Diversity and Inclusion Toolkit Guide - PowerTrain,...

Contents

Diversity and Inclusion Introduction..............................................................................................4

Benefits of Diversity and Inclusion in the Workplace.................................................................6

Diversity and Inclusion Habits: FOCSE........................................................................................8

Unconscious Habits..................................................................................................................10

Teams and Boundaries.............................................................................................................16

Changing Habits and Bridging Boundaries...............................................................................19

Metrics: Measuring Diversity and Inclusion.............................................................................22

Training Tools in This Toolkit.......................................................................................................24

Training Tools...........................................................................................................................24

Events.......................................................................................................................................... 25

Formal Training........................................................................................................................25

Manager Briefing..................................................................................................................... 25

Brown Bag Series..................................................................................................................... 26

Publicity Tools..............................................................................................................................27

Email........................................................................................................................................ 28

Posters..................................................................................................................................... 28

Table Tent................................................................................................................................29

Customization..........................................................................................................................30

Content Tools...............................................................................................................................32

Event Slide Presentation..........................................................................................................33

Event Handouts....................................................................................................................... 37

Event Exercises........................................................................................................................ 39

Online Content.........................................................................................................................45

Follow Up.....................................................................................................................................52

Email........................................................................................................................................ 52

Table Tents.............................................................................................................................. 53

Appendix A: Event Schedule Printouts.........................................................................................54

Formal Training Event..............................................................................................................55

Manager Briefing..................................................................................................................... 56

Benefits of Diversity and Inclusion in the Workplace...............................................................57

Diversity and Inclusion Habits: FOCSE......................................................................................58

Brown Bag Series: Unconscious Biases....................................................................................59

Brown Bag Series: Teams and Boundaries...............................................................................60

Brown Bag Series: Changing Habits and Bridging Boundaries..................................................61

Brown Bag Series: Changing the Business Model....................................................................62

Appendix B: PowerPoint Customization......................................................................................63

Appendix C: Event Slide Presentation Notes................................................................................65

Diversity and Inclusion Introduction........................................................................................65

Diversity and Inclusion Habits: FOCSE......................................................................................70

Unconscious Biases..................................................................................................................73

Teams and Boundaries.............................................................................................................80

Changing Habits and Bridging Boundaries...............................................................................86

Changing the Business Model..................................................................................................90

Appendix D: Handouts.................................................................................................................94

Appendix E: DI Business Model..................................................................................................107

Diversity and Inclusion Business Model Canvas.....................................................................108

Questions Used to Build a Diversity and Inclusion Business Model Canvas...........................109

Diversity and Inclusion Introduction

On August 18, 2011, President Obama released Executive Order 13583 establishing a Coordinated Government-wide Initiative to Promote Diversity and Inclusion in the Federal Workforce. This Executive order reminds us that America functions on strong principles of diversity and inclusion—and that these principles form the foundation of a strong nation.

Just as these strong principles build the basis for a strong nation, they also form a strong foundation for a Federal workplace. First and foremost, equal opportunity encourages organizations to draw from the diverse population that they serve. This ensures that our Federal organizations are best serving the American population by drawing employees from the most talented members of society. Second, equal opportunity allows every citizen to represent the diverse population that they serve. This means that employees will be positioned to communicate with these diverse populations. The Office of Diversity and Inclusion (ODI) aims to provide this equal opportunity to the diverse citizens of America.

Many minorities are defined by visible differences, such as race, age, gender, or readily apparent disabilities. In most cases, these minorities are protected by many standards, programs, and Executive orders. Even with these protections, it is important to treat every individual with respect and to embrace their differences in the workplace. It is also important to respect and embrace differences that are not visible. Every workplace has individuals with unique qualities that strengthen the organization, such as working styles, personal experiences, personality traits, scheduling needs, and even the not-so-visible disabilities. Respecting these differences and including them in the workplace is the key to a successful organization.

ODI is working to provide measures to accommodate both visible and non-visible differences. These measures include strategies and best practices to recruit, hire, include, develop, retain, engage, and motivate a diverse, results-oriented, and high-performing workforce across the Federal Government. As part of a multipronged effort to meet these goals, this diversity training was developed. The training addresses these differences and the benefits and challenges of diversity and inclusion, and provides best practices for all levels of the organization.

Every individual addresses diversity and inclusion issues differently. Additionally, many of the behaviors associated with diversity and inclusion are expressions of unconscious habits, or biases. Because of these two facts, there are several challenges that stand in the way of incorporating diversity and inclusion into the workplace. These challenges can be summed up into the behaviors of wink, blink, link, and sync.

4 | OPM Office of Diversity and Inclusion

Wink refers to the behavior of claiming that diversity and inclusion is important, but not with actions.

Blink is when individuals allow unconscious biases to hide diversity and inclusion issues from their conscious awareness.

Link is when unconscious biases form boundaries between individuals, hampering their ability to work together.

Sync refers to the fact that some teams within an organization may not work together to their fullest extent.

OPM Office of Diversity and Inclusion | 5

BENEFITS OF DIVERSITY AND INCLUSION IN THE WORKPLACEDiversity and inclusion is beneficial to our Nation, the Federal Government, organizations, and individuals in numerous ways and ultimately provides a more productive workplace.

TRIP: Teamwork, Resilience, Innovation, and ProductivityDiversity widens the pool of talent from which your organization can hire employees. These potential employees may have talents, ideas, and abilities that were not previously available to the organization. Inclusion ensures that both current employees and new hires feel comfortable sharing their ideas and talents with the whole organization. Inclusion also works to keep people with great ideas on board, focused, and within the organization where you need them. In a diverse and inclusive environment, no one should feel unwelcome or valueless.

TeamworkDiversity recognizes the differences between people; it doesn’t ignore these differences. A diverse workforce needs strong teamwork to become inclusive and productive. Inclusion, by involving all members of the organization, will increase teamwork and increase the ability of everyone to work together. Training in inclusion will help people recognize and use everyone’s differences in a way that will benefit the organization and make everyone feel welcome.

