Transcript Slide 1

Diversity Workshop
For Skills Development Facilitators
July 2009
Programme developed and
delivered by Deborah Williams
Faranani Facilitation Services
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Agenda
08h00 Registration and Tea
08h30 Fasset Update
08h50 Managing Diversity in the Workplace
10h20 Tea Break
10h40 Managing Diversity in the Workplace continued
12h20 Lunch
13h00 Managing Diversity in the Workplace continued
14h20 Comfort break
14h40 Managing Diversity in the Workplace continued
16h00 Closure
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What this Workshop is About
o To have fun, to grow and celebrate our similarities and
differences
o To engage with the key diversity issues that impact on the
financial sector currently
o Self awareness – getting to know yourself, your own prejudices
and stereotypes and change your behaviour where necessary
o Understand discrimination and mechanisms to develop a
healthy organisational culture
o To view the work of the SDF in career-pathing, skills
development and performance in the workplace from a
“diversity lens”
o To clarify your role as an SDF in influencing human resource
managers and directors to manage diversity effectively
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Part 1: Discrimination,
Stereotyping and Prejudice
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Names and Diversity
Getting to know each other
1. What is your full name and surname?
2. Who gave you your name?
3. What does it mean?
4. What name do you prefer to be called?
5. Where do you work?
6. What makes you unique, special or different?
If you would like to change your name tag after this
activity please do so.
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What’s in a name?
•
We are identified by our names
•
The name often described the
qualities of the bearer of the
name
•
Names often indicated the
work people did
•
Names often indicated who
we are related to, or our
heritage.
•
People in the past often lost
their names
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Group Activity
What is Diversity?
As a group, agree on a common
metaphor which explains what
diversity is.
Use colour and images.
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Similarities and Differences
• Difference of things
• Differences and similarities comes from the word diverse,
which means spread
• Fruit – different colour, taste, size and shape
• Can all make juice
• Fruit all different and yet fall under same category
• Different things e.g. culture, race, background
• All fruit, but each have own difference
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Look at the pictures of the people below and identify
similarities and differences between them.
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Helen Keller
Nkosi Johnson
Mangosuthu
Buthelezi
Terence
Parker
Christopher
Reeve
•
They all have or had disabilities
•
Helen Keller was born blind, deaf and mute
•
Mangosuthu Buthelezi has diabetes
•
Terence Parker was born deaf
•
Christopher Reeves was a paraplegic after a
horse riding accident
•
Nkosi Johnson was HIV positive and had Aids.
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Differences between the people
in the pictures
• Nkosi Johnson is the only one who had been
adopted.
• Helen Keller and Christopher Reeves are the only
ones who are not South African citizens.
• Mangosuthu Buthelezi's mother language is Zulu.
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Debrief of the Walk Over
1. What made you feel comfortable, and why?
2. What made you feel uncomfortable and why?
3. What have you discovered about yourself and
others?
4. Are there any comments you want to make or
questions you want to ask of the group?
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Diversity and Identity
1. Personal
2. Social
3. Organizational
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Definitions of Social Identity
Age:
How old are you?
Sex:
Female or male
Class:
Workers class; middle class or upper class
Race:
Indian, African, Coloured, White
Sexual Orientation: Heterosexual, homosexual
or bi-sexual
Region: Where do you live?
Rank:
Position in society or the workplace
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Definitions of Social Identity
continued
Family:
Are you part of a nuclear family, an extended
family or were you adopted?
Citizen:
Are you a citizen or a foreigner or refugee?
Education:
This refers to the level of education e.g. Matric
certificate, diploma or university degree.
Ability:
Are you a person with a disability or are you
able-bodied?
Culture:
This refers to your ethnic identity e.g. Xhosa,
Malay, Afrikaner, Irish etc.
Religion:
African religion, Christianity, Islam, Judaism,
Hinduism, Buddhism
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Share your Power Flower with your
group. What do you notice?
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Working Definition of Diversity
Diversity is a combination of
observable and unobservable
differences and similarities
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What did we learn?
• Similarities (observable and unobservable) are
what’s in common with other participants
• Acknowledging similarities makes us feel closer to
other people
• Differences (observable and unobservable) we
have in common with the other workshop
participants
• Some differences are easier to reveal and
acknowledge or appreciate than others
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Activity
The Island Game
It has been decided to create
a model community on an
island that might be able to
become the blueprint for a
better, more peaceful,
prosperous and fair society in
the future.
