Training on how to elaborate a gender diagnosis: stages and tools for the AMB Gender Equality Commission.

Before drafting the equality plan, it is necessary to know the reality of the institution and that is why the gender diagnosis is made. This consists of a detailed analysis of the situation regarding equal opportunities between men and women in different areas (selection and recruitment process, training, professional promotion, remuneration…) of the organisation.

As part of the consultancy service within the framework of the implementation of the 2nd Gender Equality Plan for the staff of the Barcelona Metropolitan Area, one of the issues that it was considered essential to deal with was specific training for the equality committee. This was aimed at providing different tools and resources with the objective of training the members of the equality committee to be able to carry out the gender diagnosis in the institution’s next equality plan.

That is why, from LaGroc we were in charge of the preparation, design and delivery of this 10-hour personalised training to the Equality Commission of the Metropolitan Area of Barcelona. This was done in a hybrid format, since one part of the training was face-to-face and the other virtual.

Main contents

Some of the contents covered in this training on how to carry out a gender diagnosis are as follows:

• New legislation that applies to equality plans applicable to public administrations.
• Concepts, basic elements and phases of the diagnosis.
• References and tools to work and elaborate the gender diagnosis.
• Data collection. Sources of information and methodology.
• Analysis of data from a gender perspective.
• Drafting of the diagnosis report.
• Pay audit and pay register: basic concepts and implementation.

Methodology

Methodologically, the theoretical content of the training sessions on “How to elaborate a gender assessment: stages and tools” was accompanied by dynamic and participative activities with the main idea of practising the concepts worked on in the classroom. The main reason for implementing this technique is that practical activities increase learning and encourage teamwork.