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Activity
1: How Much of a Diversity Change Agent are
You?
Activity
2: Assessing Your Comfort with
Diversity
Activity
3: Diversity Gifts
Activity
4: Diversity Coat of
Arms
Activity
5: How Do You Manage
Diversity?
Activity
6: Integrating Diversity Into All Training
Activity
7: Building Relationships One-on-One
Activity
8: Focusing On Retention - Stop The Revolving
Door
Activity
9: Making the Strategic Business Case for
Diversity
Activity
10: Diversity Council Saboteurs
Checklist
Activity
11: Stereotypes by Geographic
Region
Activity
12: Building the Strategic Case for
Diversity
Activity
13: Maximizing the Learning from
Videos
Activity
14: Diversity In Your Life
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HOW
MUCH OF A DIVERSITY
CHANGE AGENT ARE YOU?
Directions:
Respond to the following statements by checking the
appropriate column.
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Usually
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Sometimes
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Rarely
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1. I
challenge stereotypic comments and
assumptions.
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2. I
engage colleagues in discussions about
diversity.
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3. I
spend time (e.g., lunch, breaks) with
people who are different from
me.
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4. I
bring diversity concerns to the attention
of my manager.
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5. I let
people know that ethnic, gender, racial,
religious, etc., jokes are off
limits.
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6. I
suggest diversity issues and topics for
the agenda at regular management or work
team meetings.
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7. I
challenge us vs. them comments and
complaints about other groups.
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8. I
listen to others' concerns with an open
mind and questioning attitude.
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9. I
suggest resolution strategies when there
are diversity related
conflicts.
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10. I
explain the business advantages for
effectively dealing with
diversity.
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11. I
ask for suggestions about ways to make the
work environment more
inclusive.
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12. I
speak enthusiastically about the
organization's diversity plans and
initiatives.
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13. I
speak up and educate when I hear a
derogatory comment, slur, or
joke.
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14. I
seek out people to talk with whose views
are different from mine.
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15. I
challenge my own assumptions and
stereotypic thoughts.
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© Lee Gardenswartz and Anita Rowe
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Click
here to download this
activity.

Suggestions for Using "How Much of a Diversity
Change Agent Are You?"
Objectives:
- To raise
awareness of behaviors necessary for creating
diversity change in organizations
- To assess
oneself as a change agent
- To stimulate
development of change agentry within the
organization
Intended
Audience:
- Diversity
Council/Task Force members
- Diversity
trainers
- Leaders and
managers in diverse organizations
Time: 45
Minutes
Materials:
- Copies of
"How Much of a Diversity Change Agent Are You?"
worksheet for all participants
- pens/pencils
- easel/chart
(optional)
- felt tip
markers (optional)
Processing the
Activity:
- Participants
are asked to share (in pairs, small groups, or
with the entire group) the behavior they do
which most helps the diversity process in their
organization
- Facilitator
elicits responses and charts responses on chart
pad (optional)
- Facilitator
explains that while organizational change around
diversity happens at three levels,
organizational, managerial, and individual,
participants can have a significant influence on
that change process through their own behavior.
The activity they are about to experience will
give them a chance to examine these behaviors,
assess themselves against them, and set goals
for their own growth
- Facilitator
distributes worksheets and asks participants to
respond, following directions
- Participants
then pair up and discuss their responses
focusing on greatest strengths and most
important areas for growth
- Each
participant commits to working on behavior for
development and shares in pairs or with entire
group. Facilitator may chart commitments
(optional)
Questions for
Discussion:
- Which
behaviors do you commonly do? Do
least?
- Which are
most difficult for you?
- What blocks
you from doing these?
- What other
behaviors would you add to the list?
- Which
behaviors are most important to develop in order
to be more effective in moving the diversity
process forward?
- Where/how can
you begin developing your ability to do this
behavior?
- What would
help you in this process?
Caveats,
Considerations, and Variations:
- You may
tailor this list to specific activities and
processes in your organization (e.g., mentoring,
training, brown bag forums, hiring panels,
etc.)
