VISIONS Approach to Diversity and Inclusion

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• VISIONS Approach to Diversity and Inclusion
• Applications for APHA-Affiliate Leadership and
  Membership
• Facilitator
• Joe Steele, MBA
• VISIONS,Inc. Senior Consultant and Board
  Member
• www.visions-inc.org

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Introductions

• Name you prefer to be called?
• For which affiliate will you be president?
• How long have you been a member of APHA?
• In small groups
• What do your do for fun? Any hidden talents?
• Hopes and any concerns for this workshop?

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Suggested Learning Goals

• Understand ones values and assumptions about
  inclusive leadership.
• Introduce a common language and tools for
  diversity and inclusion.
• Increase self-awareness and ability to utilize
  cultural knowledge/humility effectively.
• Increase quality of communication and other
  skills to enhance work relationships.
• Learn engagement strategies for yourself and
  others.
• Practice new behaviors in real-time.
• Have Fun!!!!

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Guidelines

• Try on
• Its okay to disagree it is not okay to blame,
  shame, or attack, self or others
• Practice self-focus
• Practice both/and thinking
• Notice both process and content
• Be aware of intent and impact
• Respect confidentiality

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Understanding Cultural Differences
Gender Sexual orientation Race
Language Skin color Physical features
Age
Values Beliefs Personality
traits Attitudes Perceptions
Values Skills Religions Hobbies
Learning styles Communication styles Work
experiences Political affiliations Family
relationships Priorities Work
habits/styles Career aspirations
Background
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Three Dimensions of ChangeIndividual and
Organizational
Cognitive Concepts What Linkages
Why Strategies How
Behavioral Expectations Actions Results
Affective Process Emotions Environment
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Feelings As Messengers

• Feeling Families
• Sad
• Scared
• Mad
• Joyful
• Peaceful
• Powerful

• Messages
• There is a loss
• I need comfort, space, and/or support to grieve
  and let go
• There is danger
• I need protection and support
• There is a violation
• I need to set limits, and/or re-establish
  boundaries
• Keep on!

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Notes
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Multicultural Journey Definitions
Diversity Refers to a broad range of differences
in characteristics of who we are. It is a
descriptive term used in reference to different
cultural groups represented in the workplace or
community. Some examples of diversity are age
(young/old), gender (men, women) and race (people
of color, whites).
Multiculturalism/Inclusion Refers to the
processes of recognizing, understanding, and
appreciating ones own cultural identity as well
as the cultural identities of others. It
stresses an appreciation of the impact of
differences in social location based on
characteristics of diversity.
Multicultural Lens Refers to the capacity to
address the impact of cultural differences (i.e.
on race/ethnicity, gender, age, class/level,
sexual identity, religion, immigration status,
physical/mental ability) at the personal,
interpersonal, institutional, and cultural levels.
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Multicultural Process of Change

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Four Levels of Perspective
Institutional

• Policies
• Practices
• Rules
• Procedures
• Systems

Personal
Interpersonal

• Values
• Beliefs
• Feelings
• Attitudes
• Opinions

• Behaviors
• Treatment
• Relationships
• Communications

Cultural

• Worldview
• Stories
• Climate
• Shared Values
• Unwritten Rules

• Media
• Public Opinion
• Symbolic/Ritual
• Group Dynamics
• Norms

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The Model of Personal and Organizational Growth
Unconscious Competence
Conscious Competence
Conscious Incompetence
Practice
Unconscious Incompetence
Commitment
Openness
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Advantaged and disadvantaged groups at your
organization
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Target/Non-Target ActivityYour Target Group
Identities

• Which target groups are you or have you been a
  member of? Circle all that apply.
• People of color
• Support staff/supervisees
• Poor/working class
• Informally educated
• Women
• Jews/Muslims/Catholics
• Elders
• Children
• Lesbian, Gay, Bisexual, Transgender
• People with disabilities
• Vietnam vets
• Immigrant
• English as a second language, deaf people
• Inappropriately incarcerated
• Other APHA groups

• What are some strengths that come from your
  experiences as a member of one of the groups you
  circled? Write down the words that come to mind
  to describe these strengths.
• Now, think about a time you were treated as less
  than because of your membership in one of the
  groups youve circled. Write down the words that
  come to mind to describe being treated as less
  than.