Look at the list of candidates
and choose the 8 people that
you want to take to this island.
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The candidates are……
o A jazz musician
o A gay nurse
o A HIV positive nurse
o An ex-commander in the South African navy
o A farmer from the Free State
o A school principal
o An unemployed youth member
o A mechanical engineer
o A taxi driver
o A politician with 10 years experience in local government
o A pregnant school teacher
o A person with a hearing disability
o A Cuban doctor
o A religious leader
o A trade union leader
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Debrief on Island Game
Nobody asked the facilitator anything about the people
We all stereotyped and made assumptions
o The jazz musician is a “Tik” addict
o The gay nurse is female
o The HIV positive chef is female and lives a healthy lifestyle
o The ex-commander is female and was expelled because of
poor performance
o The farmer from the Free State is African and farms pigs
o The school principal was fired because of child abuse
o The unemployed youth member is a gangster leader
o The mechanical engineer is an alcoholic and cannot function
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Debrief on Island Game Continued
o The taxi driver is a respected community leader
o The politician is a corrupt politician that was thrown out of
politics
o The pregnant school teacher was thrown out of school
because of being involved with a student
o The person with a hearing disability has great interpersonal
skills and has great leadership qualities
o The Cuban doctor has a doctorate in music
o The religious leader is a Rastafarian
o Trade union leader is a successful businessman and has
implemented successful poverty alleviation programmes in
the community
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Stereotypes
• Are pictures in our heads, voices we play in our minds about
particular types of persons or groups
• A Stereotype is a belief, an attitude or an assumption about a group
of people based on the behaviour or appearance
• A stereotype is an exaggerated belief, image or distorted truth a
generalization that allows for little or no individual differences or
social variation
• e.g. “All Nigerians are drug lords”, “All coloureds love pap sak”, ”All
government officials are corrupt ”, “All whites are racist ”
• Stereotypes ignore the individual’s identity and characteristics
• Stereotypes are based on images in mass media, or reputations
passed on by parents, peers and other members of society
• Stereotypes are learned through observation, by being taught or by
being considered a social or cultural norm (e.g. gender stereotypes)
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Prejudice
• Based on prejudgment, evaluation and decision
made before facts could be determined
• Unfair, unreasonable opinion, or dislike of a person
or thing based on lack of information
• An act of discrimination based on our stereotypes,
beliefs and perceptions
• Examples: Racism, sexism, ageism, classism, rankism,
prejudice towards those with disabilities
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Part 2: Racism, Rankism,
Gender, Disability and Culture
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Primary and Secondary Dimensions
of Diversity
Primary
Age
Race
Ethnicity
Gender Physical
abilities/ qualities
Sexual/ affectional
orientation
Secondary
Work background
Education
Income
Marital status
Military experience
Religious/spiritual
beliefs
Geographic location
Parental status
Belief
Rankism
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What did you learn from your family about….
How were you taught to relate to these people…
o Whites – Afrikaners, English speakers, Europeans from overseas
o Blacks, Coloureds, Indians
o People from other African countries
o Zulus, Xhosas, Northern Sothos, Southern Sothos, Vendas
o Men – how to relate to them
o Women – how to treat them
o Wealthy people, poor people, people living on the street
o Directors or CEOs
o Youth or the aged
o Homosexuals, people who are HIV positive
o People who left school before completing matric
o People of different religions – Jews, Moslems, Catholics, Jehovah's Witness,
o Which was the key area in which you were taught to discriminate
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Feeling “OUT”- Visualization
• We are going to start the activity by recalling or visualizing an
experience of feeling "out“ or feeling discriminated against.
• To help you to deeply connect with that experience, we want
you to do the following:
o Please share with your group what happened by
describing your experience of feeling "out".
o The group should practice active listening by not
interrupting, sharing info, or offering advice or sympathy.
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The Storytelling Circle
Share your personal experience of discrimination with the group.
You have 3 minutes.
•
•
•
•
•
•
•
•
•
Discrimination on the basis of your gender
Discrimination on the basis of race
Discrimination on the basis of your religion
Discrimination on terms of your success or
failure
Discrimination on the basis of your rank
Discrimination on the basis of a disability
Discrimination on the basis of your sexual
orientation
Discrimination on the basis of your age
Discrimination on the basis of your being HIV Positive
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Debrief on the Storytelling
Spend about 5 minutes to speak freely about the feelings and thoughts
that came up for you during the storytelling circle. It is your partner's
responsibility to listen actively and supportively, without interrupting.
