Course objectives To outline the belief systems and faith patterns in Great Britain To explore the...

Course objectives

To outline the belief systems and faith patterns in Great Britain

To explore the beliefs and practices of the main faiths

To provide an overview of the equality provisions contained in Employment Equality (Religion and Belief) Regulations 2003

To develop awareness of religion and belief needs in the workplace

To look creatively at religion and belief issues and suggest a model for meeting the needs of different faiths at work

To create an action plan in relation to our own role and the promotion of the acceptance of religious diversity

Contents

Part 1 Welcome to ‘Religion & Belief’Religious diversity in Great Britain

Part 2 Getting to know our neighboursMeeting the different faith communities

Part 3 Working togetherLegal requirements and practical considerations

Part 4 Creativity in Religion and BeliefA case study and model

Part 5 Building good relations with people of different faiths & beliefsAction plan

Part 1

Welcome to ‘Religion & Belief’

Religious diversity in Great Britain

This first section aims to:

Outline the belief systems and faith patterns in Great Britain

Put forward some ideas and concepts to develop our understanding of the issues

Welcome to ‘Religion and Belief’1

• Christianity

• Islam

• Hinduism

• Sikhism

• Judaism

• Buddhism

• Jainism

• The Bahá’í Faith


ExerciseThe Multi-Faith Number Line

If you’re a Hindu, you have problems. If you’re a Hindu with a dot, you have more problems

You are instantly more vulnerable if you wear traditional dress



People don’t know I’m Catholic - they see me as Asian, hear my accent and think I’m Caribbean. I haven’t had the chance to tell them about my religion!

You have to let people know; you have to be strong enough not to conform - like cut your hair in order to be accepted

…the media portrays stereotypical images of religious communities bobbing up and down on Sundays rather than their aspirations and activities.


Anyone with strong identity as a faith, even within Christianity, has trouble.

Welcome to ‘Religion and Belief’1Citizenship

What kind of Britain do we want?

What does a British citizen look like?

How do we view others who are different?

What does social inclusion mean for our relationship with other cultures?

Welcome to ‘Religion and Belief’1A Multi Cultural / Religious / Ethnic Britain

How do we react when we see Hare Krishnas chanting in the street? How should we react?How far are we prepared to go on immigration?How multi-cultural can we be? How do you see Britain evolving?

Welcome to ‘Religion and Belief’1Learning points from Part 1

Better understanding of the range of faiths and the development of religious diversity in G.B.

Greater sensitivity to the issues of democracy and inclusion in respect of religious diversity in Britain today.

Contents






Part 2

Getting to knowour neighbours

Meeting the differentfaith communities

The aim of this section is to:

Explore the beliefs and practices of a range of faiths present in G.B.

Getting to know our neighbours2

• 1 Page of Flip Paper

• 5 or 6 Key Points

• Short presentation (about 2 mins)

• Easy to remember

• Respect for the faith concerned

• 15 minutes to prepare

Getting to know our neighbours2Presentation On the Faith Traditions


What do some of the faith traditions have in common?

• Rules - commandments or principles

• Spirituality - beyond the here and now

• Sacred texts

• Holy places

• Festivals and holy days

Getting to know our neighbours2• Dress & Modesty

• Prayer

• Belief in one God

• Reincarnation

• Heaven

• Peace & non violence

• Helping others

• Food & dietary rules

Getting to know our neighbours2We believe in God and that which is revealed to us: in what was revealed to Abraham, Ishmael, Isaac, Jacob, and the tribes: to Moses and Jesus and other prophets by their Lord. We make no distinction among any of them, and to God we have committed ourselves. Qur’an 2:136


That man (or woman) attains Peace who lives devoid of longing, freed from all desires, and without the feeling of ‘I’ and ‘Mine’. (Hinduism)

The earth is but one country and mankind its citizens (Bahá'í)


Impermanent are all created things. Strive on with awareness. (Said to be The Buddha’s last words)

There exists but one God, who is called the True, the Creator, free from fear and hate, immortal, not begotten, self-existent, great and compassionate.(from Guru Nanak’s hymn)


Learning points from Part 2

Greater understanding of each of the following faiths in Great Britain:

Judaism The Bahá’í Faith

Islam Hinduism

Buddhism Sikhism

Jainism Christianity

Better awareness of the nature of religious diversity in Great Britain.

