topics and materials, and presenting them in a way which is sensitive to equality and diversity. This could also be by being aware of learners’ additional learning needs and learning styles, and adapting your teaching accordingly. It would be important that staff have appropriate knowledge of equality and diversity through in-house training and information so that they can, in turn, educate their learners. Learning Outcome 2.1.7/ 2.3.2 7. What difficulties might an organisation have in increasing and benefiting from diversity in the workplace – give two examples' The organisation may be required to change their recruitment and selection processes which may take time but also may result in the need for further training of their existing staff (to increase awareness, to learn new procedures and to overcome a potential resistance to change). It is possible that the population that they are recruiting from maybe small and not very diverse. The organisation may previously have had a bad reputation as an employer based on their perceived values, attitudes or beliefs so they may have to work to overcome this. Learning Outcome 2.2.1 8. What is the most recent piece of equality legislation and what groups does it cover' The most recent equality legislation is the Equality Act 2010 which replaces The Sex Discrimination Act 1975, The Disability Discrimination Act 1995 and The Race Relations Act 1976. This covers different groups of people as before. Now they are categorised with ‘Protected Characteristics’ which include: age, disability, gender reassignment, marriage and civil relationships, pregnancy and maternity, race, religion or belief, sex or sexual orientation. So in short it applies to different races and religions; people who have no religious affiliation; men and women; disabled people; lesbian, gay, bi-sexual people, people of different ages and transgendered people. Learning Outcome 2.2.2 9. What particular expectations does this piece of legislation place on public bodies' The Equality Act 2010 protects people from discrimination based on ‘protected characteristics’ and it also outlines a new single Equality Duty for public bodies. It is expected that this will bring about cultural change so that promoting equality becomes a part of public bodies’ primary business. The legislation has particular rules that require public bodies to think about how their policies and services deliver equal treatment and equal opportunities for everybody and therefore eliminate discrimination and foster good relations for all protected groups. Learning Outcome 2.2.2 10. State three benefits that this could bring. Three benefits of this could bring: more tailored public services; more easily accessible public services e.g. putting ramps for the less able bodied; public bodies being able to speak more openly with different community groups and eliminating discrimination in public bodies. Learning Outcome 2.4.1 11. Which act protects people’s rights' The Human Rights Act 1998 protects people’s rights. Learning Outcome 2.4.1 12. Explain why you think laws are needed to protect people’s rights. Human rights are based on core principles such as dignity, equality, respect and fairness. Rights are relevant to everyone’s life and protect your freedom: to control your own life; make a contribution to decisions made by public authorities (that impact on you); get fair and equal services (from public authorities). Laws are required because some people do not necessarily believe that all people should have these rights and that they are not entitled to fairness, dignity and equality. There needs to be repercussions if human rights are not upheld. Learning Outcome 2.4.1 13. Define the term ‘human rights’. Human rights are the basic rights and freedoms that belong to every person in the world. Everyone has the right to be free from harm, or the threat of harm, be it physical or psychological etc. Learning Outcome 2.4.2 14. Explain the difference between a right and a ‘qualified right’. Most rights that are protected by the Human Rights Act 1998 are not absolute. A qualified right is a basic human right (as defined under the Human Rights Act) which can, in certain circumstances, be overturned by the government or other public body where exercising that right infringes on the rights of another person or group of people, whereas a right is absolute. For example, a paedophile does not have an absolute right to live in a family where they have abused a child. Learning Outcome 2.4.2 15. Give two examples of ‘qualified rights’. You have the right to free speech however this must be considered against the likelihood that it may incite racial hatred. The right to a family life must be respected however the state has an obligation to protect a child’s safety so therefore this child could be removed if it is deemed to be at risk. Learning Outcome 2.4.1 16. Describe some of the rights people have under 4 key articles of the Human Rights Act (1998) Article 2. A right to life – a person has a right to have their life protected by law. Article 3. Freedom from torture – a person has an absolute right not to be tortured or subjected to treatment or punishment which is inhuman or degrading. Article 4. Freedom from slavery – a person has the right not to be treated as a slave or required to form forced or compulsory labour. Article 5. Personal freedom – a person has the right not to be deprived of their freedom (arrested or detained), excepted in a few cases specified in the Human Rights Articles, for example when they are suspected or convicted of committing a crime. Learning Outcome 2.5.1 17. Describe the types of organisations which offer support and information about people’s rights – give an example of each type. There are a number of organisations which offer support and information about people’s rights such as: Public bodies - such as local councils, health authorities Government Led - such as the Government Equalities Office which is the department that is responsible for equalities legislation and policy in the UK. Charities - such as Age Concern / Help the Aged (Age UK) who work for and with older people. They promote the welfare and assist with claiming benefits and provide support for the elderly and their carers etc. Pressure (or interest) groups – such as Stonewall who works to achieve justice for Lesbian, Gay men and Bi-sexual s Equality and Human Rights Commission – a new equality body opened in Oct 2007 responsible for discrimination issues around all ‘protected characteristics’. Independent or voluntary organisations - such as the Citizens Advice Bureau, which offers general advice. 17a. Choose one of the support organisations available, and clearly explain what support and information they can provide. Age UK works with and provides support for older people. It promotes their welfare for example helping the older generation claim benefits they are entitled to. It has developed an advocacy service to help older people, their carers or representatives to complain to social care if the services they receive are not adequate. Age UK also offers advocacy services for people with physical disabilities, mental health problems or disabilities. They also help carers to achieve the support they need and help with financial matters and provide the names of reliable tradespeople if older people are worried about employing people.