DIVERSITY AND INCLUSION - Lifetime Networks · DIVERSITY AND INCLUSION Alden Habacon- December...

DIVERSITY AND INCLUSION

Alden Habacon- December 6,2017

Presented by: Nicki, Julie and Lyndsey

Agenda:Introduction

Inclusive Leadership

Communication Differences

Skills and Scenarios

Diversity and Inclusion: Where are we now?

Diversity 1.0- We are diverse, multicultural. We are in peaceful coexistence. We are not intercultural

Diversity 2.0- We are diverse AND intercultural.

Diversity Change Curve

Inclusion

6 Aspects of Inclusion

• Cognizance of Bias

• Courage

• Commitment

• Curiosity

• Intercultural Fluency

• Collaboration

Cognizance of bias

• Highly inclusive leaders are mindful of personal and organizational blind spots, and self regulation to help ensure “fair play.”

Courage

• Highly inclusive leaders speak up and challenge the status quo, and they are humble about their strengths and weaknesses.

Commitment

• Highly inclusive leaders are committed to diversity and inclusion because these objectives align with their personal values and because they believe in the business case

Curiosity

• Highly inclusive leaders have an open mindset, a desire to understand how others view and experience the world, and a tolerance for ambiguity.

Intercultural Fluency

• Highly inclusive leaders are able to adapt their communication and behavior to be more effective and appropriate in cross-cultural interactions.

Collaboration

• Highly inclusive leaders empower individuals as well as create and leverage the thinking of diverse groups

Sense of Inclusion

• Fairness

• Uniqueness Valued

• Voice in decisions

UNDERSTANDING AND COMMUNICATING

“A multicultural place is not automatically an intercultural place”

How much are newcomers expected to adapt?

• Question asked how much newcomers should be expected to adapt to the dominant culture and how much the dominant culture should adapt to them.

• Canadians said %60 - %40

• Americans said %80 - %20

• Reality is %90 or greater - %10 or less

What can we do to help meet in the middle?

• We need to be conscious of work and communication styles and not make assumptions.

Direct and Indirect Communication Styles

How best to manage people who favor a direct communication style:

• If they are offending people in the department by their bluntness, you can help them see how they are being perceived and suggest a more subtle style for certain situations.

• Encourage them to pick up on the subtleties of non-verbal communication.

How best to manage people who favor an indirect communication style:

• Mirror back the more indirect style as much as possible. If meaning is unclear then be more direct.

• Try to have them give more context or background to their communication, if this is required in your departmental culture.

• In meetings, allow time to build rapport before getting right to the task.

Dialogical and Non-Dialogical Work Orientations• New employees who come from less dialogical work cultures can struggle

with a work environment that expects greater degrees of exchange between supervisor and employees.

• Ways to manage people who favour a non-dialogical work orientation:

• Make clear your expectations that the employee not come back with a finished product.

• Establish a set of check-ins with the manager to train the habit of dialogue.

• Establish a “work buddy” they can check in with, to overcome anxiety around dealing directly with superiors.

*Perspectives on the Culture at Work*

Tying it All Together

Describe what you see in one word:

3 types of describing languages

Factual:

Harder to do.

Strictly what you see

Subjective:

Judgement words.

This tends to be how we “naturally” describe things.

When asked to describe a movie: it’s good, it’s bad, it’s funny. Versus: it had lots of colour, there was a lot of music.

Function:Interpretation.Often when we say “describe” we actually mean and expect an interpretation.The key is to find a neutral description.

SkillsPractice Scenario:

A nursing student of Indian-descent was asked to meet with her clinical practice teacher, to discuss her preparation for clinical practice. At their meeting, the teacher asks the student to do “something different” with her nursing uniforms, claiming that she smelled like curry.

O

D

I

S

Observe –Yourself and Pause

Describe- Neutrally (Environment and how you feel)

Interpret- Brainstorm all possibilities

Suspend Judgement and Pause