OUTLINE OF PROPOSED IN-HOUSE KNOWLEDGE- BASED DIVERSITY TRAINING MODULES
CONTENTS: WHY, WHAT, HOW, WHERE
by
MASILA MUTISYA, Ed.D.
THE BOY SCOUTS OF AMERICA
OUTLINE OF PROPOSED IN-HOUSE KNOWLEDGE-BASED DIVERSITY TRAINING MODULES
CONTENTS: WHY, WHAT, HOW, WHERE
BY:
MASILA MUTISYA, Ed.D.
TRAINING RESEARCH AND DEVELOPMENT, INC.
1130 24th Avenue Place, N.E.
Hickory, NC 28601
(704) 327-2957
WHY
As we approach the 21st century, diversity awareness has not only become essential, but it is a crucial tool in developing skills to function in America's society. It is also a critical tool to function on the international level. The dual role for leaders, managers, and educators is to develop their awareness and to instill diversity awareness in the people for whom they are responsible. Leaders, managers, and educators must also create a challenging need for a knowledge base. Experts in diversity agree that the question is no longer whether diversity is important. It is whether one's knowledge base can adequately prepare them to lead and gain a competitive edge at their sphere of influence.
These training modules are designed to increase the participant's knowledge base. They are also to improve one's skills in dealing with people effectively in a diverse workforce. The articles used as references for discussion were selected from their themes. Their themes specifically reflect the aspects and issues of concern in diversity awareness. The articles are not limited to the themes or topics under which they are assigned. They are to provoke one's thinking toward an awareness and sensitivity to other cultures. Thus, understanding diversity is a strength and not a weakness. The articles are to be used as catalysts for discussions.
WHAT
The main goal of this package is to increase one's knowledge to function in a diverse workforce. This goal will be achieved through:
* reading the assigned articles (ten articles);
* participating in group discussions; and
* making a commitment at individual and group levels in implementing the learned awareness and skills.
HOW
The discussion includes ten sessions. Each participant must read the assigned article for the particular session before the discussion. The discussions can be held during lunch, a brown bag or catered lunch. Before each discussion, the facilitator should make the participants aware of the norms or rules of discussion and the expected outcomes. You must be aware that communication occurs at two levels, personal and content. At the personal level, comments or reactions are focused at an individual's own values. This can make people uncomfortable and inhibit openness. It is advisable to stay on the content level to maintain open participation of each in the group. This approach to the discussion makes it free of personal judgements or stereotyping. It eliminates the fear of expressing one's opinion. Thus, one's attitude and how they communicate determines the relationship and outcome between them and others.
SESSIONS FORMAT
Each discussion session should include the following.
* A 30 minute lecturette or viewing a videotape related to the article assigned for that session and theme.
* 15 minutes in a small group discussion.
* 15 minutes in a large group discussion.
WHERE
Sessions might be held in an atmosphere where participants can relax and not feel coerced to share. The purpose of participating in these discussions is merely for increasing self and group awareness. These discussions also help the participants function better in the organization where they work together with other colleagues. The "Motto" should be to "Improve" and not to " Prove."
CONTENT
Themes and Articles
* Description of each theme goal and objectives
* Description of each article
DISCUSSION THEMES
1. Conceptual Framework on Diversity
2. Diversity and Multicultural Awareness
3. Intercultural Awareness Myths and Facts
4. Managing Diversity in Workplace
5. Crosscultural Awareness
6. Affirming and Valuing Diversity
7. Gender and Diversity in Workplace
8. Ethnicity Awareness: White Identity/European-Americans
9. Non-White Ethnicity (minorities)
African-American
Native American
Latino/Hispanics
Asian American
10. Culture and Learning Styles
TRAINING MODULE I
Conceptual Framework on Diversity
The goals of this theme are to establish a conceptual framework and to create an awareness necessary to better understand the approaches to diversity. Most of the approaches are issue oriented. Therefore, they create a reactive response to the concept of diversity. This can lead to conflict, confusion and perhaps resistance. Two of the chapters contain excellent information that can be used in the first session as reference for brainstorming and introductory topic discussions.
ARTICLE
Richard, B.V. (1993). Developing Intercultural Communication Skills
MALABAR: Kriger Publishing Company
DESCRIPTION
Two chapters outline important aspects needed for conceptualization of the theoretical framework on diversity. They point out the rationale for a theoretical framework in dealing with diversity. Chapter 1 outlines three main aspects essential in developing the framework. They are commonality and diversity, the individual and the group, and successes and problem related interactions. Chapter 2 focuses on skills development. There is an Allan and Bacon chart with this article that may add clarity and conceptualization of America's diverse typology.
TRAINING MODULE II
Diversity and Multicultural Awareness: A Critical View
The goal for this theme is to develop the knowledge base and process of approaching issues and their critical purposes in establishing competence.
ARTICLE
Gloria, P. (1993) The Centrality of Critical Thinking in Educating for Diversity. Paper presented at the fifth annual conference "Critical Thinking as an Educational Ideal." Montclair State College.
DESCRIPTION
This article discusses the importance of cultural differences as an asset to competence building in communication across diversity. It delineates the path of learning, stages of the awareness approach, critical education for diversity, and a process of dialogue and its importance in the workplace. It also translates a diversity concept into a work performance perspective. The article references are excellent sources for further reading.
TRAINING MODULE III
Intercultural Awareness Myths and Facts
The goal for this theme is to explore diverse and multicultural aspects that hinder or enhance race relations awareness.
