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 Activity 15: Oh, the Places We'll Go Activity 16: Diversity Journey   HOW MUCH OF A DIVERSITY CHANGE AGENT ARE YOU?  Directions: Respond to the following statements by checking the appropriate column. Usually Sometimes Rarely 1. I challenge stereotypic comments and assumptions. 2. I engage colleagues in discussions about diversity. 3. I spend time (e.g., lunch, breaks) with people who are different from me. 4. I bring diversity concerns to the attention of my manager. 5. I let people know that ethnic, gender, racial, religious, etc., jokes are off limits. 6. I suggest diversity issues and topics for the agenda at regular management or work team meetings. 7. I challenge us vs. them comments and complaints about other groups. 8. I listen to others' concerns with an open mind and questioning attitude. 9. I suggest resolution strategies when there are diversity related conflicts. 10. I explain the business advantages for effectively dealing with diversity. 11. I ask for suggestions about ways to make the work environment more inclusive. 12. I speak enthusiastically about the organization's diversity plans and initiatives. 13. I speak up and educate when I hear a derogatory comment, slur, or joke. 14. I seek out people to talk with whose views are different from mine. 15. I challenge my own assumptions and stereotypic thoughts. © Lee Gardenswartz and Anita Rowe 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. top 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. HIGH MEDIUM LOW HOW DISCOMFORT SHOWS ITSELF Age Gender Sexual Orientation Physical Ability Ethnicity Race Geographic Location Different socio-economic status Personal Habits Recreational Habits Religion Educational Background Appearance Parental Status Marital Status Role of Women Ethical Values Family structure/practices Treatment of elders Relationship to Authority Role of work in life Personal health/hygiene Language differences (accents included) Leisure time activities Adapted from Diverse Teams at Work, Lee Gardenswartz and Anita Rowe, Irwin Professional Publishing, 1995. 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. top DIVERSITY GIFTS Group Diversity Gifts to You (Influences on your values, philosophy, and orientation to life) African-Americans Lesbians/Gays Euro-Americans Latinos Physically Challenged Individuals Native Americans Asians Muslims Jews Christians Buddhists Older Individuals (over 70 yrs) © Lee Gardenswartz and Anita Rowe 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 DIVERSITY COAT OF ARMS © Lee Gardenswartz and Anita Rowe 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 …." top HOW DO YOU MANAGE DIVERSITY? 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. Usually Sometimes Rarely 1. I challenge stereotypic comments and assumptions. 2. I engage managers in discussions about diversity. 3. I suggest changes in systems and processes to make them more equitable and accessible. 4. I spend time (e.g., lunch, breaks) with people who are different from me in a variety of ways. 5. I coach managers on how to deal with diversity related problems. 6. I review policies to assure they are inclusive. 7. I let people know that ethnic, gender, racial, religious, etc., jokes are off limits. 8. I suggest diversity issues and topics for the agenda at regular management or work team meetings. 9. I create methods to hold all staff accountable for fair treatment and respectful behavior. 10. I speak up and educate when I hear a derogatory comment, slur, or joke. 11. I suggest resolution strategies when managers have diversity related conflicts. 12. I explain the business advantages for effectively dealing with diversity. 13. I challenge my own assumptions and stereotypic thoughts. 14. I give managers suggestions about ways to make the work environment more inclusive. 15. I speak publicly and supportively about the organization's diversity plans and initiatives. © Lee Gardenswartz and Anita Rowe Click here to download this activity. 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 one’s 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 they’ve 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 group’s strengths and weaknesses. Poll the group and have participants "vote" for their highest and lowest scoring arenas. High Low Individual Attitudes and Beliefs Managerial Skills and Practices Organizational Values and Policies 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. top INTEGRATING DIVERSITY INTO ALL TRAINING Check those steps you have taken to integrate diversity into all training. CONTENT 1. A wide range of approaches and methods are taught. 2. Advantages and disadvantages of each method are discussed. 3. Diversity is depicted through examples and cases. 4. Situations and examples do not reinforce stereotypes. 5. The influence of culture and background is included in explanations and analyses of behaviors and situations. 6. Assumptions and preconceived notions are challenged. 7. Visual materials depict a diverse array of individuals. 8. Language used is non-sexist and non-racist. 9. Trainers and curriculum designers have a solid understanding of diversity concepts such as cultural differences, stereotypes and prejudice. 10. Training content reinforces understanding and responding to differences in others. PROCESS 11. A variety of learning and teaching methods are used. 12. Participants are clustered in various kinds of groupings. 