After 5 minutes switch roles.
1.
What feelings came up for you when you
were telling your story?
2.
What feelings came up for you when you
heard the other participants telling their
stories?
3.
What insights did you have/what did you
learn during the storytelling circle?
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Learnings on the Process of
Discrimination
Through watching this video we learn the following:
•
Common interests and/or characteristics – influence group formation
•
Groups develop common value or belief system
•
Collective decision on acceptable or no acceptable behaviors.
•
In–groups and out- groups are formed
•
Differences are reinforced by talking talk about them and us
•
Stereotyping of those not in our group
•
Then Prejudice against other groups
•
Discrimination against people who are different to us starts
•
Superiority and inferiority complex develops
•
At this point discrimination is now part of the system or what we call
systemic discrimination.
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Discrimination
• Behavior that treats people unequally because of
their group membership
• Often begins with stereotypes and prejudices
• Takes place on three levels: Personal, Group and
Organizational
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THE CYCLES OF
IGNORANCE, MISINFORMATION AND OPPRESSION (CIMO)
"IN" - GROUP
"OUT" - GROUP
(Develop) Ideology of
superiority
Attitudes:
Assumptions
Stereotypes
Prejudice
Values (beliefs)
(Subjected to) Ideology of
superiority
Justifies
Learn about the attitudes of the
"superior" group.
Internalised sense of
superiority
Experience
discrimination
+
Power:
as an individual
with a group
through institutions
Fed by
Internalise misinformation about
inferiority
=
Act on/out
misinformation
Discrimination
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Rankism
o Rankism is abusive, discriminatory, or exploitative
behavior towards people who have less power
because of their lower rank in a particular hierarchy
o Rank as measured on the somebody-nobody scale.
o Abuse of power because of title, position - treating
rank as a shield that permits one person to insult or
humiliate others with impunity
o "Somebodies" are sought after, given preference,
lionized
o "Nobodies" get insulted, dissed, exploited, ignored
o Illegitimate use of rank (e.g. abusive parent or
priest, corrupt CEO, bully boss, prisoner abuse, etc.)
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Group Activity
Stereotypes and Prejudice
1.
Think about and identify TWO of your own
stereotypes and prejudices against people who
are different from yourself e.g. women, men,
sexuality, race, culture, age, ability, class,
socioeconomic status, political orientation, rankism,
people from African countries.
2. How do you need to begin to change your own
stereotypes and prejudices against people who
are different? Discuss with your group how you feel
about changing your behavior.
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Gender Stereotyping
• Both men and women have been socialized to
behave in certain ways and take on different roles
• Job roles “man’s job” or “woman’s job”
• Women have the same stereotypes of women as
men do, and place expectations on themselves
and other women, thereby maintaining inequality.
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Gender Discrimination
• Women carry three roles:
o Reproductive, productive and community life
• Women have very little time as men do not always
share domestic roles
• Women do experience discrimination in the
workplace
o Certain jobs for women
o Sexist language
o Sexual harassment
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Gender Discrimination in the
Workplace
• More than two-thirds of women (68%) agree that
women are discriminated against in terms of
employment opportunities.
• Single/divorced or widowed women tend to feel
that women are discriminated against in terms of
employment opportunities more strongly than do
women who are married/living with partners - 73%
compared to 65%.
• The majority of women (76%) feel that sexual
harassment is common in the workplace.
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Sexist Language
o Language shapes thoughts and thoughts determine action. The way
we refer to women in language, has a direct impact on the way
women get treated.
o Words such as "chairman", "manpower", “fireman” all exclude
women. No wonder woman in the work place still have problems
with gaining recognition for their abilities.
o Referring to mature women as the "tea girls" or the "girls at the office"
is disrespectful and can lead to them not being taken seriously.
o Gender-inclusive or non-sexist language seeks to express ideas in a
way which does not exclude people of either gender and does not
unconsciously reinforce stereotypes about either gender.
o And what about men who have entered traditionally female jobs
such as nursing. How does it affect them when they are called "
nurse, sister or matron"?