Contents






Part 3

Working together

Legal requirements and practical considerations

Working together3This section aims to:

Provide an overview of the equality provisions contained in the Employment Equality (Religion and Belief) Regulations 2003

Develop an appreciation of how organisations can be more proactive in meeting the needs of different faiths in the workplace

Working together3

Employment Equality (Religion and Belief) Regulations 2003

• The Regulations implement the principle of equal treatment in employment and training, irrespective of religion or belief.

• The Regulations apply to all aspects of employment including recruitment, terms and conditions, promotions, transfers, dismissals and training. They also apply to vocational training.

• The Regulations make it unlawful on the grounds of religion or belief to:

Working together3

• Directly discriminate against anyone

• Indirectly discriminate against anyone

• Subject someone to harassment

• Victimise someone

Working together3Direct Discrimination

Direct discrimination means that workers or job applicants must not be treated less favourably than others because they follow, are perceived to follow, or do not follow a particular (or any) religion or belief. It also includes treating a person less favourably because of someone else’s religion or belief, for example, the religion of their spouse or partner.

Working together3For example it is unlawful to:

• Decide not to employ someone

• Dismiss them

• Refuse to provide them with training

• Deny them promotion

• Give them adverse terms and conditions

So, whilst the Regulations do not require employers automatically to grant all requests for leave for religious observance employers could be guilty of discrimination if they refuse individual requests simply because of an employees religion or belief (or failure to follow a particular religion or belief.)

Working together3

Indirect Discrimination

Indirect discrimination means that an organisation must not have recruitment and selection criteria, policies, employment practices, promotion procedures, company rules, or any other practices which although they are applied to all employees, disadvantage people of a particular religion or belief, unless the practice can be justified.

Working together3

This is different to direct discrimination, which cannot be justified.

To justify a particular practice, an employer must show that there is a real business need and that the practice is proportionate to that need. In other words, that it really is necessary and there really is no alternative approach. So, an employer could be guilty of indirect discrimination if rules on leave particularly disadvantage some groups in comparison with others and cannot be objectively justified.

Working together3Note that in order to demonstrate that indirect discrimination has taken place, aggrieved persons do not have to rely on statistical evidence to prove that they have been disproportionately affected as a group, in comparison with members of other groups.

Indirect discrimination is unlawful whether it is intentional or not.

Working together3

Subject someone to harassment

Harassment is unwanted conduct that violates a person’s dignity or creates an environment that is intimidating, hostile, degrading or humiliating having regard to all the circumstances and the perception of the person harassed. It should be ‘reasonably considered’ that the person’s dignity has been violated or that the environment has been offensive.

Working together3

Harassment

Harassment includes behaviour, by one or more persons, that is intimidating.

Working together3Harassment may include bullying, name calling, making offensive comments or insinuations about the religion or beliefs of another, avoiding sitting or working near to an individual so that they are made to feel unwanted and isolated, excluding an individual from particular activities, speaking to an individual in a way that is demeaning or mocking and so on.

Harassment may be deliberate or may not be intended to be malicious, but is nevertheless hurtful. It may be about the individual’s religion or belief or it may be about the religion or belief of the family, friends or other associates of the individual.

Working together3

Victimise someone because they have made or intend to make a complaint or allegation as a result of the new regulations. This also applies where someone is victimised because they have given information or intend to act as a witness in relation to a complaint.

Working together3• Victimisation may present in many ways. It may be that

individuals are refused requests for time off, denied promotion or training, ignored by their manager or colleagues, criticised continually for their work, ‘messed around’ with respect to their work allocation or shift arrangement/days off and so on.