- Participants
can make contracts with specific individuals to
check back with one another at determined
intervals regarding their development
commitments
- This activity
is best used with those who see their role as
change agents regarding diversity and is most
effective when combined with information about
long-term change processes and the role as
facilitators in making change
happen.
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ASSESSING
YOUR COMFORT
WITH DIVERSITY
Directions: Think
about each dimension of diversity and rate the
degree comfort you feel in dealing with people
different from you in that dimension.
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HIGH
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MEDIUM
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LOW
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HOW
DISCOMFORT SHOWS
ITSELF
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Age
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Gender
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Sexual
Orientation
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Physical
Ability
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Ethnicity
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Race
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Geographic
Location
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Different
socio-economic status
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Personal
Habits
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Recreational
Habits
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Religion
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Educational
Background
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Appearance
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Parental
Status
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Marital
Status
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Role of
Women
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Ethical
Values
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Family
structure/practices
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Treatment
of elders
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Relationship
to Authority
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Role of
work in life
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Personal
health/hygiene
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Language
differences
(accents included)
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Leisure
time activities
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Adapted from
Diverse Teams at Work, Lee Gardenswartz and
Anita Rowe, Irwin Professional Publishing,
1995.
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Click
here to download this
activity.
Suggestions
for Using Assessing Your Comfort with
Diversity
Objectives:
- To identify
areas of personal discomfort in dealing with
diversity
- To gain
understanding about what triggers that
discomfort
Intended
Audience:
- Participants
in a diversity training session
- Members of a
work team or task force
Time: 30 - 45
minutes
Materials:
- Copies of
Assessing Your Comfort with Diversity
worksheet
- Pens/pencils
- Easel and
chart paper optional
Processing the
Activity:
- Facilitator
begins with brief lecturette mentioning that
diversity is an inside job and acknowledging the
role of individual perspectives and experience
in determining comfort level across various
diversity dimensions. Facilitator can use self
as an example.
- Facilitator
distributes the worksheet and asks participants
to respond to each category with either a high,
medium, or low score. Where there is low
comfort, participants can write in the box "How
discomfort show itself."
- Facilitator
then asks people to discuss either in pairs or
small groups. The number of participants and the
level of trust influence the size of the
discussion group. Where there is little trust,
groups of 2 or 3 are preferable. If high trust
exists, groups can be larger.
- The
facilitator gives the small groups approximately
15 minutes for discussion.
- Facilitator
then conducts discussion with the whole group,
focusing on areas of greatest discomfort,
reasons for that discomfort and noticeable
change, in either becoming more comfortable or
less in any area.
Questions for
Discussion:
- Which areas
have high comfort levels? Which have the
lowest?
- To what do
you attribute the differences?
- Where has the
comfort level changed, either getting more or
less comfortable?
- What has
brought about the change?
- What is the
consequence to your relationships and career
opportunities if no change is made?
- What can you
do to increase your comfort in places where it
needs to increase?
Caveats,
Considerations and Variations:
- Where you are
trying to build trust and push people to go
deeper in relationship building and personal
awareness, this probably is not a good first
step. Wait till the group demonstrates honesty
and openness before pushing people to go
deeper.
- This is a
useful tool at a more superficial level to
introduce the breadth of diversity and help all
people see their connection to the
topic.
- This tool is
adaptable in that it can really open people up
and help them see their short-comings, but it
can also be used as beginning level awareness in
a non-threatening way.
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DIVERSITY
GIFTS
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Group
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Diversity
Gifts to You
(Influences on your values,
philosophy, and orientation to
life)
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African-Americans
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Lesbians/Gays
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Euro-Americans
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Latinos
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Physically
Challenged Individuals
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Native
Americans
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Asians
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Muslims
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Jews
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Christians
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Buddhists
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Older
Individuals
(over 70 yrs)
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© Lee Gardenswartz and Anita Rowe
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Click
here to download this activity.
