|
Presentations
- Thought provoking diversity topics that last for one to two hours.
::Generations::
A fascinating phenomenon is occurring in our society -- a changing
of the guards of sorts. We are seeing the last of a great generation,
the exodus of another, a call to arms of a third and entry of a
fourth. Four generations are struggling for power. The Traditionalists,
the Baby Boomers, Generation X, and the Millennials, sometimes known
as Generation Y, are as distinct as their names. They differ in
terms of values, expectations, attitudes and life experiences. These
differences shape expectations in the marketplace and the workplace.
This presentation will examine the characteristics, influences,
attitudes and expectations of each generation. Participants will
briefly discuss areas where the generations intersect and divide.
The presentation will conclude with a discussion of how we might
bridge the gap between the generations for a more cohesive workplace.
::Global
Literacy At Home::
With the onslaught of the growth and interdependence of the world
economy, we must examine how we use our knowledge and training.
It is important that all of us, not just the "experts"
consider a global outlook. Authors Robert Rose and Patricia Digh
suggest that knowledge of other cultures is necessary for everyone.
They state, "To be successful in today's society, people in
every profession should be 'globally literate.'" In the new,
borderless economy, culture doesn't matter less, it matters more.
Global literacy involves the personal, social, business and cultural
realms. It is the responsibility of all of us to learn more and
to be open to others.
::Love
Thy Neighbor::
In several passages within the New Testament, Jesus is queried about
how a Christian should define his or her neighbor. Despite the fact
that the story of the Good Samaritan is told over and over again,
the church is often divided over the question of who should be served.
The 11:00 a.m. hour on Sunday remains one of the most segregated
hours. By discussing Milton Bennett's Developmental Model of Intercultural
Sensitivity, one can determine the human response and prevailing
attitudes surrounding differences in culture and race within the
Church. Despite professed devotion, the Church is not immune to
in-group/out-group issues common to human behavior.
::Negotiating
Racial Identity::
Renowned psychologist William Cross uses the terms bridging and
buffering to describe how cultural identity is applied to daily
life. These concepts are imperative to survival of cultures or individuals
who have migrated into cultures different from their own. To navigate
and exist within the outside community, a person must learn to bridge
or to communicate with the dominant society. However, it is also
necessary to create a buffer between the dominant society and one's
own culture for emotional and psychological stability. This is manifested
in activities in which the migrant practices values, traditions
and cultural activities with which s/he is accustomed. Migrants
are often seen as sellouts when bridging and isolationists when
buffering. However, it is important for them to practice both for
survival.
::Business
Case::
It is important to focus on diversity in today's market. In order
to avoid obsolescence, organizations need to offer comprehensive
diversity programs. Diversity is great for recruitment and retention.
Organizations that are rated by business analysts as top companies
to work for by women and people of color are also increasing their
bottom lines. How are not-for-profits competing?
::Diagnosing
Your Organization::
Prior to hiring consultants or implementing diversity programs,
organizations should assess their goals, human capital and practices.
Some organizations are initiating diversity discussions. Other organizations
have well developed Affirmative Action policies that have led them
to a new level of conversation on how to retain the diverse staff
they have recruited. Other organizations are seeing an influx of
cultures that had not existed in their corporate culture in past
years. This session helps organizations identify their stage of
organizational development from a diversity perspective. Once the
stage is identified, participants are prepared to select appropriate
diversity initiatives.
::Defining
Diversity::
There are many opinions regarding the definition of diversity. In
today's workforce, it is important to focus on each element of diversity
that employees represent. Participants in this session determine
the elements of diversity that relate to them. They also determine
the elements that are present or missing in their organizations.
::Managing Diversity::
Globalization and demographic shifts have changed the culture of
business. This session focuses on recognizing the entire talent
pool. How can an organization make sure that it maximizes its human
capital? How can an organization create an organizational culture
that uses differences and similarities among its staff to increase
its bottom line? A quote by R. Roosevelt Thomas, author of Beyond
Race and Gender, captures the essence of managing diversity,
"Defining
managing diversity as a process highlights its evolutionary nature.