• If this happens and an organisation does not take reasonable steps to prevent it, the organisation will be liable to pay compensation. Individuals who victimise may also be ordered to pay compensation.

Working together3

Applying the regulations The practical implications for employers

The following are some of the practical issues you may meet and need to consider.

Requests for time off - how do you respond, annual shutdowns, arrangements for managing leave

Dietary needs - how do you respond, fasting, alcohol

Prayer needs - prayer rooms, time for prayer

Clothing - uniforms, health & safety, jewellery, undressing/shower facilities

Working together3

Applying the regulations The practical implications for employers

The Regulations do not say that employers have to provide time and facilities for religious or belief observance in the workplace.

However employers should consider whether their policies, systems, rules and procedures directly or indirectly discriminate against staff of particular religions and beliefs, and if so whether reasonable changes might be made.

Case Study - Virgin Trains

A former Virgin Trains worker who complained he was sacked after refusing to shave off his beard has lost his religious discrimination claim.

Mohsin Mohmed, who worked as a customer service assistant at London's Euston Station, said he could not trim his beard shorter than one fist's length - about four inches - because of his Islamic faith.

His claims of racial and religious discrimination and unfair dismissal were rejected. Virgin Trains said Mohmed was dismissed for his "general lack of enthusiasm" and that the length of his beard was never an issue.

Working together3

Case Study - NIC Hygiene Ltd

A Muslim worker who was fired after going on a six-week trip to Mecca won his case for discrimination on the grounds of religion.

Mr Khan who cleaned buses in Bradford, was sacked for gross misconduct from his £8,000-a-year job after he used his 25-day holiday entitlement and another week's unpaid leave, to visit Mecca. He claimed it was authorised. Leeds-based NIC Hygiene claimed his Hajj pilgrimage was unauthorised.

The industrial tribunal ruled he had been unfairly dismissed and suffered discrimination. He won compensation of more than £10,000.

Working together3

Working together3

Organisation review exercise

‘Employers should consider whether their policies, systems, rules and procedures directly or indirectly discriminate against staff of particular religions and beliefs, and if so whether reasonable changes might be made.’

Can you identify any systems, procedures or training needs in your organisation which could be further addressed to promote and encourage equality and respect for all traditions?

Building awareness

• Have we addressed..…?

• Do we need to look at…..?

• Is …… an issue for us?• What is our procedure for…..?• What will we do if…..?

Read the ‘at work’ section (choose any faith) – 5 minutes

Produce a checklist of points that you need to look at or address in your organisation on a flip chart – 20 minutes

Working together3

Working together3

Diversity - the business case • More diversity, new ideas, different perspectives,

creativity, innovation… High staff retention / low staff turnover

• Reduced absenteeism / sickness absence

• Staff willing and happy to provide cover on days when the dominant religion(s) wish to be absent - for example, Christmas

• Attracting candidates from non-traditional labour pools

• Building a wide inventory of skills and experience

Working together3

• Enhanced company reputation as a good employer

• Improved corporate image

• Improved, informed customer care responsive to diverse customer needs

• A high return on investment in training and development activity

• Employee loyalty

• Advantages in dealing with customers, suppliers and other stakeholders in multicultural and globalised markets

Working together3


An overview of the equality provisions contained in the Employment Equality (Religion and belief) Regulations 2003.

A greater awareness of some areas where organisations can promote and encourage equality and respect for all traditions in the workplace.

Contents






Part 4

Creativity in Religion and Belief

A case study and model

Creativity in Religion and Belief4

This section aims to:

Look creatively at religion and belief issues in the context of children (case study)

Suggest a model and approach to assist us in the workplace

4

Every time a child starts a new school, the parents have to go in and make a stand. The problem is that there are a lot of grey areas, and what might be an issue or okay with some parents won’t be for others. You end up having to explain to teachers, and not all parents say the same thing.

The outcome of these sorts of encounters depends on the particular person’s level of articulateness. I know this isn’t intended as a form of persecution, but it involves starting from a negative view of the issue at hand.


