UPHS Diversity and InclusionUPHS Diversity and Inclusion

Deborah Brown, MA Head of Diversity Initiatives, The Leader’s Edge/Leaders By Design &

Peter Dean, Ph.D.Founder & President, Leaders By Design

June 10, 2010

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Deborah Brown, MADeborah Brown is a career management professional and brings over 20 years experience to her work as the Head of Diversity Initiatives at The Leader’s Edge/Leaders By Design. Deborah began her career at AT&T Bell Laboratories as a recruiter and trainer and later became an organization development practitioner before moving on to join The Port Authority of New York and New Jersey as an HR Generalist in the Aviation Department. Her next position, at Organization Resources Counselors as a Senior Consultant, offered her the opportunity to consult in the firm’s diversity practice area, working with Fortune 500 Firms. Deborah was a Vice President/Senior Consultant at Lee Hecht Harrison, an independent outplacement firm. Prior to joining LHH, Deborah was a Vice President at Catalyst, an independent non-profit that works with businesses to effect change for women. During her tenure with the organization she played a key role on the advisory board for the pioneering study on the experience of women of color in corporate America. Currently, Deborah is an adjunct professor at New York University where she teaches a course in Managing Global Diversity. She has been quoted in Black Enterprise, the New York Times, The Washington Post, and Essence Magazine. Deborah received her Bachelor of Science degree with honors in Psychology from Loyola University and her Masters of Arts degree in Organizational Psychology, also with honors, from the University of Illinois, Chicago Campus.

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Peter J. Dean, Ph.D. Peter J. Dean is Founder and President of Leaders By

Design, currently the men's leadership development division of The Leader's Edge. With over 30 years of experience in the industry, Peter has served as an international coach and consultant for many Fortune 500 and other companies worldwide. He held the O. Alfred Granum Chair in Management at The American College, where he designed a MSM degree in Leadership. For 15 years he has lectured on Communication, Ethics, and Leadership at The Wharton School, and on Leadership in the Public Domain at the Fels Center of Government, both at The University of Pennsylvania. He has been on faculty at Penn State University, Fordham University, and the University of Tennessee. He received his Ph.D. in Learning Psychology and Human Resource Management from the University of Iowa and a MS Degree from the University of Pennsylvania. Peter's eighth book, Leadership for Everyone, was published by McGraw-Hill in September 2005. He has numerous publications and international presentations and has designed four other masters degree at Penn State and the University of Tennessee. His other books include: Breaking Into the Boy’s Club and What Tomorrow’s Leaders Must Know Today. He lived and worked in Europe and Asia for eight years.

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Why We’re Here

To develop the necessary skills and understanding to create an inclusive workplace where everyone feels included and encouraged to participate and add value.

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Broken Squares

1. No talking, pointing, or any other kind of communication among group members.

2. No person may ask another member for a piece of the puzzle or in any way signal that another person is to give him a puzzle piece.

3. Members may give puzzle pieces to other members.

4. Members may not throw their pieces into the center for others to take; they have to give the pieces directly to one person.

5. Anyone may give away all the pieces of his puzzle, even if he has already formed a square.

6. Part of the role of the observer is to enforce these rules.

This exercise has 2 goals: Your individual goal of forming a square in front of yourself as fast as possible and the group’s goal of having squares formed in front of every member as fast as possible.

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Corpus Callosum

Left Hemisphere

Seat of Aggression

Right Hemisphere

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The Male Brain: More Compartmentalized

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The Female Brain: More Integrated

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Men…

Control Emotions Solve Complex Problems Summon Energy Focus Attention Protect Their

Shortcomings Seek to Dominate Encouraged to be Tough

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“Read” People Are Empathetic Have Capacity for Patience Have Ability to Multi-task See Big Picture Work Collaboratively Reveal Imperfections Are Team Players Display Humility

Women…

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Diversity = Improved Performance

Collective accuracy = average accuracy + diversity

From Scott E. Page. The Difference: How the Power of Diversity Creates Better Schools and Societies. Princeton University Press, 2007.

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The Illusion of Inclusion

Despite the goal of inclusion, how differences lead to subtle exclusion.

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Preference–A Natural Tendency

Based on: Familiarity/similarity Trust Risk avoidance Fit factors Identification Ease

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Managing a Multi-Generational Workforce

1922 - 1945 1946 - 1964 1965 - 1980 1981 - 2000 2001 - ?

Veterans, Silent, Traditionalists

Baby Boomers

Generation X, Gen X, Xers

Generation Y, Gen Y, Millennial, Echo Boomers

?

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Implicit Associations Test

The IAT measures implicit attitudes and beliefs that people are either unwilling or unable to report.

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Implicit Associations Test

More than three-quarters of white and Asian test takers in the United States display an unconscious tendency to value white people over black people.

Roughly half of black test takers show a pro-white bias as well.

Many people who complete the IAT exhibit implicit inclinations for young versus old people and unconsciously favor men over women.

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Implicit Associations Test

Implications Patient care Recruiting Development Retention Talent management

and succession planning

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When You Feel Alone

Triggered by difference Caucasians in a Japanese-

owned company African-Americans in a

white firm Women in a traditionally

male environment Moslems in a traditionally

Protestant environment Others?

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Micro-inequities

A principle impediment to achieving the real and full benefits of diversity.

Subtle, often unintentional, slights, discounting behaviors stemming from unacknowledged bias

Small in nature, but not trivial in effect, especially powerful taken together

Frequently demonstrated by individuals who possess strong egalitarian values and believe that they are unprejudiced

Dovidio, J, Gaertner S. Kawakami, K, Hodson, G. Why Can’t We Just Get Along? Interpersonal Biases and Interracial Distrust. Cultural Diversity and Ethnic Minority Psychology, Vol. 8, No. 2 88 -102, 2002.