It allows corporations to develop (evolve) steps for generating
a natural capability to tap the potential of all employees…."
Workshops
- One to three day seminars
::Part
I: Diversity Basics::
This course is an introduction to the basic elements of diversity.
The purpose is for participants to gain an awareness of differences
and similarities between cultures. Participants will leave the workshop
with tools to understand and work with people from different cultures.
Topics include a discussion of basic elements of diversity such
as race, ethnicity and gender. Additional topics such as communication
styles and values help participants to discern the appropriate approach
in working with individuals whose styles differ because of cultural
programming.
Objectives:
At
the conclusion of this workshop, participants will…
- Demonstrate
an understanding of the layers of diversity.
- Identify
personality types and their influences on interpersonal interactions.
- Differentiate
between norms, beliefs and values of major cultural groups.
- Contrast
stereotypes and generalizations.
- Understand
and utilize cross-cultural communication styles.
- Create
an individualized action plan.
Methodology:
- Lecture
- Group
Discussion
- Individual
Assessment
- Small
Group Tasks
::Part
II: Beyond Diversity::
This session helps participants to develop a deeper sense of their
own cultural identity while processing their interactions with other
cultures. The life experiences of individuals from different cultural
backgrounds in the United States whether foreign national, transnational,
or U.S. American, will frame the discussion. An activity will include
an assessment of the impact of different cultural values on the
organization and steps to turn issues of conflict into assets
Objectives:
At
the conclusion of this workshop, participants will…
- Examine
personal preferences, prejudices, and biases
- Identify
aspects of culture that influence them the most
- Differentiate
between norms of collective and individualistic cultures
- Recognize
privileges and lack of due to socioeconomic status
- Develop
an approach to recognizing difference
Methodology:
- Lecture
- Group
Discussion
- Individual
Assessment
- Tasks
- Simulations
::Developing
Identity Across Cultures::
To explore how identity is negotiated when a person is exposed to
more than one culture for an extended period of time. Globalization,
transnationalism and migration have influenced the concept of home,
roots and family in the most profound ways, particularly in relation
to identity.
Key Objectives
- Assist
military dependents in adjusting to new surroundings
- Assist
individuals, especially military dependents, in establishing a
positive identity and self-concept
- Prepare
military dependents for surviving and adapting to civilians and
the world outside of the military.
Background
Globalization, transnationalism and migration have influenced the
concept of home, roots and family in the most profound ways, particularly
in relation to identity. These phenomena have created a special
set of circumstances, in which this process of developing a cultural
identity must be expanded to incorporate two or more cultures. It
is a process that can have great benefits, but also create a since
of loss and disenfranchisement on the part of the individual whose
identity is defined from more than one worldview.
According to J. Bennett,
Immigration, sojourns, marriage, adoption, birth and global nomadism
lead to a frame of reference from more than one culture. Long-term
adult sojourners such as missionaries, educators, anthropologists,
students, international business persons, or volunteers, do not
detach from their past experiences. They continue to carry the perspectives
gained through other cultural experiences. People traditionally
labeled "minority" often internalize two cultures, their
own and the dominate culture, in order to function effectively in
both (110).
All of these groups have lived abroad or among one or more cultures
that are not considered their main, dominant, ancestral, or home
cultures. For many of them, "home" is an imaginary concept.
"Home" is considered only a place where their parents
or ancestors lived.
Barbara Schaetti and Sheila Ramsey describe this phenomenon from
the perspective of families, who have been transferred abroad for
work purposes, "The experience of moving, living, and working
abroad changes a person and causes values and identities to be questioned
and defined." In the next section, it is important to explore
identity development from the mono- and multicultural perspectives
to understand what makes the process of transitioning from one culture
to the next so difficult?