Suggestions
for Using "Diversity Gifts"
Objectives:
- To raise
awareness about the contributions of members of
diverse groups to society in general and to
one's own life
- To generate
discussion about the value of
differences
Intended
Audience:
- Participants
in a diversity training session
- Members of a
work team
Time:
30 - 45 minutes
Materials:
- Copies of
"Diversity Gifts" worksheet
- Pens/pencils
Processing the
Activity:
- Facilitator
begins by asking participants to think of
someone in their lives who is different from
them from whom they learned something
significant. Facilitator can also share a
personal example.
- Facilitator
distributes worksheet and asks participants to
consider each group and write down in what ways
the group as a whole or individuals from the
group have influenced their own values,
philosophy, or orientation to life. (Note: some
boxes may remain blank.)
- Facilitator
asks participants to take 15 minutes to pair up
and share their responses on the worksheet as
well as their reactions to the activity and each
others' responses.
- Facilitator
asks each participant to share, with the whole
group, one of the most meaningful or significant
influences.
- Facilitator
leads a total group discussion of the reactions
and learnings.
Questions for
Discussion:
- For which
group was it easiest for you to see
influences?
- For which
groups was it most difficult?
- Were there
any where you could not find an
influence?
- What do you
think might be the reasons for this?
- What other
groups did you add?
- What
surprises were there, in your own or your
partner's responses?
- What do you
take away from this time spent considering the
gifts of diversity?
Caveats,
Considerations, and Variations:
- Participants
may balk at responding to labels for different
groups. Facilitator can explain that we do group
people by various diversity
dimensions.
- Participants
may want to add other groups at the beginning of
the exercise. (e.g., immigrants, day laborers,
managers, recovering alcoholics, "techies," or
generation X-ers." That way all participants can
include these groups in their
consideration.
- Facilitator
can substitute groups on the list to suit
participants' realities or the objectives of the
session.
- If time is
limited, the total group sharing of an example
by participants can be omitted. The paired
sharing can also be omitted and participants can
share their most significant example, as well as
their learning from the activity, with the total
group.
top
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DIVERSITY
COAT OF ARMS
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© Lee Gardenswartz and Anita Rowe
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Click
here to download this activity.
Suggestions
for Using "Diversity Coat of Arms"
Objectives:
- Identify
values and factors that motivate you to work in
the diversity field.
- Clarify
expectations of self and others.
- Recognize
personal strengths and weaknesses.
Intended
Audience:
- Diversity
trainers and facilitators.
- Any manager
or consultant charged with the task of creating
a more cohesive, high performing
team.
Time: 45 to 60
minutes
Materials:
- Copies of
"Diversity Coat of Arms" worksheet
- Pens/pencils
Processing the
Activity:
- Begin with
manager, facilitator, trainer, team leader or
consultant discussing the importance of being
clear about your values and who you are as you
do this work.
- Explain that
the intent of the Coat of Arms is one way of
helping people clarify their basic values and
who they are.
- Discuss each
of the five sections and give a personal
example.
- Then have
each participant fill out the Coat of
Arms.
- Following
that, have participants get out of their seats,
walk around and pair up with one person at a
time to share and discuss both similarities and
differences. Give participants between 5 and 10
minutes per round, and have as many rounds as
time permits, up to 30 minutes. Beyond that time
limit, the process could get repetitious.
- When finished
with paired sharing, ask each person to reclaim
their seats and then discuss.
Questions for
Discussion:
- How did it
feel to answer these questions? Which questions
were difficult to answer?
- What does
this Coat of Arms say about you? Your
relationship to diversity?
- Where are the
similarities and differences between you and
others?
- What are the
differences that add value to your
team?
- Where are the
opportunities for you to grow individually?
Collectively?
- What are the
implications of this information as you work in
the diversity field?
Caveats,
Considerations, and Variations:
- Rather than
having people mingle and talk to one another,
you could use pairs or small groups. The process
would depend on your objectives.
- Depending on
the size of the group, an effective closure to
an activity like this is, a statement of
learning, an intent for growth or a commitment
to the team that requires everyone in the group
to make a public commitment. An example of a
closure statement might be, "One thing I learned
about myself that will impact my work is
."
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HOW
DO YOU MANAGE DIVERSITY?
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Think of yourself in your role as it relates to
diversity. Then read the following 15 questions and
respond to each by putting a check in the column
that is most true and appropriate for
you.