4

Different faiths in schools

• Each faith tradition sees itself as worthy of consideration in its own right.

• To say that two people belong to the same faith is not to say that they practice it in the same way.

• We need to listen before we judge. Customs which seem strange when first encountered may prove full of significance.


4• Our pupils are from G.B. but

the different faith traditions on which we are focusing are world-wide. News headlines about events in India may have particular significance for Hindus, Muslims, Sikhs or Asian Christians.

• The particular practices of a faith tradition, be they in worship, in food, in festivals or celebrations, provide points of access.


4

Practical issues in schools Ten points to consider

1. Dates2. Attendance3. Names4. Dress and modesty5. Ethnic origin / religious affiliation6. Festivals7. Food and fasting8. Health education9. Religious education lessons10. Washing facilities


4

Group exercise Christmas in school

How would you advise a primary school teacher who has a mixed faith class for the first time (of 8 year olds) coming up to Christmas? What should the teacher do about the nativity play?

• List all the options

• Who should the teacher talk to or consult with?

• What are the key issues?


4

Options

• Don’t have the play.

• Mix and match. Have the play but add in a bit of Islam or Hinduism.

• Have the normal play in its fullness and celebrate other festivals at the relevant time of the year. Involve all the children.

• Have the play and don’t worry about the other faith traditions.


4

Creativity in Religion & Belief- a possible model

• Identification of need

• Consultation with the relevant people

• Generation of options

• Evaluation of options and decision

• Implementation

• Monitoring and Evaluation


4

Learning points from part 4

The importance of looking creatively at religion and belief issues, the need for consultation and the generation of options (children case study)

One possible model and approach to assist us in the workplace


Contents






Part 5

Building good relations with people of different faiths and beliefs

Action Plan

Building good relations5The aims of this section are to:

Outline the work of Diversiton and how we are helping organisations and individuals.

Draft a ‘Personal Action Plan’ to build upon and take forward today’s training.

Reminder

People of other faiths do not live in books, but in houses or flats. They wait for buses, look after children, and suffer from backache. They probably know as much or as little about their faith as an average Christian. They may be more aware of being in a minority in Britain, so may have to explain their beliefs from time to time.

Building good relations5

Once we meet, we realise that Muslims, Hindus, Sikhs or Jews, are not what we thought. Many of the inherited stereotypes, the images we have subconsciously absorbed, the assumptions we have built up over the years, are simply wrong. There are no text-book Buddhists or Jews. There are only people.


These people share in their own tradition, but each has made their tradition their own in a different way, holding firm to some things, but neglecting others, or being quite unconcerned or even unconscious of them.


Training needed

Personnel Management Journal recently reported the results of a survey in the Equal Opportunities Review (Number 136), which revealed that little awareness training on the new legislation on Religion and Belief had taken place and most organisations were not confident their managers had the skills to cope with issues arising under the regulations.

With an increasing number of claims now being heard by tribunals, creating more knowledge of how to accommodate cultural diversity is a key issue for HR specialists. Managers and employees need a greater understanding of any religious practices or faiths with which they are not familiar.

5 Building good relations


Organisations are building their competence by

• Concentrating training in a certain department/location• Training the Senior team and working down the

organisation• Working with a particular selection of staff e.g. managers

Diversiton

This ‘Religion and Belief in the Workplace’ programme is well established as the UK’s leading diversity training programme. Over 5,000 personnel have already been trained - in the Private Sector, Government Departments, Healthcare Organisations, Voluntary Sector and Local Authorities.


Diversiton’s other publications include:

- Multi Faith Calendar- Check Up booklet- Handbook of Faiths

Summary






Personal Action Plan

- How can you build upon your learning today?

- Will you share some of this with other members of your family?

- Are there points that your organisation might need to address?

See page 56 and 58 of your training manual



An appreciation of the work and activities of Diversiton and its support for organisations and individuals

A ‘Personal Action Plan’ to take away and build upon the training today


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Course objectives To outline the belief systems and faith patterns in Great Britain To explore the...

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