Training map


To embed equality into an organisation it is important that a training plan is developed, delivered and reviewed regularly. 

Generic equality competencies

  • The undertaking of training needs analysis (TNA) and the production of a training plan should develop a competent workforce that:
  • Promotes equality at all levels
  • Champions equality and diversity
  • Ensures that human and financial resources are allocated and prioritised to support
  • States the key features of a culture which promotes equality and which values
  • Explains the relevance of the Equality Act 2010 to own organisation
  • Explains what all the protected characteristics are
  • Always behaves and speaks in ways that are respectful to all people
  • Recognises behaviour and language that is appropriate to the promotion of equality and valuing of diversity
  • Identifies unfair, inappropriate and discriminatory behaviour
  • States how to challenge and report inappropriate or discriminatory language or behaviour - racist, homophobic, transphobic, abuse in relation to disability, age, religion or sex
  • Recognises the organisations commitments to equality

Download an overview of generic and strand-specific equality training here.

Types of training

Training can take many forms such as:

  • Face-to-face workshops
  • Online learning
  • Briefings at meetings
  • Hard and /or soft copy documents
  • Guidance notes
  • Seminars
  • Conferences, etc.

Download a summary of available generic equality training here.

Download a summary of available strand-specific training here.

What to consider when identifying the most appropriate methods of delivering equality training

  • A pragmatic approach will ensure that training is available to all people involved in organisations
  • All face-to-face or online training should have clear learning outcomes that delegates are made aware of
  • All forms of training should have a clear purpose and be linked back to the organisation's overall vision and strategy
  • Key decision-makers may need to have opportunities to discuss their views on equality and, in some cases, may need to have their attitudes challenged, which can only be done through face-to-face workshops
  • To ensure that the content is totally relevant the training should include sport-specific case studies
  • The experience of the facilitators/tutors and their ability to deal flexibly with adult learners as well as challenge attitudes in a positive manner is critical
  • Reputation of deliverers