13. Trainers represent diversity in dimensions such as age, gender, ethnicity, race, level, and education. 14. Both written and visual materials are utilized. 15. Written materials are provided at an appropriate level of literacy and in other languages if needed. 16. Training is designed and reviewed by a diverse group of staff members. 17. The cultural and individual needs and preferences of participants are assessed and taken into account. 18. Ethnic, gender (or other) slurs, jokes, and comments are not tolerated in training sessions. 19. Participants are not singled out for embarrassment or ridicule. 20. Learning activities are comfortable for participants. © 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 BUILDING RELATIONSHIPS ONE-ON-ONE NAME WHAT DO I NEED MORE OR LESS OF WHAT I AM WILLING TO GIVE/DO 1. 2. 3. 4. 5. 6. 7. 8. Click here to download this activity. Suggestions for Using BUILDING RELATIONSHIPS: ONE-ON-ONE Objectives: To help team members clarify working relationships and expectations To increase team cohesion and minimize confusion or conflict To create a safe, practical tool for dealing with differences To reach agreement with team members about norms and expectations Intended Audience: Any on-going team, workgroups or task force Managers who need to increase clarity and cohesion for their own workgroup Time: 45 Minutes Materials: Copies of Building Relationships: One-on-One worksheet for all participants pens/pencils easel/chart (optional) felt tip markers (optional) Processing the Activity: Talk about the need for effective workgroups to have a clear set of expectations between individual members and for the whole group as a whole. Talk about the need for mutuality … the ability to ask for more or less of what one needs, and the willingness to adapt to the needs and preferences of others as well. The directions are the following: Think of the 8 people you most come in contact with. If there are fewer than 8. Then list the names of those who are appropriate. Write their names in the column entitled “Name” In the middle column, write down what you need more or less of from each person on your list. Then in the last column, write down what you are willing to give or do to make the relationship work better. The facilitator then explains that you are having a series of one-on-one negotiations where people pair up with those on their lists. There should be anywhere from 4 to 6 rounds, and the time per round should be between 10 and 20 minutes for each. The number of rounds and length of time depends on how much time available for the process. The facilitator tells people to select a partner for the first round and discuss the content in both columns. At the end of the allotted time, the facilitator signals the end of each round and tells people to select the next partner and start the next round. At the end of the specified number of rounds, ask everyone to go back to their seats. Closure: Ask participants to reflect on the experience and write down some of their own insights. Ask participants to also write down some action plans. Discussion Question: How do we keep this process going when we don’t have a formal meeting to clarify our relationships? What did you learn from this process that may be of benefit to all of us? © Lee Gardenswartz and Anita Rowe top MAKING THE STRATEGIC BUSINESS CASE FOR DIVERSITY Adapted from Amy Kahn and Steven Gomez, in Challenging Diversity: Taking the Next Step, Amy Kahn, www.culture-link.com Click here to download this activity. Suggestions for Using “Making the Strategic Business Case for Diversity” Objectives: To identify the economic drivers regarding diversity To build a case that identifies how diversity can be leveraged for both economic and cultural gain To understand how to minimize the negative costs of diversity issues that have been ignored or poorly managed Intended Audience: Executives whose support and buy in is needed Managers who need to utilize diversity as a vehicle to improve team work and morale Employees at all levels who are charged with the task of supporting and implementing initiatives and culture change Time: 45 Minutes Materials: An overhead and a worksheet of “Making the Strategic Business Case for Diversity” (OH for facilitator, worksheet for each participant) Chart paper and markers Tape for putting big charts on the walls. These charts are replicas of the overhead and the worksheet Processing the Activity: Facilitator raises the question, “Why pay attention to diversity?” Expect some random responses from the group that mention change, demographics, and increased creativity. After fielding a few responses, the facilitator begins a lecturette on the model entitled “The Strategic Business Case for Diversity.” The facilitator explains that the audience needs to understand that the business imperative is both internal (people inside an organization have to see how it matters to on-going work relationships and conflict resolution) and external (consumers know when they are understood and valued) through ads and sales pitches. The facilitator also talks about leveraging diversity for gain (opportunity) and just making sure that law suits are not filed (liability). The facilitator then asks each person to fill out the participant work sheet to define opportunities and liabilities internally and externally as each participant sees them. Once they have done