ResilienceIn a diverse and inclusive environment, employees become more resilient. Resilience means that employees will be more flexible, adaptive, and change oriented. Diversity and inclusion will encourage employees to not stick with the status quo—instead to break out of old habits that are harming the organization and to make new decisions. Embracing diversity and inclusion encourages organizations and employees to explore new ideas that allow for change and growth.

InnovationInnovation comes from a diverse group of people working together in an inclusive fashion. An effective diverse and inclusive team will encourage and explore new ideas and approaches to old problems. These approaches then make the workplace more productive.

ProductivityAbove all, a diverse and inclusive workforce will mean increased productivity and performance in the workplace. Decision-making will improve. With a more diverse environment, the decisionmakers will experience more perspectives and get new ideas for decisions. Further, the best decision will be made, not just the easiest decision. The ultimate product of these benefits is creating a satisfied, productive, and high-performing workforce.


Return on InvestmentDiversity and inclusion will increase the returns on human capital investments.

One of an organization's largest expenses is on human resources such as salaries, benefits, training, development, and recruitment. In order to make the best use of this human capital, diversity and inclusion training will increase recruitment and retention rates.

First, diverse recruitment opens up positions to anyone who is best suited for that position. In the past, qualified candidates may have been held back from positions because of their unique characteristics. Take, for example, a hiring manager who is hiring for a secretarial position. One of the candidates is a college graduate who only has experience in retail. The hiring manager is unsure of offering this candidate the position because of his lack of experience in secretarial work, even though his personality and skill set developed in college would make him perfect for the position. In a diverse and inclusive environment, experience (or any other visible or non-visible difference) will not be a barrier when hiring the right person for a position. Regardless of unique situations, the best match for the position may be found and strategies will be put in place to make the situation successful.

Second, because the best match is found and the person is made to feel included regardless of their individual situation, retention rates will rise. When an employee is made to feel comfortable in their workplace, they will stay in their position. This not only reduces the costs of hiring a replacement, but also increases the productivity of the employee. The work will be done better and more passionately by someone with the best experience or best mindset than by someone who does not have the same experience or passion. Finding the right person for the job means opening up the pool of applicants and keeping that person means making sure they are included and can collaborate with everyone in the organization.

Social ResponsibilityThe best way to serve the diverse American population is to have a diverse Federal workforce. It is often far easier for people with shared experiences and backgrounds (i.e., people coming from similar communities) to communicate and understand each other’s needs and preferences. This means that community members are both positioned to communicate with that community and to serve that community. For example, a member of the deaf community understands the best way to communicate with other members of the deaf community, whether through Internet channels or through Federal programs. A member of the deaf community also understands the general needs and experiences of the community. This means that the member can enact change that benefits the community in a socially responsible way.


DIVERSITY AND INCLUSION HABITS: FOCSEOPM’s Office of Diversity and Inclusion identified that inclusion is positively correlated with employee satisfaction. In order to explore this fact, the Office of Diversity and Inclusion used data from the OPM FedView Employee View Survey (EVS) to conduct a factor analysis.

The factor analysis was used to determine which question items from EVS were tied to aspects of inclusion in the workplace. This process consisted of preliminary factor analysis carried out separately by the ODI at OPM and ODI at Veterans Affairs, after which results were compared for Government-wide and agency-specific data. Ultimately, the factor analysis identified five habits that encourage diversity and inclusion in the workplace. These five habits are:

Fair

Open

Cooperative

Supportive

Empowering

Each of these habits correlates with specific questions on the EVS, which can be identified as behaviors that encourage diversity and inclusion. By identifying behaviors that already exist and need to change, we can use the new FOCSE behaviors to encourage diversity and inclusion in the workplace.

Let’s start by looking at the FOCSE behaviors that can help you encourage diversity and inclusion in your workplace.

Fair Arbitrary action, personal favoritism, and coercion for partisan political purposes are not

tolerated. Prohibited personnel practices are not tolerated. Appropriate steps are taken to deal with a poor performer who cannot or will not

improve. Differences in performance are recognized in a meaningful way. Awards depend on how well employees perform their jobs.


Open Managers promote communication among different work units. Managers support collaboration across work units to accomplish work objectives.

Cooperative Creativity and innovation are rewarded. Policies and programs promote diversity in the workplace. Supervisors and team leaders are committed to a workforce representative of all

segments of society. Managers/supervisors/team leaders work well with employees of different

backgrounds.

Supportive Supervisors support the need to balance work and other life issues. Supervisors and team leaders provide employees with constructive suggestions to

improve their job performance. Supervisors and team leaders listen to what employees have to say. Supervisors and team leaders treat employees with respect. Supervisors and team leaders talk with employees about their performance every 6

months.

Empowering Employees have enough information to do their job well. Employees feel encouraged to come up with new and better ways of doing things. Employees’ talents are used well in the workplace. Employees have a feeling of personal empowerment with respect to work processes.

Unfortunately, we all occasionally fall victim to our unconscious habits. In the next section, we will review the different unconscious habits that affect our behavior negatively.


UNCONSCIOUS HABITSThe major challenge that faces diversity and inclusion in the workplace is unconscious habits. Unconscious habits are habits of which you might not always be aware. These habits can influence your decisions or the way that you treat people and their ideas. Without a close self-examination, these habits make sense. To the outside observer, however, the actions and decisions influenced by these habits are irrational. While unconscious habits are automatic, they can be changed through awareness and training.

These habits are informed by unconscious biases—a term that refers to attitudes that affect our behavior that we don’t notice. Unconscious biases influence our habits without our conscious awareness. Unconscious habits shape our thoughts and actions behind the scenes of our brain—and that's okay. That's just the way the human mind works. Think about how you might throw trash on the ground if there was already trash on the ground. This is an irresponsible act, but you do it because someone else already has done it. This action is due to an unconscious bias. Unconscious biases also affect the workplace. As a supervisor, there are five different unconscious biases that you should be particularly familiar with, as well as how these biases affect the workplace.

