Think Business, Think Equality | Development and Progression

Development and Progression

Where options include words like ‘sometimes’, ‘partly’, ‘some’, or ‘informal’, this generally means the approach is applied inconsistently or in fewer than around 75% of cases and is not systematically documented or reviewed.

1Do you have a formal development and progression policy?

YesUnsureNo

2How are training and development opportunities communicated to staff in your business?

Training and development opportunities are shared formally with all staff, for example through all-staff emails or the staff intranet.Training and development opportunities are shared using a mix of formal and informal methods.Training and development opportunities are usually shared informally, for example through line managers identifying potential participants.

3How can staff access training and development opportunities, and how are decisions made about who takes part?

Staff can request or apply through a clear, formal process, and decisions are based on objective criteria.Staff can ask for training, but decisions depend on manager discretion rather than a clear process or criteria.Training is usually arranged or allocated by managers, and staff can’t easily request opportunities themselves.There is no clear or consistent process for requesting or allocating training.

4What types of development opportunities do you provide?

Select all that apply

On-the-job training (e.g., buddying, coaching)Formal external training (e.g., courses, qualifications)Online trainingIn-person trainingMentoring or shadowingAccess to women’s professional networksNone of these

5Does your business offer apprenticeship opportunities?

Yes, across a range of roles and levelsYes, but only in certain roles/departmentsNo, but we are exploring apprenticeshipsNo, and we have no plans to introduce them

6How does your business ensure your apprenticeship programme supports gender equality?

We actively monitor the gender breakdown of applicants and apprentices, and take steps to encourage underrepresented groups into non-traditional rolesWe promote apprenticeships widely, including through schools, colleges, and community groups, to reach diverse candidatesWe review recruitment materials and language to ensure they are inclusive and avoid gender stereotypesWe do not currently take any specific steps on gender equality in apprenticeships

7When do your training and development opportunities usually take place?

During working hours with protected time.During working hours but staff must fit it around other work.Outside working hours (e.g., evenings, weekends).A combination of during and outside working hours.

8How do you ensure development opportunities are accessible to all staff who may face barriers?

Select all that apply

We adjust timing and offer flexible or alternative options for part-time staff and carers.We keep staff on maternity or parental leave informed and support them to participate.We provide adjustments and consider accessibility needs for disabled women.We take steps to ensure racially minoritised women can access opportunities equitably.We haven’t considered accessibility in this way before.

9Do you run initiatives to support women into senior or underrepresented roles (e.g. women into management programmes, women-only leadership training)?

NOTE: Targeted initiatives can include leadership development programmes, mentoring schemes, sponsorship, or other tailored support to help women progress into senior or underrepresented roles.

Yes, regularly.Yes, sometimes.No.

10Do you support lower-paid or admin staff to develop into higher-paid or more senior roles?

Yes – through targeted development opportunities and/or clear progression routes.Yes, through a more informal approach.No, not specifically.

11How do you decide who leads on high-profile projects?

NOTE: Objective criteria are classed as documented, measurable, and consistently applied (e.g. skills matrices, pre-agreed scoring rubrics) rather than based on informal judgement or discretion.

We have a clear and objective selection process.We use a mix of structured and informal approaches.Manager's own judgement, or other informal approach.

12Do you collect and review data on who accesses training and development opportunities?

Yes – we collect and review data by gender and other characteristics (e.g., race, disability).We collect data but do not break it down or review it in detail.No.

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Think Business Think Equality

Development and Progression

Development and Progression

1Do you have a formal development and progression policy?

2How are training and development opportunities communicated to staff in your business?

3How can staff access training and development opportunities, and how are decisions made about who takes part?

4What types of development opportunities do you provide?

5Does your business offer apprenticeship opportunities?

6How does your business ensure your apprenticeship programme supports gender equality?

7When do your training and development opportunities usually take place?

8How do you ensure development opportunities are accessible to all staff who may face barriers?

9Do you run initiatives to support women into senior or underrepresented roles (e.g. women into management programmes, women-only leadership training)?

10Do you support lower-paid or admin staff to develop into higher-paid or more senior roles?

11How do you decide who leads on high-profile projects?

12Do you collect and review data on who accesses training and development opportunities?

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