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Usually
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Sometimes
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Rarely
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1. I
challenge stereotypic comments and
assumptions.
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2. I
engage managers in discussions about
diversity.
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3. I
suggest changes in systems and processes
to make them more equitable and
accessible.
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4. I
spend time (e.g., lunch, breaks) with
people who are different from me in a
variety of ways.
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5. I
coach managers on how to deal with
diversity related problems.
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6. I
review policies to assure they are
inclusive.
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7. I let
people know that ethnic, gender, racial,
religious, etc., jokes are off
limits.
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8. I
suggest diversity issues and topics for
the agenda at regular management or work
team meetings.
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9. I
create methods to hold all staff
accountable for fair treatment and
respectful behavior.
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10. I
speak up and educate when I hear a
derogatory comment, slur, or
joke.
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11. I
suggest resolution strategies when
managers have diversity related
conflicts.
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12. I
explain the business advantages for
effectively dealing with
diversity.
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13. I
challenge my own assumptions and
stereotypic thoughts.
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14. I
give managers suggestions about ways to
make the work environment more
inclusive.
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15. I
speak publicly and supportively about the
organization's diversity plans and
initiatives.
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© Lee
Gardenswartz and Anita Rowe
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Click
here to download this activity.
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Scoring:
Usually: 2
points; Sometimes: 1 point; Rarely: 0
points
Individual
attitudes and beliefs;
items 1, 4, 7, 10, 13 ________
Managerial skills
and practices;
items 2, 5, 8, 11, 14 ________
Organizational
values and policies;
items 3, 6, 9, 12, 15 ________
Total
________
To manage
diversity effectively one needs to attend to three
arenas simultaneously. First, because
organizations effectiveness and productivity
depend on the human beings who work in them, there
is a need to focus on individual attitudes and
beliefs that affect interpersonal interactions. How
open are employees to people who are different? How
comfortable is staff with change? How much do
employees know about the cultural norms of groups
they serve? What are individuals assumptions
about various groups on staff or in the community?
Helping staff understand and deal with these
expectations and beliefs that are played out
everyday in relationships on the job is step
one.
Beyond the
individual level is the critical interface between
the organization and employees through management
practices and skills. How do managers build teams
of diverse staff? Do they have the skills to coach
and develop diverse employees? Can managers
facilitate the resolution of conflict between staff
members? Coaching and creating opportunity for
managers to increase their competence in these
areas is a second area of focus.
Finally, it is
essential to address the organizational level. Are
the values, norms and policies of the institution
in harmony with diversity? How can diversity be
seen as an asset that can help the company achieve
its strategic objectives? Working to create
organizational policies that encourage diversity,
hold people accountable and reward inclusiveness is
a third aspect of managing diversity.
Suggestions for
Using "How Do You Manage Diversity"
Objectives:
- To increase
understanding of methods to influence diversity
related culture change
- To assess
ones influence in each of the three arenas
of change
Intended
Audience:
- Diversity
managers, coordinators and directors
- Members of
diversity councils, task forces, and
committees
- Leaders and
managers in diverse organizations
Time: 45 to 60
minutes
Materials:
- Copies of
"How do You Manage Diversity" worksheet
- Pens/pencils
Processing the
Activity:
- Facilitator
gives a brief lecturette on the three arenas of
change necessary in managing diversity:
Individual Attitudes and Beliefs, Managerial
Skills and Practices, and Organizational Values
and Policies
- Facilitator
introduces the activity by asking participants
to share the one most important effective thing
theyve done to change the culture of their
organization.
- Facilitator
then distributes the questionnaire, explaining
the objectives and giving
directions.
- Participants
respond to the questionnaire and score their
own.
- In pairs,
participants share strengths, weaknesses,
obstacles, and areas of needed improvement
pointed out by the questionnaire
- Facilitator
leads a total group discussion of reactions,
learnings, and suggestions for increasing
influence and effectiveness.
Questions for
Discussion:
- In which
arenas do you find your greatest strengths in
influencing culture change?
- What
obstacles do you encounter?