These five biases include the following:

Confirmation bias Status quo bias Like-me bias (also known as the in-group bias) Self-fulfilling bias Broken window bias

Each of these biases affects our habits, especially in terms of diversity and inclusion. For example, consider a manager who will not allow his employees to use flexible work schedules. He says, “We have always worked from 8 in the morning until 4 in the afternoon; there’s no need to change that now.” This decision arose from the manager’s unconscious habit of working from 8 in the morning until 4 in the afternoon, which was informed by a status quo bias. As the manager sees it, nothing is broken, so nothing needs to be fixed. The manager’s inflexibility limits his employees’ options and perhaps makes the workplace less productive than it can be.


Confirmation BiasConfirmation bias is when you place more value on (overweight) what you want to believe and place less value on (underweight) what you don’t want to believe. The confirmation bias leads you to be subjective when making decisions and removes any impartiality that you may have. In this way you confirm what you want to believe—not what is the reality of the situation.

HABI

T The confirmation bias creates an unconscious habit of only seeing evidence that supports your decisions. An example of this habit in work is a manager who looks for concrete evidence that the correct decision was made.

EXAM

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Mike, a manager, has an important task dealing with data analysis. He has two analysts on his team that are qualified to complete the task. The senior analyst has more experience, but is already overloaded with other work. The junior analyst has shown promise in the past, but is new to the job and has a visual impairment.

Mike ultimately assigns the task to his senior analyst, as he feels the experience and lack of a disability will get the job done faster and more effectively. The task gets buried in the other work the senior analyst has on his desk and doesn’t get as much attention as is needed. When the task is delivered to Mike, he praises the senior analyst on a job well done. Even though the junior analyst could have completed the task faster and with the same level of quality, Mike confirms his decision by focusing on the fact that the task was completed at all.

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There are two good ways to avoid this bias. One way is to consider whatever evidence you can find after a decision is made, even if it disconfirms the decision—at least you will make a better decision next time. The second way to avoid this bias is to beware of people feeding you confirming evidence.


Status Quo BiasThe status quo bias holds organizations and individuals from making new decisions because things are working the way they are set up now. However, just because something is working doesn’t mean it can’t work better.

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Sometimes managers, and even those they manage, have habits of following patterns that “work.” The status quo bias reinforces this habit by unconsciously pushing people to continue patterns that are proven to work, even if they don’t work well.

EXAM

PLE An example of this bias is a supervisor against telework. In some cases,

working in the office gets the job done. However, for some people, teleworking makes them more productive. A manager who is not comfortable with teleworking because it is not the “traditional” way to get work done is under the influence of the status quo bias.

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CE To avoid this bias, make sure to reevaluate your work and the patterns of work in your organization regularly. This will help you identify areas that need improvement. You should always be looking for new ways to make yourself and your organization better. Remember, just because things are working doesn’t mean they can’t work better.


Like-Me or In-Group BiasLike-me bias is one among a cluster of cognitive biases known as group biases. Essentially, like-me bias is exhibited whenever someone gives preferential treatment to members of a group to which he or she belongs. This is a bias toward a person who is like me as opposed to being different from me. One of the interesting aspects of this bias is that it has been demonstrated in randomly assigned groups as well as more organized ones. For example, like-me bias will be exhibited by members of groups who have been created through a coin toss even though they had no connection before. Like-me bias is also shown by members of the same sports team or people of the same religion.

If we believe that someone else is in a group to which we also belong, we will have positive views of them and give them preferential treatment. If an individual is seen as different from us, we may be leery of working together and make false presumptions about the individual.

HABI

T The like-me bias creates a habit of working with people we feel connected to or we already know. As explained in the description of this bias, the connection can be as arbitrary as the color of your eyes!

EXAM

PLE

Shoshanna works in the graphics department of a large organization. She usually has little or no contact with the designers who send her requests for graphics.

For a new assignment, she is asked to work closely with a Web designer, John, to create a new online tool. She is wary of working with the designer, as she believes that he will not understand the limitations of her tools and will request the impossible of her. During the work she makes sure to explain her process in excruciating detail to John through each step. John repeatedly tells her that this is unnecessary and that he understands her limitations and process, although Shoshanna doesn’t believe him. This makes the task take longer than expected and is disagreeable for both Shoshanna and John.

Shoshanna entered the collaborative assignment with preconceived notions about John because he did not belong to her group.

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Avoiding this bias means being inclusive of others. Go out of your way to get out of your comfort zone and get to know some new people. You should also challenge any notions you have about new people. Just because they aren’t like you doesn’t mean working with them will be a hassle!


Self-Fulfilling BiasThe self-fulfilling bias is closely related to the confirmation bias. While the confirmation bias occurs when you rely on only positive evidence, the self-fulfilling bias refers to the idea that when you believe something will happen, even if it is extremely unlikely, your belief will make it happen. This means that individuals will engage in activity that will confirm and enforce their beliefs. This bias is also known as the self-fulfilling prophecy.

HABI

T The self-fulfilling bias creates habits of enforcing beliefs and expectations. When you, or even someone else, believe something will happen, your actions encourage it to happen.

EXAM

PLE

A management consultant, Nate, starts off an engagement constantly agreeing with a senior manager in an attempt to build trust. Before long, the senior manager is expecting agreement every time. Nate soon becomes a confirmed yes-man. In this example, the senior manager expects the management consultant to always say yes. Because this is expected of Nate, he begins to say yes every time.

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To avoid this bias, decide whether certain attributes are desirable or not when people treat you as if you had these attributes. Question their behavior if you do not wish to be pushed in this direction.


Broken Window BiasOur environment plays a large role in our behavior toward others. However, other people do not usually attribute our behavior to our environment, but falsely attribute this behavior to our core characteristics. This tendency is known as the broken window bias.

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The broken window bias creates a habit of allowing the environment to affect our habits. It also allows others to create habits of falsely attributing our behavior to our own core characteristics, instead of the environment that surrounds us.

EXAM

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A manager, Linda, is rude to her older employee, Steve. Steve chalks this behavior up to her assuming he can’t do his job because of his age. Linda, however, thinks Steve is a very valuable employee. She is stressed because she just heard news that the budget is being cut and she will have to pick several employees to let go. This stress led Linda to be rude to Steve. It didn’t have anything to do with his age.