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Activity
Sexual Harassment Test
• Review your understanding of sexual
harassment
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Sexual Harassment
Verbal Sexual Harassment
Suggestive comments about dress, sexual desirability,
physique or sexual orientation; jokes about gender specific
issues; sexual positions; sexual innuendo and sexually related
threats and insults.
Non-Verbal Sexual Harassment
Suggestive or insulting noises, obscene gestures, whistling,
leering and displaying obscene pictures.
Physical sexual harassment
Touching, pinching, standing or sitting too close, intentionally
brushing against someone else’s body or coercing sexual
intercourse and assault.
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All Sexual Attention is not
Sexual Harassment
• Don’t confuse sexual harassment with reciprocal
sexual attraction – flirting and physical sexual
relationships where both agree and there is no
abuse or power.
• Sexual harassment is not about sex – it is a form of
control and power.
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Homophobia
Homophobia is a term used to describe harassing treatment,
fear, hatred, or extreme negative attitudes, feelings and
beliefs about lesbian, gay, two-spirited, bisexual, queer and/or
trans-gendered persons (or those perceived to be of those
sexual orientations).
Homophobia is often accompanied by disgust, intolerance,
ignorance and prejudice and can range from feelings of
discomfort to outright hatred and violence. Homophobia
includes discrimination and harassment on the grounds of
sexual orientation, individual negative behaviours and
remarks, and institutionalized forms of discrimination.
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Working Definition of Disability
“People with disabilities" means people who have a long-term or
recurring physical or mental impairment which substantially limits their
prospects of entry into, or advancement in, employment.
Employment Equity Act no 55 of 1998
Working definition of an "impairment"
"Impairment as been defined as lacking all or part of a limb, having a
defective limb, organ or mechanism of the body." By: K. Davis in
"Redefining the Disabled Underclass".
Working definition of "disability"
"Disability is the disadvantage or restriction of activity
caused by contemporary social organization,
which takes little or no account of people who
have impairments, and thus excludes them from
the mainstream of social activities."
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Types of Disability
PHYSICAL DISABILITY
MENTAL DISABILITY
…as a result of damaged muscles,
nerves, skin or bones, which impede
mobility or the ability to perform daily
activities.
… refers to a range of conditions
including cognitive, psychiatric and
learning disabilities.
Including:
Including:
Down’s Syndrome
Cerebral palsy
Schizophrenia
Quadriplegia
Clinical Depression
Paraplegia
Hemi-plegia
Post-polio paralysis
MULTIPLE
DISABILITY
Having two or
more disabilities
HEARING DISABILITY
VISUAL DISABILITY
… the total or partial loss of hearing
… the total or partial loss of sight
A person with a hearing disability
often has difficulty learning spoken
languages, hearing warning signals
and following verbal instructions.
A blind person can benefit greatly from
independence training, literacy
training, assistive devices, personal
assistance and access to
communication materials.
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Reasonable Accommodation
• Reasonable accommodation is any modification or
adjustment
• … to a job or to the working environment that will enable a
person
• … from a designated group to have access to, or participate
in,
• … employment.
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Forms of Discrimination
• Unfair discrimination – violates basic human rights.
• Fair discrimination – Corrective Action because it acts as
remedy to a situation of unfair discrimination in the past.
• Direct (overt) discrimination – done out in the open
• Indirect discrimination – subtle or covert
• Unaware discrimination – misinformation is so deeply
embedded in the subconscious that the person is not
even aware that it is influencing their behaviour.
• Inaction – when you see or hear discrimination taking
place but do nothing about it. You are perpetuating
discrimination.
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Case Studies
• In your groups read the case studies on
discrimination and identify the type of
discrimination that has taken place.
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Cultural Awareness
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In understanding culture we look at ...
1.
Culture: understanding the concept
2.
Identifying cultural groups
3.
Exploring cultural groups
4.
Differences in how we behave
5.
Cultural insensitivity: why it is a problem
6.
Preventing cultural misunderstandings
7.
Resolving cultural challenges
8.
Learning to value cultural differences
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What is Culture
• Culture is a word we use often, without having a clear idea of
its meaning.
• Is culture…
– The way people behave?
– The way people dress?
– The food people eat?
– The religions people have?
• Culture covers all of these things, and more.