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Target/Non-Target ActivityYour Non-Target Group
Identities

• Which non-target groups are you or have you been
  a member of? Circle all those that apply.
• White/Caucasian
• Management/Supervisors
• Formally educated
• Men
• Protestants
• Middle aged persons
• Heterosexual
• Temporarily able-bodied people
• WWII, Korean, Gulf War Veterans
• US born
• English as a first/ dominant language
• Other APHA groups

• What are some strengths that come from your
  experiences as a member of one of the groups you
  circled? Write down the words that come to mind
  to describe these strengths.
• Now, think about a time you were treated as
  better than because of your membership in one
  of the groups youve circled. Write down the
  words that come to mind to describe being treated
  as better than.
• OR, a time when you found yourself treating a
  person in a target group as less than (may
  have been intentional or unintentional, conscious
  or unconscious)

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NON-TARGET TARGET

• Old Fashioned ISMS
• Modern ISMS
• use by non-targets of non-ism related reasons
  for continuing to deny equal access to
  opportunity
• (e.g., use by whites of non-race related
  reasonsits not the blacks, its the buses)
• well-intentioned, sometimes subtle behaviors,
  that continue the historical power imbalance

• Survival Behaviors
• Internalized Oppression (IO)
• internalizing attitudes about inferiority by
  target groups
• the reaction to unhealed mistreatment over time

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Modern ISM and Internalized Oppression Theory

• MODERN ISM BEHAVIORS
• (Non-target group behaviors)
• Rescuing
• Blaming
• Avoidance of contact
• Denying the differences
• Denying the impact of differences the Isms

• INTERNALIZED OPPRESSION BEHAVIORS
• (Target group behaviors)
• System Beating
• Blaming
• Antagonistic (anti-NT) avoidance
• Denying my target group
• Denying the impact of oppression

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Alternative Behaviors for Modern ISM and
Internalized Oppression

• Helping
• instead of Rescuing
• Problem solving, taking responsibility
• instead of Blaming
• Making mutual contact
• instead of Avoiding
• Acknowledging cultural differences
• instead of Denying differences
• Learning about validating the impact of isms
• instead of Denying the impact of oppression

• Confronting/Speaking up
• instead of System beating
• Taking responsibility for my part
• instead of Blaming
• Sharing information, make contact
• instead of Avoiding
• Exploring and sharing information about my
  culture
• instead of Denying my target group
• Recognizing and sharing info about the impact of
  the oppression on me and my target group
• instead of Denying the impact

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Personal Action Plan
Based on the information covered today, please
identify two things that you can do to fine-tune
your effectiveness in your diversity and
inclusion leadership practices. Select at least
one thing to START doing that is new or
different, and one thing that you can CONTINUE
doing that is working well. How will you measure
your actions to determine their effectiveness?
START
CONTINUE
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Closure

• Appreciations
• Regrets
• Learning or Relearning

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Notes
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• Appendix

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Four Levels of Perspective

• PERSONAL
• our attitudes, beliefs, values and feelings,
  regarding the inferiority of certain groups and
  the superiority of others
• involves both cognitive misinformation and
  emotional misunderstanding
• has been learned, either directly (taught) or
  indirectly (caught)
• can be conscious or unconscious
• ASK What do I think and feel about others who
  are different?

• INTERPERSONAL
• how we behave in light of the assumptions we
  hold about people with different cultural
  identities
• deals with our acts or behaviors (based on our
  attitudes, beliefs, values and feelings)
• can have impact whether intentional or
  unintentional
• ASK" How do I act/behave toward others who are
  different?

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Four Levels of Perspective

• INSTITUTIONAL
• established laws, customs, traditions and
  practices which systematically result in
  inequalities in a society or organization
• institutional isms are occurring to the extent
  that a particular institution or its laws and
  practices support the power of non-target groups
• ASK How does my institution favor members of
  non-target groups? What are examples of
  policies, procedures or customs that result in
  disparities in inclusion or the likelihood of
  success?

• CULTURAL
• both the individual and the institutional
  expression of the superiority of one
• groups culture, heritage, values, and ways
  of being over that of other groups
• it exists if people outside of the dominant
  norms experience invisibility, lack of
  belonging, lower chances for success
• ASK How do I or how does our organization
  practice exclusion or enforce
• the unwritten rules for success?

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Focus of Change Strategies
Interpersonal Aim is to enhance skills,
communication patterns impact behavior and
relationships
Personal Aim is to change thoughts and feelings
increase awareness open-ness to learning
Cultural Aim is to create environments
representative of welcoming to the
organizations diversity celebrate utilize
differences
Institutional Aim is to identify structural
barriers and create policies, practices, programs
processes that support equitable outcomes
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The Context for Looking at Generational
Differences

• Each Generation . . . . .
• Consists of approximately a 20-year span
• Has a unique set of values
• Reacts to the generation before them
• Looks at their generation as the standard of
  comparison
• Looks at the next generation skeptically these
  kids today
• Expects different policies, norms, behaviors
  and/or perks from potential or current employers
• Demonstrates behavior in the workplace that is in
  alignment with their values and expectations
• Note those born on the cusp may have a blended
  set of characteristics

Adapted from multiple sources, including Why
Work Motivating and Leading the New Generation
by Michael Maccoby, Managing Generation X How
to Bring Out the Best in Young Talent by Bruce
Tulgan, and Generation X Tales for an
Accelerated Culture by Douglas Coupland, and
other research.
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The Generations