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Remember that everyone is situated in their environment, and behavior is influenced by this environment. Make sure your own environment is conducive for interactions.


TEAMS AND BOUNDARIESUnconscious biases not only affect decisions that we make, but the social network in which we interact. These biases may create “teams” (groups or cliques) of people.

What Do We Mean by Teams?To deal with the challenge of teams, we turn to a book from the Center for Creative Leadership titled Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations1. This book discusses how our organizations are split apart by group boundaries, creating teams. These teams are defined by:

Horizontal boundaries Vertical boundaries Demographic boundaries Geographic boundaries Stakeholder boundaries

Let’s take a look at what exactly each of these boundaries are and how they are connected to the unconscious biases defined in the previous section of this Toolkit.

Horizontal BoundaryThe horizontal boundary exists between groups of similarly placed employees, such as employees at the same grade level or employees in the same department.

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The horizontal boundary owes its creation to habits formed by several unconscious biases. The like-me bias in particular creates this boundary. When other employees on your own level don’t share similarities with you (e.g., they belong to different departments or take lunch at a different time), they will not belong to your group and you will treat them differently.

Again, the confirmation and self-fulfilling biases come into play by falsely confirming assumptions about others, as does the status quo bias by making you less likely to go out of your way to be friendly with those not within your own group.

EXAM

PLE

Jane and Jean work in cubicles right next to each other and share the same position. Jane primarily works on projects under one manager while Jean works on projects for another manager. Jane and Jean do not talk about their work to each other, as they feel that there would be no similarities between their projects. Unbeknownst to them (and their managers), both of their projects deal with the same topic. If they had collaborated, both projects would have had a more nuanced depth.

Vertical Boundary

1 Ernst, C. and D. Chrobot-Mason. (2010). Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations. McGraw-Hill.


The vertical boundary refers to the boundaries that are created between different levels (e.g., supervisors and managers vs. the everyday employee) in an agency.

HABI

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SES This boundary could be created by habits formed by a variety of unconscious

biases. The confirmation bias encourages you to seek confirmation of your assumptions, such as the assumptions you might have about supervisors. The like-me bias leads you to only trust other people who have the same level of authority as yourself. And the self-fulfilling bias works with the confirmation bias to make your actions confirm your assumptions about those who do not share your level of authority in the agency.

EXAM

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A young man, Tim, has recently transferred into a new department. While a good worker with good recommendations, he performs poorly because his supervisor, Martha, does not expect new, low-level employees to be good performers. Because of this, Martha “suffocates” Tim with overmanagement. As a result of Martha’s vertical boundary, Tim is too on edge to perform his job well.

Demographic BoundaryDemographic boundaries are between groups based on race, sexual orientation, gender, age, and even experience and background.

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All of the unconscious biases form habits that help create demographic boundaries. The like-me bias forms relationships between people who are in the same teams and groups, but not with people outside of those teams and groups. As with vertical and horizontal boundaries, the confirmation and self-fulfilling biases play to assumptions about a group of people, whether those assumptions are positive or negative. The status quo bias encourages inaction and the preservation of groups. Finally, the broken window bias means that if the boundaries between demographic groups already exist, no one will try to change or correct these boundaries.

EXAM

PLE

Graham, a manager, tends not to give important projects to his female employees. When called out on this sexist behavior, he responds, “I know it seems sexist, but the only employees who have an impressive track record with important projects are men. So they get the important projects.” Graham is right—men do have a good track record with important projects in his department. But the only reason women do not have a good record is because they are never assigned to important projects. Graham needs to recognize his unconscious biases and break down the boundaries between him and women. It affects everyone.


Geographic BoundaryThe geographic boundary exists between people who are physically in different locations.

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The like-me, confirmation, self-fulfilling, status quo, and broken window unconscious biases all form habits that come into play for this boundary. People form groups based on their physical location, making room for the like-me bias to affect how they interact with different geographic groups. Likewise, people in different places have assumptions about the people in other places. This allows the confirmation and self-fulfilling biases to influence how people think about others. Finally, when all of these biases are in place, the status quo and broken window biases enforce the idea that “nothing is wrong,” when, in actuality, people need to analyze their assumptions about those in a different geographic location.

EXAM

PLE

Gary sighs as he prepares for a visit to his small field office in Pennsylvania from a DC headquarters representative and thinks:

All the DC folk are rushed and unpleasant, too busy to care about the needs of a small office out in the middle of nowhere. But we’re just as important to the agency’s goals as the offices in DC.

At the end of the visit, Gary is surprised to find out that the headquarters representative is an attentive listener, taking her time to find out all about a small field office’s needs.

Stakeholder BoundarySome agencies have stakeholders who are outside of the agency. This boundary exists between those within the agency and those outside of the agency (i.e., the stakeholders).

HABI

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SES The stakeholder boundary owes habits formed by the like-me, confirmation,

self-fulfilling, and status quo biases for its maintenance. The stakeholders are an outside group, isolating them from the agency and creating like-me biases within the agency. The confirmation and self-fulfilling biases reinforce any assumptions those within the agency have against those outside the agency, while the status quo bias encourages employees not to analyze the perceptions they have of their stakeholders.

EXAM

PLE Congress is a stakeholder of OPM. The boundary between OPM and Congress

means that OPM employees may view Congress falsely.


CHANGING HABITS AND BRIDGING BOUNDARIESThe first step to creating new habits and bridging our boundaries is to recognize our unconscious habits. Use the previous information from Teams and Boundaries to start identifying which habits might be influencing your behavior.

Changing Habits2

Creating new habits is simple, once you understand how habits work. To help us understand habits, we will look at the three steps of habits:

1. Cue2. Routine3. Reward

The cue triggers a specific kind of behavior, or routine. After performing the routine, we are psychologically rewarded for the behavior. This reward in turn enforces the cue, and we continue the behavior.

To illustrate the three steps of a habit, let’s return to the example of Nate, the management consultant who turned himself into a confirmed yes-man through an unconscious habit. Nate’s unconscious habit of always saying yes was created through his own self-fulfilling bias. Let’s take a look at Nate’s habit in detail.