Presenter
Bettina Byrd-Giles is the daughter of Retired Army Lieutenant Colonel
Roscoe Byrd. She was born at Camp Zama, Japan and lived with her
parents on various posts around the country and finally Hamilton
Air Force Base in Northern California. When her family moved back
"home" to Alabama and once she went to the University
of Virginia for undergraduate studies, she found that her life as
a military brat was a unique experience that prepared her for many
things. However, she found that she related better to other military
brats, Foreign Service "kids," missionary "kids"
or "kids" whose parents worked for multinational corporations.
Her graduate studies became a quest for answers in the developmental
process of children who grew up in situations where they lived in
many different places and around many different people. Her work
as an intercultural educator is directly related to her formative
years as a military dependent.
International
Issues
::Global
Literacy At Home::
With the onslaught of the growth and interdependence of the world
economy, we must examine how we use our knowledge and training.
It is important that all of us, not just the "experts"
consider a global outlook. Authors Robert Rose and Patricia Digh
suggest that knowledge of other cultures is necessary for everyone.
They state, "To be successful in today's society, people in
every profession should be 'globally literate.'" In the new,
borderless economy, culture doesn't matter less, it matters more.
Global literacy involves the personal, social, business and cultural
realms. It is the responsibility of all of us to learn more and
to be open to others.
::Developing Identity Across Cultures::
To explore how identity is negotiated when a person is exposed to
more than one culture for an extended period of time. Globalization,
transnationalism and migration have influenced the concept of home,
roots and family in the most profound ways, particularly in relation
to identity.
Key
Objectives
- Assist
military dependents in adjusting to new surroundings
- Assist
individuals, especially military dependents, in establishing a
positive identity and self-concept
- Prepare
military dependents for surviving and adapting to civilians and
the world outside of the military.
Background
Globalization, transnationalism and migration have influenced the
concept of home, roots and family in the most profound ways, particularly
in relation to identity. These phenomena have created a special
set of circumstances, in which this process of developing a cultural
identity must be expanded to incorporate two or more cultures. It
is a process that can have great benefits, but also create a since
of loss and disenfranchisement on the part of the individual whose
identity is defined from more than one worldview.
According to J. Bennett,
Immigration,
sojourns, marriage, adoption, birth and global nomadism lead to
a frame of reference from more than one culture. Long-term adult
sojourners such as missionaries, educators, anthropologists, students,
international business persons, or volunteers, do not detach from
their past experiences. They continue to carry the perspectives
gained through other cultural experiences. People traditionally
labeled "minority" often internalize two cultures, their
own and the dominate culture, in order to function effectively in
both (110).
All
of these groups have lived abroad or among one or more cultures
that are not considered their main, dominant, ancestral, or home
cultures. For many of them, "home" is an imaginary concept.
"Home" is considered only a place where their parents
or ancestors lived.
Barbara
Schaetti and Sheila Ramsey describe this phenomenon from the perspective
of families, who have been transferred abroad for work purposes,
"The experience of moving, living, and working abroad changes
a person and causes values and identities to be questioned and defined."
In the next section, it is important to explore identity development
from the mono- and multicultural perspectives to understand what
makes the process of transitioning from one culture to the next
so difficult?
Presenter
Bettina Byrd-Giles is the daughter of Retired Army Lieutenant Colonel
Roscoe Byrd. She was born at Camp Zama, Japan and lived with her
parents on various posts around the country and finally Hamilton
Air Force Base in Northern California. When her family moved back
"home" to Alabama and once she went to the University
of Virginia for undergraduate studies, she found that her life as
a military brat was a unique experience that prepared her for many
things. However, she found that she related better to other military
brats, Foreign Service "kids," missionary "kids"
or "kids" whose parents worked for multinational corporations.
Her graduate studies became a quest for answers in the developmental
process of children who grew up in situations where they lived in
many different places and around many different people. Her work
as an intercultural educator is directly related to her formative
years as a military dependent.
|