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Micro-inequities

“Cumulative pattern of subtle, semi-conscious, devaluing messages which discourage and impair performance.”

Mary Rowe. Barriers to Inequality: The Power of Subtle Discrimination to Maintain Unequal Opportunity , Employee Responsibilities and Rights Journal, Vol 3, No. 2.1990.

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Career Related Unconscious Bias Studies

Review the Analysis in Brief article. Referring to Table 2: Real-life examinations of Career-Related Bias. . .

• What micro-inequities did you see?

• Which might you imagine that are consistent with the bias?

• What subtle slights do you imagine would be ongoing in the workplace? How would they play out?

• Are there similar micro-inequities that you have observed playing out at UPHS?

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Experiential Exercise

Pair up with someone new in the room. Take three minutes as a speaker and then

switch partners and become the listener. The speaker will communicate to the

listener three things that he/she did last week.

The listener will send as many negative micro-messages as they can.

Repeat exercise, this time sending micro-affirmations

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Tell Me A Story

Please pair up with someone you don’t know and share with him or her a time when a micro-inequity was directed towards you or you witnessed a micro-inequity.

(3 minutes)

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“Death by a thousand cuts.” -Alvin Poussaint, Psychologist, Author

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Question

What are the potential risks of failing to confront or manage micro-inequities in the workplace?

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On the Receiving End

Why remedies are not straightforward• Much of this bias is unconscious and

disbelieved when described—unless videotaped

• Must be evaluated within a normative context that also takes into account– Micro advantages

– Privilege ○ “going in” advantages, e.g., do you question others’

qualifications, or are you questioned?

○ selective perceptions favoring an already favored group

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On the Receiving End . . .

Since opportunities for direct confrontation are relatively rare, engage pre-emptive strategies which include:

• Being more forthcoming rather than less

• Establishing more points of commonality rather than fewer

• Identifying, recruiting and nurturing more allies

• Seizing opportunities to build trust and familiarity

• Reducing social distance

• Breaching “us” walls, which are more permeable than you think

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Hard to see; harder to discuss

FRAUGHT: Highly charged, hard to prove, vigorously resisted unless blatant

• Bias • Prejudice • Discrimination

Race–a multiplier (socio-political; socio- historical backdrop)

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Hard to see; harder to discuss

• Bubble up

• Settle down

It’s not about you, blame or faultIt is about action

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are needed to see this picture.

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QuickTime™ and a decompressor

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Hard to see; harder to discuss

Need for vigilance and “astringent”

Correlate to consistency and persistence of negative messages in and through wider culture (greater the prevalence, more “cotton rounds” needed)

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From Micro-Inequities to Micro-Affirmations

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Micro-affirmations

Apparently small acts, which are often ephemeral and hard-to-see, events that are public and private, often unconscious but very effective, which occur wherever people wish to help others succeed.

• Appropriately affirming work of another

• Opening doors to opportunity

• Giving credit to others

• Showing others the ropes and indoctrinating them to the unwritten rules

• Giving comfort and support in distressful situations

• Mentoring others

• Giving benefit of the doubt

Micro-affirmations & Micro-inequities © Mary Rowe, 2008

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Micro-affirmations

Hard to catch oneself behaving inequitably. . .

• By affirming others in an appropriate and consistent way becomes a conscious and unconscious practice that prevents unconscious slights.

Micro-affirmations & Micro-inequities © Mary Rowe, 2008

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Intent-impact model

What is the intent of the following messages?

“Now that you are in the United States, it is important that you speak English.”

(In communicating with a Medicaid patient) “Perocet is a highly addictive drug. You should not take the drug unless it is absolutely necessary. Understand?”

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Intent-impact model

Impact: How might that message be received differently than intended?

How might you restate these messages to minimize adverse impact?

Describe a situation in which the intent of a message adversely impacted a person, or group of people in a negative manner?

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Intent-impact model

Skills to deploy when well-intentioned messages go wrong:

Paraphrase “I” statement Heat Model

Hear them out

Empathize

Acknowledge the impact

Thank them and Take action

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My Story

What happened? What was the cost? How would the recommended

actions have helped Harry/me?

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Johari WindowF o c u s on S e l f

Public ArenaI know

You know

Blind SpotI don’t know

You know

Private Facade

I knowYou don’t know

Unknown Potential

From CollaborationI don’t know

You don’t know

Focus / Other

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Seeking & Disclosing Information Increases Trust

Public ArenaI know / You know

Blind SpotI don’t know

You know

Private FacadeI know

You don’t know

Value ofCollaboration

I don’t knowYou don’t know

Receive Feedback on Your Impact

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Insight

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Be Willing to A.C.T.

A – ssess the situation C – reate a plan T – ake action

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Seek the F.A.C.T.S.

F – lexibility A – ccountability C – larity T – rust S - upport

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How Can Leaders Foster an Inclusive Workplace?

• Actively seek diverse voices who bring different perspectives and problem solving approaches.

• Understand how the representation of diverse assumptions and backgrounds is critical to addressing the needs of diverse patients, staff and other constituencies.

• Work against forms of dominance and subordination.

• Notice and catalogue the distribution of micro-messages across different demographic groups (both micro-inequities and micro-affirmations).

• Expect inadvertent micro-inequities when negative stereotypes are pervasive in the dominant culture and seek to balance with micro-affirmations.

• Understand the intent/impact distinction, focusing on impact.

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How have your learnings changed what you will do on the job?

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Thank You!

Deborah Brown, MAHead of Diversity InitiativesThe Leader’s Edge/Leaders By Designdbrown@the-leaders-edge.com

Peter J. Dean, Ph.D.Founder & President, Leaders By Designpdean@leaders-by-design.com

www.the-leaders-edge.com