In this case, Nate first needs to recognize his unconscious habit of always saying yes. Once that is accomplished, he can begin to identify the three steps of his habit using the framework of cue, routine, reward.

1. Cue: Nate is asked a question by his senior manager.2. Routine: Nate says yes, regardless of the question.3. Reward: Nate feels that he is meeting the expectations of the senior manager.

After identifying the three steps of a habit, it’s time to learn how to change the behavior. When changing your habit, it’s important to understand what triggers the behavior and what rewards the behavior. Then you can learn new behaviors that can be triggered by the same cues and reap the same rewards.

To change his habit, Nate has to learn new routines that he can perform when he identifies his cue. These new routines will need to lead to a similar reward—that is to say, reinforce that he is meeting the expectations of the senior manager.

2 Adapted from The Power of Habits by Chris Duhigg (2012), Random House


Cue

Routine

1. Cue: Nate is asked a question by his senior manager.2. Routine: Nate gives an honest answer and backs his answer up with proof.3. Reward: Nate feels that he is meeting the expectations of the senior manager by

providing helpful feedback.

In this example, Nate simply changes his routine from always saying yes, to a more helpful response. By forcing himself to provide proof, he can ensure that he will give his senior manager thoughtful feedback.

Bridging BoundariesJust like creating new habits, overcoming boundaries is no easy task. There are three steps to dealing with the boundaries between teams: understanding boundaries, crafting community, and innovating collaboration. Each step has two distinct behavior changes that are required to deal with the boundaries in our organizations.

Understanding Boundaries The first step of dealing with boundaries is to understand the boundaries that exist between teams. Understanding boundaries will foster respect between teams, first by defining the roles of different teams and then by exchanging ideas between teams. These practices will help to encourage healthy communication between teams and increase productive team interactions.

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Defining boundaries means defining the team’s role, both within the organization as a whole and within the team. Here are some questions to consider when defining a team:

What does this team do in the agency? What is their identity as a team? How do these characteristics strengthen the

team as a team? How do the team members interact with each

other? How does the team interact with other teams? How does the team communicate their role to

other teams?


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ESExchanging ideas helps different teams understand one another and the boundaries that separate them. Employees should be encouraged to learn how different teams within the agency operate. This will help different teams communicate and interact with respect. Here are some ways to exchange ideas with teams throughout the organization.

Invite people from other teams (or departments) into team meetings.

Invite people from other teams to shadow you—teach them and show them exactly what you and your team do for the agency.

Don’t be afraid to ask others questions about what they are doing, why they are doing it, and how you can be involved!

Crafting CommunityWhile understanding boundaries between teams helps to foster respect, crafting community allows boundaries to come down and teams to work together more directly. To do this, the teams must dismantle their barriers and connect to one another. Then teams must create new boundaries that foster a sense of community throughout the entire agency. This will allow the teams to work together, making the best use of their strengths.

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Dismantle boundaries by providing informal gatherings where employees can interact. Have an organization wide picnic where employees of all levels and teams can mingle and get to know one another outside of the workplace. Try inviting members of different teams to sit in on your meetings so they can contribute their own unique experience. Finally, don’t be afraid to take advantage of the Internet. Blogs and other online social media can provide valuable spaces for employees to communicate and share in an informal setting.

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The next step is to form new boundaries that allow members of different teams to work together. This will allow the teams to reframe and redefine themselves to create a sense of community that is consistent throughout the entire agency. The new, inclusive teams can come together to solve problems and issues in a safe, healthy, and respectful space and community. One way to achieve this is to collaborate on your organization’s core values.

Innovating CollaborationCreating a boundary that is inclusive of all teams is helpful, but creating a new kind of boundary, one that allows teams to maintain their roles yet still work together, is also helpful. Combining boundaries and even revolutionizing boundaries may prove to be the most effective way for teams to work together in a larger community.


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One of the ways to create innovation is to combine teams. This will increase interdependence between teams and also allow their different roles to interact and inform one another. Teams will rely on each other to accomplish goals and also become more effective and timely in meeting these goals.

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Reforming your boundaries takes combining boundaries one step further. Where combining teams allows two separate teams to work together, transforming boundaries uses the strengths of each team to create one new team that collaborates with a strong sense of community.


METRICS: MEASURING DIVERSITY AND INCLUSIONMeasuring the impact of diversity is important to help gauge the impact that the successful management of diversity makes in the organization. Measuring impact means you can track the progress that managing diversity makes in improving business performance. The impact of diversity can be measured in several ways. The checklist below indicates the kinds of issues that need to be measured and monitored regularly to show impact:

The attitudes and behaviors of employees about equal opportunities and diversity attitudes

The representation of diverse groups at different levels of organization Monitoring information for different categories of employees in connection with

recruitment, performance appraisal, promotion, and compensation Measures of employee loyalty, engagement, motivation, and commitment Individual performance ratings and levels of job satisfaction Costs of labor turnover, absenteeism, recruitment, and litigation costs such as

discrimination lawsuits Success of communication and interaction with and between employees from diverse

backgrounds Organizational performance, creativity, and problem-solving and decision-making

abilities Business statistics regarding market penetration, diversification of customer base, and

levels of customer satisfaction

How to Measure Impact of Diversity and InclusionThere are six general recommendations for measuring the impact of managing diversity.

1. Use the Business Model Canvas to draw up a clear organizational definition of diversity; communicate this to employees and take action to help them understand it, how it affects them, and how it should be taken into account in how they do their jobs.

2. Conduct a detailed needs analysis specific to your organization with a view to examining the needs of the employees, customers, and any other stakeholder groups the organization depends on for economic success.

3. Regularly audit, review, and evaluate progress and keep qualitative and quantitative data on the areas in the checklist above.

4. Conduct employee view surveys to identify the impact of diversity initiatives.5. Conduct a cost–benefit analysis of the diversity management initiatives and programs

(i.e., specify the costs involved in the implementation of diversity management programs and the expected returns and any costs that might be incurred in not taking any action).