so, divide the large group into small groups at various stations. Have between 4 and 6 people in each group. Big charts and markers will be at each station and each group will put all its data on their chart. After 15 minutes reconvene the whole group for a large group discussion. Questions for Discussion: Which business case opportunities are easiest to make? How have you altered the WIFM’s (what’s in it for me) to suit people at each level of the organization? What data are you missing? Where is it difficult to make the case at all? What are the strongest arguments for the external environment, both as opportunity and liability? Which benefits talk most strongly to the employees? How can you convert any of this to the data that talks to each audience, some is dollars and cents and some in improved climate and culture? Caveats, Considerations, and Variations: You can provide some interesting data but most organizations have to do the hard work themselves and tailor the pitch to industry, geography, etc. © Lee Gardenswartz and Anita Rowe top DIVERSITY COUNCIL SABOTEURS CHECKLIST q Lack of team building q Unclear mandate and charter q Absence of demonstrable executive and managerial support q Discrepancy between broad definition of diversity and narrow Affirmative Action measures q Management resistant to release time for Council members q Single issue advocacy from individual members q Infrequent meetings and contact q No groundrules for operating q Fear of resistance and unwillingness to take risk q Inadequate measurement and evaluation q Little emphasis on strategic and operational application q Using training as the major change vehicle q Little accountability for task accomplishment q Lack of urgency q Not gathering and using data to determine direction q Lack of diversity education   Click here to download this activity. Suggestions for Using “Diversity Council Saboteurs Checklist” Objectives: Identify factors hindering diversity council effectiveness Stimulate analysis and discussion of council functioning Provide information useful in designing plans for strengthening council operation Intended Audience: Diversity council members Diversity coordinators and managers Executives and managers organizing and chartering a diversity council Time: 60 Minutes Materials: Copies of Diversity Council Saboteurs Checklist Pens, pencils Easel/flipchart and markers (optional) Processing the Activity: Explain that the most effective diversity councils are those that strategically plan their operation, analyze their functioning and continue to strengthen themselves. This activity will give them a chance to make progress on this process. If the audience is an already functioning council, ask members to respond to the list, checking any of the saboteurs they are experiencing. If audience is a beginning council or managers organizing a council, ask them to check off those saboteurs they expect to encounter. Have participants form into small groups (3&endash;4 people) and discuss those items checked and select the three most critical saboteurs with facililtator. Ask each group to report their three top saboteurs, charting responses. Lead a total group discussion of themes and reactions to saboteurs. Assign one or two saboteurs to each small group and have groups brainstorm methods to overcome or deal with them, then select top two strategies/suggestions for each. Have each group report their suggested strategies. Get commitment to follow through on suggestions by assigning names and dates to each accepted suggestion. Ask each participant to respond to two open-ended questions: • “The most important thing our council needs to do now is …” • “The most important thing I can do to help our council move ahead is …” Questions for Discussion: Which saboteurs create the most serious barriers in your organization? Which saboteurs are surprising to you? What resources do you have to help you deal with these obstacles? What steps can you take to prevent these from blocking your council? What is the most important thing your council needs to do next? What can you do to help your council? What do we need to include in our council’s future development to increase its effectiveness? © Gardenswartz & Rowe top STEREOTYPES BY GEOGRAPHIC REGION Click here to download this activity. There are images, assumptions, and generalizations, both good and bad, about regions throughout the United States. Take a look at some stereotypes that you hold and write them down in the spaces below. REGION + – CONSEQUENCES Pacific Northwest West Coast American West Midwest Northeast Southeast Mid-Atlantic Southwest Suggestions for Using “Stereotypes by Geographic Region” Objectives: Explore the concept of stereotypes Show in a non-threatening way now deeply embedded they are Understand negative impact of stereotyping Intended Audience: Any employee in a diversity training class. This activity works as well for executives as it does for front line employees Time: 30&endash;45 Minutes Materials: Stereotypes by Geographic Region worksheet Easel, flipchart, markers, tape Processing the Activity: The facilitator begins with a basic lecture and discussion about the definition and rationale human beings have for stereotyping. Part of the discussion is the concept of second-hand smoke and how osmotically stereotypes become a part of who we are and how we see the world. The facilitator then suggests that we try a little experiment