PRESENTATION OUTLINE
1. Introduction
2. Diversity Defined and Demystified
3. Diversity and Leadership
5. Selected Lessons in Diversity
5. Managing Diversity at Our Schools
6. Recommended Areas of Special Attention
OPERATIONAL DEFINITION OF DIVERSITY
DIVERSITY
Feature of a mixed workforce that provides a wide range of ideas, abilities, experience, knowledge and strengths as a direct and
indirect result of people’s age, culture, gender, race, nationality, ethnicity, disability status, religion, sexual orientation, personality
and other attributes.
ORGANISATIONAL CONTEXT FOR DIVERSITY
PeopleManagement
Customer Service
Transformation Management
Organisational Attractiveness,Staff Retention,ROI, Company
Values
Team Work, Collaborati
on & Productivit
y
Social Cohesion,
Development, Peace & Stability
PeopleManagement
Customer Service
Professional Effectiveness
Transformation
Management
DEFINING HUMAN DIVERSITY
Gender
Age
Ethnic Heritage(Language)
SexualOrientation
Mental/Physicalabilities &
Characteristics
Race
Education
Department
Communication Style
Personality
Work Experience
Organisational role and level
Nationality
Work Style
Religion
Geographic Location
Diversity refers to differences associated with:
DIVERSITY AND LEADERSHIP
Are you curious about diversity?
Are you open to different ideas?
Are you free from strong bias?
Diversity is a Leadership Attribute
in Global Business Management
IMPLICATIONS FOR ORGANISATIONS
Block talent at the gate
Drive existing talent out of the organisation
Drive motivation and productivity down
Drag the organisation’s reputation through the mud
Real danger of group thinking in decision making
THE VALUE OF DIVERSITY
It is two heads that think differently that could be
better than one.
It is two heads that think differently that could be
better than one.
Two heads that think alike
are not better than one.
Two heads that think alike
are not better than one.
But…
Two heads are better than one. TRUE or FALSE?Two heads are better than one. TRUE or FALSE?
■ Short chapters, averaging 1.5 pages on A5■ Short chapters, averaging 1.5 pages on A5
■ Easy to understand language■ Easy to understand language
■ Essence of each chapter captured in highlighted lesson statement■ Essence of each chapter captured in highlighted lesson statement
■ Reader-friendly layout■ Reader-friendly layout
■ Practical, real-life examples■ Practical, real-life examples
STRUCTURE OF THE BOOKSTRUCTURE OF THE BOOK
VALUING DIVERSITY PROCESS
Diversity and Interpersonal Skills
Behaviour
Step 1
AWARENESS
Step 2
UNDERSTANDING
Step 3
VALUING
Step 4
RESPECTING
You’ve got to be taught to hate and fear
You’ve got to be taught from year to year
You’ve got to be taught before it’s too late
Before you’re six or seven or eight
to hate all the people your relatives hate
You’ve got to be carefully taught
YOU’VE GOT TO BE TAUGHT
Oscar Hammerstein: “South Pacific”
SELF-IMAGE AND SELF-ACCEPTANCE
Lesson 23: The myth of collective superiority and inferiority
Lesson 29: The burden of an inferiority complex
Lesson 16: Thinking what we think they are thinking about us
Lesson 72: Cultural pride or cultural chauvinism
LESSONS FROM THE BOOK
ARE YOU OK WITH YOURSELF?
Do you accept and respect authority that comes in the form of somebody who is visibly different to you?
Gender
Race
Nationality
Ethnicity
Sexuality
ARE YOU OK WITH YOURSELF?
Do you accept and respect authority that comes in the form of somebody like you?
Gender
Race
Nationality
Ethnicity
Sexuality
EXERCISE: A CASE STUDY
A man and his son were driving on the N3 in a brand new Land Rover.
Just past the Mooi River tollgate a dog suddenly ran across the road.
The man swerved to avoid the animal, but was hit
from behind by other vehicles, causing a horrific pile up. The man died on the scene, but the son was
rushed to Grey’s Hospital by emergency vehicles. On arrival he was wheeled into
theatre where they began to operate.
The operating surgeon froze and said, “Oh no. I cannot operate on this patient, he is my son.”
CASE STUDY DEBRIEF
Oscar Hammerstein: “South Pacific”
A B C
1. Negative2. Positive3. Neutral4. Mixed
Experience Thoughts Feelings
The A-B-C Model
Activating Event Belief System Consequences
MANAGING DIVERSITY
STATEMENT TRUE FALSE
In a diverse workforce I must always strive to
“treat others as I would like to be
treated.”
I’m gonna make a change for once in my life
It’s gonna feel real good, gonna make a difference
Gonna make it right…
I’m starting with the man in the mirror
I’m asking him to change his ways
And no message could have been any clearer
If you wanna make the world a better place
Take a look at yourself and then make a change
MAN IN THE MIRROR
MANAGING DIVERSITY
MANAGING DIVERSITY
AT OUR SCHOOLSAND
RECOMMENDED AREAS OF ACTION
Leaders
Teachers
Students
Staff
Parents,
etc.
RECOMMENDED AREAS OF ACTION
In-service training on valuing & leading diversity
Training on diversity winning work behaviours
Training on diversity and leadership
Strengthen diversity focus on Life Orientation Curriculum
Sensitise parents on the importance of diversity to their children’s success in future
Teachers and Heads of School
Non-academic staff
Student leaders
Students
Parents
TESTIMONIAL
I really enjoyed reading the book and found it very practical and easy to read. It helped me to introspect and realize where my own shortcomings lie. I will from now on apply and use the lessons in the book in my class and school to ensure that each child I encounter is treated fairly and taught to see themselves as special because of who they are. I found Chapter 83 as a striking reminder of how I have innocent children in my class and I can too easily “corrupt” them if I myself bring my stereotypes or prejudices into the classroom, thus I need to look at them.
The book has also helped me see the challenges we face in South Africa and I encourage others to read it, so we can all become aware of our prejudices and analyse them so we can learn to respect and try to understand everyone we encounter.
Thank you,
Mrs Strickler - School Teacher - Solid Foundations Primary School
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