6. Consider adopting the diversity scorecard to monitor your organization’s performance with regard to diversity.


Changing the Business ModelThe Business Model Canvas is a helpful tool for an organization looking for new or innovative ideas. In the diversity and inclusion context, the Business Model Canvas can be used to redefine a business model, keeping the values of diversity and inclusion highlighted.

Appendix E includes a blank Business Model Canvas as well as a guide that will help you fill out the Canvas. You may also refer to the Business Model Innovation3 video for more information.

Use the Canvas to map out how your organization operates and how best to keep diversity and inclusion at the top of your priorities. The Business Model Canvas is composed of nine parts: Customer Segments, Value Propositions, Channels, Customer Relationships, Revenue Streams, Key Resources, Key Activities, Key Partnerships, and Cost Structure. The Business Model Canvas allows you to map out each of these nine parts in a predetermined chart. By mapping out each part, you can look at how your organization operates and brainstorm new ideas to make the organization more fully meet your goals for diversity and inclusion.

Once the Business Model Canvas is filled out, use this information to can begin making changes to encourage diversity and inclusion.

3 Romero, Rocky. (2011). Business Model Innovation. Available http://www.youtube.com/watch?v=VfqEhQRMG1s.


http://www.youtube.com/watch?v=VfqEhQRMG1s

Training Tools in This Toolkit

Diversity and inclusion is important for any organization. But how does an organization encourage diversity and inclusion? Organizations are made up of people. Before an organization can change, the people that make it up must change. Therefore, the first step is to educate all employees and to give them the tools they need to create a diverse and inclusive environment. By becoming educated about diversity and inclusion, your employees will see positive development in teamwork, resilience, decision-making, productivity and performance, and innovation.

TRAINING TOOLSThe Diversity and Inclusion Toolkit suggests a series of events to train employees on diversity and inclusion. The events include manager briefings, formal employee training workshops, informal brown bag sessions (lunch meetings), and self-exploratory online tools.

Three types of tools are provided for the events: Publicity Tools, Content Tools, and Follow-Up Tools.

The Publicity Tools are used to publicize the training events you will offer to the participants. These tools include emails, posters, and table tents. These tools will generate interest and awareness of the diversity and inclusion topic. These tools may act as teasers for the topics or may publicize the scheduled events that you will plan. These tools are designed to be interesting and eye catching.

The Content Tools are the teaching tools used to present the topics covered in the introduction. These tools include the Event Slide Presentation, the Event Exercises, the interactive virtual tools, and the Event Handouts. These tools are designed to provide participants with an in-depth look at diversity and inclusion issues and behaviors.

Finally, this Toolkit offers Follow-Up Tools. These tools are used to continue diversity and inclusion training beyond the scheduled events. These tools include instructional emails, Web-based training, and table tents to encourage informal discussions.

These tools all aim to educate the employees of your organization about the general facts about diversity and inclusion, the benefits that come from a diverse and inclusive workplace, the challenges that stand in the way of a diverse and inclusive workplace, and finally, the best way to overcome these challenges.


Events

To meet the needs of your organization and audience, there are several different kinds of events that you can use to present the information included in this guide. Each of the different events makes use of the Event Slide Presentation. The Manager Briefing and the Formal Training make use of the Presentation in its entirety, whereas the Brown Bag Series presents small pieces of the Presentation during each event. The Event Slide Presentation outlines make use of some of the Content Tools, but make sure to include any of the tools you think are appropriate for your event.

Several suggested events are included in Appendix A of this Toolkit. This appendix includes one-page schedules for each of the following event types. You may print out these pages to help you plan for your event.

FORMAL TRAININGThe Formal Training Event is targeted at all employees. This training aims to educate employees about the importance of diversity and inclusion, including the benefits, how unconscious biases affect employees, how to deal with unconscious biases, how to recognize and work in a team-based workplace, and a brief overview of the business model of diversity and inclusion. The material and practices that employees will learn in this event will help them create a diverse and inclusive environment.

This event lasts for 2 hours and presents all of the topics covered in this training. The event includes exercises, interactive tools, and the Event Slide Presentation in its entirety. Along with these interactive pieces, the participants will have take-away handouts that are designed to reinforce the diversity and inclusion message. While this training presents all of the material, it is too short to be a comprehensive training. Consider augmenting the Formal Training with some Brown Bag events covering material that you think is applicable to your organization.

MANAGER BRIEFINGThe Manager Briefing Event is an event targeted at managers and supervisors. As employees who hold sway over others, managers and supervisors must understand why diversity and inclusion training is important for the employees who work under their supervision. Managers and supervisors also need to understand what they can do to make the workplace more diverse and inclusive for their employees. Many of the practices that managers and supervisors will learn in this training will be invaluable to meeting diversity and inclusion goals.

The Manager Briefing is a condensed version of the Formal Training, presenting all topics in one event. This event, however, is stripped of the exercises and includes only a quick example of some of the interactive tools found in this training. This event will focus on the metrics of diversity and inclusion, as well as the broader practices presented in this training, such as the business model plan of diversity and inclusion and the team-oriented practices.


BROWN BAG SERIESThe Brown Bag Series includes five different events. Each of these events is around 45 minutes long and is perfect for an hour-long lunch break. Each event presents one section of the Event Slide Presentation. Since the Brown Bag events are only portions of the whole training, each topic may be covered in more depth with active discussions and interactions.

Diversity and Inclusion Introduction The Diversity and Inclusion Introduction Brown Bag aims to give participants a background about what we mean by diversity and inclusion and explain ODI’s framework for making the workplace more diverse and inclusive. This section also provides the benefits of diversity and inclusion. This Brown Bag makes use of the Holiday Plans: The Benefits of Diversity animation and a handout.

Diversity and Inclusion Habits: FOCSEThis topic covers the Diversity and Inclusion Habits of FOCSE (Fair, Open, Cooperative, Supportive, and Empowering). All employees should feel that their managers have habits that enforce FOCSE. Managers should recognize what habits they need to change to enforce FOCSE.