• The Traditionalists two generations (The
  Veterans, 1901-1924 and The Silent Generation,
  1924-1946) also known as the G.I. Generation,
  The Greatest Generation, Seniors, the Matures and
  the Radio Babies
• The Baby Boomers 1946-1964 (the largest
  generation ever in US history) also known as the
  TV Babies
• The Gen Xers 1965-1982 (i.e. The Postponed
  Generation, The New Pragmatists, The Lost/
  Nomadic Generation, and/or the Computer Babies)
• The Millennials 1982-2002 (also known by a
  variety of other names, including The Echo Boom,
  Generation Y, Net Generation, Generation Next
  and/or the I-Pod Generation)

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The Boomers

• This is a generation of "visions and values."
• This generation lived in a time of great
  opportunity The Great Society.
• They value individualism, are known as the Me
  Generation.
• They don't need any help, especially not from
  institutions. Basically stated, no phase in life
  means anything until it is experienced by a
  boomer.
• Prior to turning 30, this generation said "you
  can't trust anyone over 30." But as adults, they
  now want to police the behavior of all those
  under 30.
• A generation gap occurred between them and their
  parents
• For this generation, all public policy has been
  one of values and culture. While weak in
  politics, they are dominant in culture.
• Self-centeredness comes from the fact that this
  large generation was the center of attention in
  the optimistic post-World War II era and the
  growth economy of the US and the world.

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The Baby Boomer at Work

• Believe in, champion, and evaluate themselves and
  others based on their work ethic.
• Work ethic for boomers is measured in hours
  worked. Measuring productivity in those hours is
  less important.
• Believe teamwork is critical to success.
• Believe relationship building is very important.
• Expect loyalty from those they work with.
• Perceive the world as safe.
• Work an average of 55 hours per week as adults
• Due to corporate downsizing, some have been
  surprised to find themselves out of work at an
  age when they expected their careers to be
  secure.
• Boomers believe in being connected and are strong
  networkers.
• By nature, TV babies are always interested in
  better opportunities for themselves.

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Generation X

• This is the conscientious, extremely pragmatic,
  self-sufficient generation that has a strong
  focus on the bottom-line.
• Born and raised at a time when children were at
  the bottom of our social priorities, Gen Xers
  learned that they could only count on one thing -
  themselves. As a result, they are very "me"
  oriented.
• Computer babies grew up with uncertainty about
  their families, the economy, and national/global
  leadership as a result
• They are not active voters, nor are they deeply
  involved in politics in general.
• This generation is not inclined to give to a
  charity or institution who will do the work for
  them, rather they want something hands on they
  want to be intimately involved in the charitable
  endeavor.
• As such, do not ask this generation to give to
  United Way - this is the generation of Habitat
  for Humanity.

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Gen Xers at Work

• Eschew the hard-core, super-motivated, do-or-die
  boomer work ethic.
• Want open communication regardless of position,
  title, or tenure.
• Comprise the largest part of todays labor pool,
  but are the smallest population group.
• Look for a person to whom they can invest
  loyalty, not a company.
• Rely on peer-to-peer referral more than any other
  generation.
• Respect production over tenure.
• Value control of their time.
• Perceive the world as unsafe.

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Generation Next/Generation Y

• This generation is civic-minded, much like the
  previous GI Generation. Many identify most with
  their grandparents and great-grandparents.
• They are collectively optimistic, long-term
  planners, high achievers with lower rates of
  violent crime, teen pregnancy, smoking and
  alcohol use than ever before.
• This generation believes that they have the
  potential to be great and they probably do. We
  are looking to them to provide us with a new
  definition of citizenship.

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Generation Y at Work

• Search for the individual who will help them
  achieve their goals.
• Want open, constant communication and positive
  reinforcement from their boss and mentor.
• Find working with someone of the mature
  generation easy to do.
• Search for a job that provides great, personal
  fulfillment.
• Are searching for ways to shed the stress in
  their lives.
• Dont want to be hurried.
• Represent the most diverse workforce in history.

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Units of Recognition
Give, Receive, Ask for, Reject, Give to oneself.
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COOPERATION (Relationships/Interactions)Assumpti
ons of Cooperation

• Equality
• Each person is worthy and valued.
• Wants and needs are taken into account
• Enough
• There is enough for each person to get what
• he/she wants.
• Time, energy, and strokes are the currencies of
  relationships and are renewable resources.
• Responsibility
• Each person is 100 responsible for asking for
  and arranging to get what he/she wants.

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COOPERATIVE BEHAVIORS

• Full utilization of strokes, both positive and
  negative, about doing and being
• Resentments are shared directly with permission
  of the hearer
• Assumptions, interpretations of others behavior,
  are checked out. Responders say what's true and
  what's not true.
• Accounting -- Offenses are accounted for with
  contract for learning and closure

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