to see what our collective pictures look like around something where most of us have mental pictures of the geographic differences in the United States. Distribute the worksheet entitled Stereotypes by Geographic Region. Have each person fill out his or her worksheet in the +, &endash;, and consequence column. Count people off into small groups and have them discuss their responses. It is very effective to blow the worksheet up into 18” x 24” size charts. If you tape them on the wall, participants can record their collective data. After the group discussion is complete, process the questions as a whole group. You can have a member of each group report out some data to the large group to get the discussion going. Questions for Discussion: What stereotypes generated the most energy? Where were the collective perceptions nearly unanimous? What were these based on? Where did you have divergence of perceptions? What were these based on? Consider some of the positive and negative stereotypes. What are the consequences of those pictures? Where were your strong perceptions arrived at with no personal experience? Where do these stereotypes come from? What application does this exercise have to life in your organization? How can we get people to be less limited in their thinking? Caveats, Considerations, and Variations: You can divide people up in any number of ways. Depending on the size of the group, you might put blank charts on the wall for each region and have people mill around the room with markers while they write their data. © Gardenswartz & Rowe top BUILDING THE STRATEGIC BUSINESS CASE FOR DIVERSITY Click here to download this activity. Suggestions for Using “Building the Strategic Business Case for Diversity” Objectives: Gain data to build and support the organization's strategic business case for diversity Build awareness about the strategic drivers for diversity Intended Audience: Members of a Diversity Council, Executive Staff or Diversity Department Management team focusing on building a case for diversity Interview or focus group participants Time: 45&endash;120 Minutes Materials: “Building the Strategic Business Case for Diversity” Note pad (optional) Easel, flipchart and markers (optional) Processing the Activity: Give a brief lecturette on the four quadrants of the model. Option I &emdash; Group Data Gathering Catalyst Ask participants to form into four groups, each focusing on one quadrant of the model. Groups chart information or data that answers the relevant questions in that quadrant. Groups then discuss where they can find additional data to respond to questions. Group members each take responsibility for researching and gathering data for one question, bringing back data to next meeting and sharing with other groups. Option II &emdash; Interview/Focus Group Data Gathering Use questions to guide interviews with selected business leaders or to stimulate discussion with focus groups. Chart or take notes to capture data. Focus groups can be made up of specific departments (e.g., recruiting, marketing) employee affinity group members (e.g., Black employee association) task teams (e.g., strategic planning or continuous improvement teams), or a cross section of employees. Questions for Discussion: Where can we get information to respond to questions for which we currently have no answers? What is the result of any of these issues and obstacles on areas such as morale and commitment which are harder to quantify? Who else do we need to talk with to get additional perspectives? Caveats, Considerations, and Variations: If time is limited, select the most pertinent questions for the organization. Discussion can be stimulated if some of the statistical data (e.g., demographics, turnover rates) is brought to the session and presented to the group. © Gardenswartz & Rowe top   MAXIMIZING THE LEARNING FROM VIDEOS AGENDA Video: _____________________________________________ Click here to download this activity. Warm-up: Short focusing activity that involves participants and gets initial active participation about the topic of the video Objectives: Two or three specific outcomes participants will gain Focusing: What to watch for Specific aspects of the video you want participants to notice Examples of how conflict is dealt with Productive and non-productive behaviors of the manager Debriefing: Personal:         Interpersonal:   Task:   Reactions What reactions did you have? What surprises were there? Feelings How did you feel about ...? What feelings were evoked...? Insights What questions did this raise? Where do you see yourself in this video? What does this mean to you with regard to your relationships? How does this mirror your work situations? (Similarities and Differences)? What does the scenario suggest about the possible strengths and weaknesses of your work relationships? What do all parties need to do to be more effective? Where can you apply what you learned in this video? Closure: Action commitment participant will make The next time I'm involved in a conflict, I'll ... One situation where I will use the resolution model is ... MAXIMIZING THE LEARNING FROM VIDEOS AGENDA Video: _____________________________________________ Warm-up: Objectives:   Focusing: What to watch for Debriefing: Personal: Interpersonal:   Task:                 Closure: Suggestions for Using "Maximizing the Learning from Videos" Objectives: Use videos for maximum effectiveness in diversity training Design processes for using videos for maximum effectiveness in diversity training Intended Audience: Diversity trainers and consultants Managers wanting to engage employees in a diversity learning/discussion Processing the Activity: Review potential videos for relevance to needs and objective of session and appropriateness to participants Once video has been selected, conduct a pilot viewing with a small sample group of representative participants to get feedback on relevance, appropriateness and effectiveness Design agenda using the agenda template and example sheet tdo guide planning top DIVERSITY IN YOUR LIFE   DIVERSITY IN YOUR LIFE.pdf   OH, THE PLACES WE’LL GO!