Unconscious BiasesThis Brown Bag covers the Unconscious Biases topic of the presentation. Unconscious biases are introduced and five unconscious biases are covered in detail. These unconscious biases include the confirmation bias; the status quo bias; the like-me or in-group bias; the self-fulfilling bias; and the broken window bias. This section uses the What Would You Do? interactive animation and the Unconscious Biases handouts.

Teams and BoundariesThe Teams and Boundaries Brown Bag covers the boundaries that separate workplace teams. These boundaries include the horizontal, vertical, demographic, geographic, and stakeholder boundaries. This topic uses one of the activities in this Toolkit and a handout.

Changing Habits and Bridging BoundariesBridging Boundaries covers practices the participants can follow to encourage diversity and inclusion throughout the workplace. These practices also help employees overcome and make use of the boundaries that exist between teams. This topic includes the Team Building activity and several handouts.

Changing the Business ModelThe Changing the Business Model Brown Bag introduces the idea that diversity and inclusion should be highlighted in all aspects of the workplace. The first half of the presentation introduces the Business Model Canvas and has the participants fill out the Business Model Canvas. The second half of the presentation focuses on measuring the effects of diversity and inclusion management. This Brown Bag is geared toward managers and supervisors and uses the Business Model Canvas and the Business Model Canvas Questions handouts.


Publicity Tools

Publicizing your event is very important: If no one knows about the event, then no one will go! It is also important to include what the event will teach the participants, and why it is important for them to attend. Stressing what the attendees will learn explains why participants should attend the event.

There are several tools in the Toolkit that are specifically designed to advertise your events. These tools will explain why the event is important as well as give the specific details the participants will need to attend the event.

There are two standardized blurbs included at the end of this section: the description blurb and the motivational blurb.

The description blurb provides brief information about what the event is. The motivational blurb provides reasons for the participants to attend the events.

You may mix and match these blurbs in the tools, but make sure that the event description blurbs match the event that you are conducting. You may also create your own blurbs for these tools.

Remember, while these options are included for your use, you are encouraged to customize and repurpose these tools to fit your organization and your training event. Included at the end of the Publicity Tools section are some suggestions for alternative uses for these tools.


EMAILAs part of this toolkit, we have included several email templates. These templates are designed to provide the details of your event to your employees using the branding of this training.

To use the email templates, follow these instructions:

1. Download the email templates from the Diversity and Inclusion Training Web site.

2. There are several email templates (the winter template, the Halloween template, and the general template). Choose the appropriate template for your event.

3. Open the email template in your email program (such as Microsoft Outlook).

4. Fill in the following information: Event title Date and time Description Location Additional notes (such as a motivational blurb) Your name, email address, and phone number

5. Send the completed email invitation to your employees.

POSTERSPosters may also be used to publicize your event. The posters included in this Toolkit are colorful and eye catching, drawing your employees into the Diversity and Inclusion event. You may hang these posters wherever you have permission to post items in your organization. Use these posters to draw a wide audience to your event. To create your poster, follow these instructions.

1. Download the poster template from the Diversity and Inclusion Training Web site.

2. Fill in the following information: The event title The date, time, and location An event description RSVP information (such as your name, email address,

and phone number)3. Print out copies of the completed poster.4. Hang up posters in common areas where you have permission

to post items.


TABLE TENTThe table tent is a small, three-sided display designed to sit in common areas (such as the cafeteria or break room). Table tents can be used for many purposes, including publicity. These colorful displays will attract the attention of those who see it. Make sure to include all of the event’s information on the table tent.

Creating the table tent is easy; here’s how:

1. Download the table tent template from the Diversity and Inclusion Web site.2. Fill in the following information on one panel:

The event title The date, time, and location An event description RSVP information (such as your

name, email address, and phone number)

3. This message will be repeated on the opposite panel.4. Print the page.5. Cut the table tents from the page.6. Fold the table tents at each color break.7. The end tab is folded inside to complete the table tent and may be connected by using

tape or glue.8. Place in common area, such as cafeteria or break room.


CUSTOMIZATIONThe Publicity Tools (as well as the other tools in this Toolkit) are designed to be easily customizable. This Toolkit includes several standardized blurbs for you to include in your publicity tools, but you are encouraged to write your own that reflect the event that you are planning and your organization.

Event Description BlurbsThese event description blurbs are brief explanations of each event. These blurbs are used to give your employees a quick idea of the event they may attend. You may use these short descriptions in your publicity tools or create your own.

Manager BriefingThis 1-hour briefing will increase your understanding of diversity and inclusion issues. After attending this briefing, you will be ready to create a better workplace for your employees.

Introduction Brown BagWondering why diversity and inclusion are important issues? Come get the facts at the Diversity and Inclusion Introduction Brown Bag! This is a 45-minute training session that will keep you engrossed during lunch.

Diversity and Inclusion Habits: FOCSEFocus on FOCSE! Learn how to increase fairness, openness, cooperation, support, and empowerment in your workplace.

Unconscious Biases Brown BagWhat is an unconscious bias? Do unconscious biases affect me? Come learn the answers to these questions and more at the Diversity and Inclusion Unconscious Biases Brown Bag event. The interactive activities will be sure to spice up your lunch!

Teams and Boundaries Brown BagDo you ever feel isolated from other people in your organization? Maybe it’s time to learn about some of the reasons you might feel this way. Attend the Diversity and Inclusion Teams and Boundaries Brown Bag to learn more.

Changing Habits and Bridging Boundaries Brown BagIt’s time to learn what you can do to bridge the boundaries we learned about in the last Brown Bag session! The Diversity and Inclusion Bridging Boundaries Brown Bag will cover ways to overcome the boundaries that separate us.

Changing the Business Model Brown BagNow it’s time to learn how the business model of the organization can match the diversity and inclusion goals. Come to this Brown Bag to learn the ins and outs of having a diverse business model!


Motivational BlurbsChoose a motivational blurb to add to the end of your publicity tool. This blurb will give your employees a concrete reason to attend your training event.

Diversity and inclusion doesn’t just benefit our organization, it benefits you and everyone around you!

Increasing diversity and inclusion increases productivity and efficiency. Come to the training to learn more!