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Definition of Culture
The system of shared beliefs, values,
customs, behaviours, and artifacts that
the members of society use to cope with
their world and with one another, and
that are transmitted from generation to
generation through learning.
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Customs and Traditions
• Closely linked to culture are customs
• Customs are particular and established
ways of behaving and acting
• Tradition is a mode of thought or
behaviour followed by a people
continuously from generation to
generation
• Many people confuse culture with race
• In fact, many groups of people falling
within the same ‘race’ group may have
very different cultures
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Identifying Cultural Groups
•
In South Africa, we have a very heterogeneous (mixed) society
•
4 broad cultural groups may be identified:
African cultures
Asian culture
European /
Western Cultures
Coloured culture
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Activity on Culture
How do you see the issue of culture affecting the work
that you do as an SDF?
1. What can you do to be more culturally sensitive ?
2. What can you do to create an organisational
culture that promotes and accommodates all
cultures?
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Group Activity
Cultural Heritage
Divide into groups and make sure that you have a mix
of cultures. Then share with your colleagues on the
following issues.
1.
What is the dominant culture of your family.? What are
your family’s customs, what language do you speak,
what rituals do we have, what are your beliefs?
2.
Do you share a similar cultural identity with any other
group?. Which one and in which way?
3.
How important is your culture to you, does it have a big
influence on your life today? Explain how?
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Ten Tips for Cross Cultural
Communication
Cross cultural communication is about dealing with people from other
cultures in a way that minimises misunderstandings and maximises your
potential to create strong cross cultural relationships. The should be seen as
a starting point to greater cross cultural awareness.
o Check meanings
o Avoid slang
o Watch the humour
o Maintain etiquette
o Slow down
o Separate questions
o Avoid negative questions
o Take turns
o Write it down
o Be supportive
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Part 3: Employment Equity Act and
Creating a New Organisational Culture
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Activity
The Employment Equity Act
Review your understanding of
employment equity and
affirmative action
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Employment Equity Model
Affirmative
Action
Diversity
Management
Affirmative
Procurement
Skills
Development
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Employment Equity Plan
• Objectives
• Principles
• Analysis of profile
• Set numerical goals
• Affirmative action measures
• Barriers identified
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Affirmative Action Measures
“Affirmative action measures are measures designed to ensure that
suitably qualified people from designated groups have equal
employment opportunities and are equitably represented in all
occupational categories and levels in the workforce of a designated
employer...“
• Identify and eliminate employment barriers, including
unfair discrimination;
• Create diversity in the workplace based on equal dignity and
respect of all people
• Make “reasonable accommodation “ for people from
designated groups in order to ensure that they enjoy equal
opportunities and are equitably represented in the workforce of a
designated employer.
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Integrated HR & EE Strategy
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Key Diversity Issues
• As a group select the three most significant diversity
issues that organisations in your sector need to
address. ( use the initial exercise that you did as
part of the pre-assessment as a guide)
• Come up with five concrete recommendations of
what can be done about each of these diversity
issues.
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Group Activity
Vision of a Healthy Organisational Culture
In your group draw a poster of a healthy organisational culture
that values diversity.
Indicate things like:
• Who are the people in what way are they similar and different
• Where do they fit in to the organisation and how is this managed
• The levels of engagement, motivation and commitment
• What values are evident, what the organisation “stands for”
• The overall atmosphere and spirit in the organisation
• The relationship that employees have with their managers
•
How people socialize and celebrate
• Anything else you think is important
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Story of the Starfish
1.
What do I need to STOP DOING to make sure that I change
my own attitudes and behaviour and relationships and start
respecting the culture, race, religion, gender, class, sexual
orientation, rank and ability of others.
2.
What do I need to START DOING to build a harmonious
workplace that values diversity?
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Thank you ….
Head Office (Cape Town): 206 Rosmead Ave, Wynberg, 7800,
PO Box. 457, Plumstead 7801
Gauteng: Postnet Suite 469, Private Bag X51, Bryanston
East London: Posnet Suite Number 187, Private Bag X3, Beacon Bay, 5205,
South Africa.
Ph: (021) 762 - 5742 Fax: (021) 762 – 9745
Email: [email protected]
http://www.farananiservices.co.za
(PTY) LTD 2007/019026/07 Accreditation No: Services Seta: 0866/02/11/05
Directors: Benedict Pillay, Deborah Williams, Zukiswa Mandlana
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