Presents…

PRESENTED AT

INTERNATIONAL CONFERENCE

DURBAN, SOUTH AFRICA SEPTEMBER 2015

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

UNDERSTANDING DIVERSITY

Defined&

Demystified

DIVERSITY

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?

45

Perhaps they

have a point

■ 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

04Differen

t LikeYou

UNDERSTANDING DIVERSITY

SELECTEDLESSONS

DIVERSITY

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”

01 You’ve got to

be taught

02Balancebroughtforward

03He who

generalises

generally lies

With Yourself?

With Others?

Are You OK

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.”

08

Competence is race

and gender neutral

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.”

09

Treat others as

they would like to be treated

62 Organisational tribes at

war

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

44Man in

the mirror

12Postponin

g the inevitable

MANAGING DIVERSITY

MANAGING DIVERSITY

AT OUR SCHOOLSAND

RECOMMENDED AREAS OF ACTION

Leaders

Teachers

Students

Staff

Parents,

etc.

MANAGING DIVERSITY

TEACHER LEARNER

LEARNER LEARNER

TEACHER LEADER

SCHOOL DEPARTMENT

TEACHER TEACHER

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

TRANSFORMING THE BOOK INTO

AN ORGANISATIONAL TRANSFORMATION TOOL

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

07

The stench of

unfairness is the same all around