ARTICLE
Banks, J.B. (1993 September), Multicultural Education: Development, Dimensions, and Challenges. Phi Delta Kappan.
DESCRIPTION
This article outlines myths and facts needed to better understand the issues, confusions, and conflicts that lead to resistance to change, and cultural diversity acceptance as a multicultural phenomenon. An interview with James Banks is included that contributes to an increased knowledge about multicultural issues.
TRAINING MODULE IV
Managing Diversity in the Workplace
The goal for this theme is to develop an awareness, skills, and appreciation for diversity as a necessity in the workplace.
ARTICLE
Johnson, S.J. (1994). Connecting Diversity Efforts in the Workforce with Business Mission, Goals, and Objectives. Performance-Improvement-Quarterly; V7 N1 21-39.
DESCRIPTION
The article reveals the extent to which diversity awareness has become an effective human resource tool. It emphasizes the importance of managing diversity skills in organizations. In addition, it emphasizes management as a critical asset and how diversity enhances EEO and affirmative action compliances. The article also provides a framework for managing diversity in an organization.
TRAINING MODULE V
Cross-Cultural Awareness
The goal for this theme is to raise an awareness on how crucial valuing differences as a positive aspect can lead to improving cross-cultural relationships at the workplace. Acceptance of cultural differences at the workplace among colleagues leads to a productive work climate because it validates each cultural heritage as a strength.
ARTICLE
Francis, L.J. (1995 Spring). Training Across Cultures. Human Resource Quarterly, Vol.6 No.1 (Jossey Bass Publishers).
DESCRIPTION
This article discusses the value of cross-cultural training, especially, due to increasing immigration and migration. It emphasizes the importance of developing sensitivity toward differences employees bring to the workplace. These differences include variation of foreign, regional and individual styles.
TRAINING MODULE VI
Affirming and Valuing Diversity
The goal of this theme is to establish the need to know our culture. Everyone talks about culture as a distant and abstract concept. Exploring one's ancestral culture adds to what one calls the "American Culture." Thus, learning about where we came from enriches our identity, pride, and eliminates stereotyping and self-denial.
ARTICLE
Wigginton, E. (1992, December/January). Culture Begins at Home. Educational Leadership.
DESCRIPTION
This article raises a very important fact. That is, because a person has a different culture does not mean they automatically know about it without being actively engaged to learn it. Examples are given of culturally appropriate textbooks and teacher/learner processes as an active, conscious and mutual approach. Everyone has a culture and this article helps show that it is possible to overlook some cultural awarenesses due to the history. It points out that being ignorant of our culture leads us to be blind to some of the forces that control our behavior.
TRAINING MODULE VII
Gender and Diversity in the Workplace
The goal for this theme is to explore, develop, and understand that gender is a very critical issue in the workplace. It is also a major component of diversity awareness that can no longer be ignored.
ARTICLE
Haslett, B.J., Geis, F.C., Carter, M.R. (199-). The Organizational Woman: Power and Paradox, in Brenda Dervin, editor. The Communication and Information Science Series, New Jersey: Ablex Publishing Corp.
DESCRIPTION
The article includes discussion on the conscious and unconscious ways in which women are stereotyped. It exposes the conditions that can increase and decrease biases in promoting women. Exposed also is the ambiguity that enhances the behavior of gender discrimination. It is a very provocative article and is highly recommended.
TRAINING MODULE VIII
Ethnicity Awareness: White Awareness
The goal of this theme is to explore the most ignored aspect of "White Awareness." It is usually assumed that because the mainstream culture is European-American, this group of people do not need to learn about their cultural heritage. However, this leads to self-denial and fear of the unknown. The discussion on this session should focus on the positive aspects and strategies to deal with negatives related to history.
ARTICLE
Howard, G.R. (1993, September). Whites in Multicultural Education: Rethinking our Role. Phi Delta Kappan.
DESCRIPTION
This article raises an aspect of diversity that is rarely addressed during discussions on diversity. The absence of discussions on White awareness creates a vacuum and thus White-Americans may feel excluded. This article provides the opportunity to answer a very important question. How can Americans learn to be positive participants in a richly pluralistic nation?
TRAINING MODULE IX
Awareness of None-White (Minorities)
The goal of this theme is to explore the complexity of non-White-American ethnic groups. These groups are African-Americans, Native-Americans, Latinos, Hispanics and Asian-Americans. Although diversity mainly focuses on these groups, there are still important issues that warrant attention. Combining these groups together does not mean they are of less importance. The article cites crucial aspects of these groups that have been overlooked in literature.
ARTICLE
Ogbu J.U. (1995). Understanding Cultural Diversity and Learning, in J.A. Banks and C.A. Banks, editors. Handbook of Research on Multicultural Education. New York: Macmillan Publishing USA.
DESCRIPTION
There are problematic aspects still facing people of color in addition to efforts in implementing diversity. Ogbu outlines prerequisites for learning and teaching diversity. He warns there is more than just awareness that is needed to combat the complicated conditions of minorities (or people of color).
The discussion should not be limited to one group but should address all groups.
TRAINING MODULE X
Culture and Learning Styles
The goal of this theme is to explore issues beyond culture and recognition that culture also has a link with learning styles.
ARTICLE
Guild, P. (1994, April). The Culture/Learning Style Connection. Educational Leadership.
DESCRIPTION
The article points out that we must be aware of the learner's cultural background and learning style. The same awareness can be applied at a work setting in developing programming and training that include cultural differences in learning. This can improve staff attitudes and their work productivity.