- What steps do
you need to take to be more effective in
influencing change?
- What would be
an important next step for you to take to
increase your ability to influence
change?
Caveats,
Considerations, and Variations:
- High and low
scores by arena can be charted to get a picture
of the groups strengths and weaknesses.
Poll the group and have participants "vote" for
their highest and lowest scoring
arenas.
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High
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Low
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Individual
Attitudes and Beliefs
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Managerial
Skills and Practices
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Organizational
Values and Policies
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- The whole
group can brainstorm suggested strategies for
the arena in which most participants scored
lowest.
- Participants
can be divided into three groups, each with
group brainstorming obstacles in one particular
arena and suggested strategies and actions that
would overcome those obstacles.
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INTEGRATING
DIVERSITY INTO ALL TRAINING
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Check those steps
you have taken to integrate diversity into all
training.
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CONTENT
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1. A
wide range of approaches and methods are
taught.
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2.
Advantages and disadvantages of each
method are discussed.
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3.
Diversity is depicted through examples and
cases.
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4.
Situations and examples do not reinforce
stereotypes.
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5. The
influence of culture and background is
included in explanations and analyses of
behaviors and situations.
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6.
Assumptions and preconceived notions are
challenged.
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7.
Visual materials depict a diverse array of
individuals.
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8.
Language used is non-sexist and
non-racist.
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9.
Trainers and curriculum designers have a
solid understanding of diversity concepts
such as cultural differences, stereotypes
and prejudice.
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10.
Training content reinforces understanding
and responding to differences in
others.
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PROCESS
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11. A
variety of learning and teaching methods
are used.
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12.
Participants are clustered in various
kinds of groupings.
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13.
Trainers represent diversity in dimensions
such as age, gender, ethnicity, race,
level, and education.
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14. Both
written and visual materials are
utilized.
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15.
Written materials are provided at an
appropriate level of literacy and in other
languages if needed.
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16.
Training is designed and reviewed by a
diverse group of staff members.
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17. The
cultural and individual needs and
preferences of participants are assessed
and taken into account.
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18.
Ethnic, gender (or other) slurs, jokes,
and comments are not tolerated in training
sessions.
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19.
Participants are not singled out for
embarrassment or ridicule.
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20.
Learning activities are comfortable for
participants.
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©
Lee Gardenswartz and Anita Rowe
|
|
Click
here to download this activity.

Suggestions for Using "Integrating Diversity into
All Training"
Objectives:
- Assess the
degree to which diversity is being integrated
into all training
- Suggest ways
to integrate diversity into other
training
Intended
Audience:
- Diversity
coordinators, managers and leaders of diversity
processes
- Diversity
Council members
- Training and
development professionals
Time: 45 to 60
minutes
Materials:
- Copies of
"Integrating Diversity into All Training"
worksheet
- Pens/pencils
Processing the
Activity:
- Facilitator
introduces the topic by asking participants to
brainstorm all the training and development
offerings provided in their organization.
- Facilitator
explains that one of the ways to make diversity
a relevant part of every day operations is to
integrate it into training of all
kinds.
- Facilitator
may review the four aspects of the
training/learning environment: content, process,
climate and results (The Diversity Tool Kit,
Section I) or explain that all training consists
of both content and process.
- Facilitator
asks participants to respond to the
questionnaire.
- Participants
discuss their responses in pairs or small
groups, focusing on strengths and potential
areas for improvement.
- Facilitator
leads a total group discussion of learning,
application and next steps.
Questions for
Discussion:
- In what ways
have we already integrated diversity into
training?
- What have we
not done to integrate it?
- What
diversity awareness, knowledge and skills are
relevant to the content of training programs we
offer?
- What training
processes take into account participant
diversity?
- What changes,
modifications and adaptations could be made to
increase effectiveness with diverse
groups?
- What actions
or steps do we need to take?
- Who else
needs to be involved in this process?
top
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BUILDING
RELATIONSHIPS ONE-ON-ONE
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NAME
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WHAT
DO I NEED MORE OR LESS
OF
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WHAT
I AM WILLING TO
GIVE/DO
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1.
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2.
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