* Identify an experience you have never had that is enticing to you (a place, an activity, etc.) ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ What would it take to get you to do this? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ What is holding you back? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ What would you gain by doing it? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ What’s the application of any of this to working with diversity in your organization? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ * Title adapted from Dr. Seuss, Oh, The Places You’ll Go DOWNLOAD THIS ACTIVITY Suggestions for Using Oh, the Places We’ll Go! Objectives:    •   To understand the barriers to diversity change    •   To gain keys to understanding how to make progress with a diversity initiative    •   To energize a group regarding diversity change Intended Audience:    •   Members of a diversity council, task force or steering committee    •   Members of an executive leadership team               Time:    30 – 45 minutes               Materials:    •   Oh, The Places We’ll Go! worksheets    •   Easel, chart pad and markers               Processing the Activity:    •  The facilitator introduces the activity by explaining the objectives and connecting individual movement to organizational change.    •  The facilitator asks participants to respond to the questions on the worksheet, making notes about their thoughts.    •  The facilitator tells the group that they will be sharing their responses with others.    •   Participants discuss their responses, either in small groups (4–5 people) or in a total group discussion.    •   Facilitator charts responses.             Questions for Discussion:     •  What were some of the experiences that were enticing to you?     •  What would be motivating factors?     •  What are some of the obstacles?     •  What are the potential benefits?     •  What is the application of this for our diversity culture change initiative?     •  Which are the most significant barriers we face?     •  What would it take to get us over them?               Caveats, Considerations and Variations:     •   Each small group can chart its own information and report it to the total group.     •   Small groups can prioritize the top three barriers and make suggestions for overcoming them. Download this activity Objectives: •  To increase understanding of one’s own development regarding diversity •  To understand others’ diversity development process •  To build relationship and connection in a work team or group Intended Audience: •  Participants in diversity awareness training •  Members of a diversity council •  Members of a work team wanting to develop cohesiveness and connection Time:  45 – 60 minutes Materials: •  Copies of Diversity Journey worksheet •  Large sheets of chart paper •  Colored markers Processing the Activity: •  Facilitator gives a brief lecturette on the Four Layers of Diversity. •  Facilitator asks participants to brainstorm reactions and dynamics that often accompany diversity and dealing with differences. Facilitator charts responses (Answers such as curiosity, stereotyping, labels, inclusion, exclusion, prejudice and creativity might be typical.) •  Facilitator then explains that each individual develops an understanding and orientation about diversity based on life experiences, events and milestones that have been influential. Facilitator gives two or three examples of significant experiences that influenced his/her own diversity journey. •  Participants then illustrate their journeys on chart paper, depicting 6 – 8 significant influences that shaped their experience and understanding of diversity at different stages in their lives. •  Participants then share their journeys in pairs or triads, discussing milestones and the impact they had. •  Facilitator leads a total group discussion of the experience. Questions for Discussion: •  What reactions and feelings did you have as you identified and depicted your milestones? •  How was the experience of your journey with others? •  What elements did you have in common? •  What did you find most interesting? •  How does this experience of sharing your diversity journeys impact your relationships with your partner(s)? •  What did you learn about diversity from hearing others’ stories? •  Why does this matter in a diverse workplace? •  How can you learn more about the diversity journeys of your coworkers? Caveats, Considerations and Variations: •  If the group is small enough and there is adequate time, each person can share his/her diversity journey with the entire group. •  Once the pairs or triads have shared, each person can share one significant milestone with the entire group.     top