Diversity and inclusion is the key to highlighting your creativity, innovation, and imagination.

Recognizing unconscious biases will not only improve your performance, but the performance of those you work with as well.

Diversity and inclusion isn’t just about working with differences, but recognizing and embracing the similarities of all of the people you interact with.

Diversity and inclusion increases flexibility in the workplace, which allows for more opportunities to let your job work with your schedule or allow you to become more involved with projects.

An effective team is more efficient and productive. Diversity and inclusion makes a team more effective by increasing communication and highlighting team members’ strengths.

Alternative UsesEach of these tools has alternative uses. Use these tools in the way that you see fit and make sure to further the message of diversity and inclusion. Here are some ways these tools can be repurposed to publicize both your events and the diversity and inclusion message:

Use the email template to send out informative messages about diversity. Are there any practices you have learned about that you want to teach your employees?

Leave encouraging messages to your employees on table tents. Place personalized table tents on employees’ desks or leave them in public places.

Send out a list of your organization’s values in an email. Or put each value on a table tent. Display one table tent each week. List your organization’s values on a poster and post it in a public place.


Content Tools

The Content Tools are provided as teaching tools. Use these tools in your events to teach the participants about diversity and inclusion. Each tool has a specific purpose; for example:

The Event Slide Presentation presents all of the information presented in the Introduction of this Toolkit. The Event Slide Presentation also includes a detailed outline and speaker notes for the presenter located in Appendix C.

The Event Handouts reinforce the information provided in the Event Slide Presentation and offer some opportunities for interaction between the presenter and the audience.

The Event Exercises get the participants moving and thinking about diversity and inclusion issues.

The Online Content provides interactive activities to use and discuss during an event or an opportunity to continue the learning experience after the scheduled event.

Again, each of these tools is easily adaptable or customizable. Each tool description includes instructions on how to use the tool and how to customize the tool for your particular use and organization.


EVENT SLIDE PRESENTATIONThe Event Slide Presentation is the backbone of the training. This presentation includes all of the information included in the Introduction of this Toolkit and incorporates the other content tools throughout the presentation. There are five topics in this presentation:

1. Benefits of Diversity and Inclusion in the Workplace2. Unconscious Biases3. Teams and Boundaries4. Changing Habits and Bridging Boundaries5. Metrics: Diversity and Inclusion Business Model

Depending on the event type and audience, you may decide to break up the full presentation, remove parts of the presentation, or use the Brown Bag Session versions of the topics. The following tables provide a brief overview of each topic included in the Event Slide Presentation. Refer to Appendix C for copies of the slides along with speaker notes.

Benefits of Diversity and Inclusion in the WorkplaceThis nine-slide topic presents the background of diversity and inclusion, including EO 13583, the difference between visible and non-visible differences, the ODI goals, and the challenges that face diversity and inclusion.

ACTI

VITI

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The Holiday Plans: The Benefits of Diversity animation is included in this topic of the presentation. This animation includes a discussion question slide. This tool is described more fully in the following section of the Toolkit.

PREP

ARAT

ION

The Diversity and Inclusion Introduction includes a 3-minute animation and a short discussion. Skip the discussion if you are short on time. Use the instructions for deleting slides in Appendix B.

Link the Holiday Plans image to the Holiday Plans animation at http://powertrain.com/review/Diversity/Benefits_of_Diversity/index.html using the instructions in Appendix B.


http://powertrain.com/review/Diversity/Benefits_of_Diversity/index.html

Diversity and Inclusion Habits: FOCSEThis seven-slide topic presents an overview of the five habits that encourage diversity and inclusion in the workplace: Fair, Open, Cooperative, Supportive, and Empowering.

ACTI

VITI

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This section includes a survey to explore how FOCSE is currently being used in your workplace (or how to use if there is no FOCSE in the workplace). This survey also includes a scoring handout that helps you change habits to increase FOCSE.

PREP

ARAT

ION Prepare the handouts.

Unconscious BiasesThe eleven-slide Unconscious Biases topic of the slide presentation provides an overview of the five unconscious biases on which this training focuses.

ACTI

VITI

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This topic of the Event Slide Presentation includes two interactive “What Would You Do?” animations. What Would You Do? is an interactive animation that explores interactions between two characters. This tool is described more fully in the following section of the Toolkit. The slides for these tools include suggestions regarding which interaction to show the class. You can also choose different interactions using the chart that starts on page 48.

PREP

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ION

If you are running low on time, remove one of the animations using the instructions in Appendix B.

If you are running low on time you can also remove the discussion slides as the What Would You Do? animation should spark discussion on its own. Use the instructions in Appendix B to delete these slides.

Link the image on the What Would You Do? slides to http://powertrain.com/review/Diversity/Toolkit/What_Would_You_Do/index.htm using the instructions in Appendix B. Once you reach this activity, you will need to see Nina and Naoto interact with one another. You can then select the interaction between the other characters. You can preview this animation first so you can set up this activity for the training to start where you can select all of the characters.

Teams and BoundariesThe nine-slide Teams and Boundaries topic presents the five different boundary types between


http://powertrain.com/review/Diversity/Toolkit/What_Would_You_Do/index.htm

teams and includes two activities.

ACTI

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This topic of the Event Slide Presentation includes two activities. You may use both, but it is suggested that you include only one. These activities are described more fully in the following section of the Toolkit.

PREP

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ION Use the instructions in Appendix B to delete one of the activity slides.

Changing Habits and Bridging BoundariesThe Bridging Boundaries topic of the Event Slide Presentation provides strategies for teams to overcome the boundaries that separate them.

ACTI

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The Team Building tool is included in this topic of the presentation. This tool allows the participants to analyze why different projects were unsuccessful. This tool is described more fully in the following section of the Toolkit.

PREP

ARAT

ION Link the image to the interactive Team Building tool at

http://powertrain.com/review/Diversity/Toolkit/Team_Building/index.htm using the instructions in Appendix B.


http://powertrain.com/review/Diversity/Toolkit/Team_Building/index.htm

Changing the Business ModelThis section of the Event Slide Presentation is aimed toward managers and supervisors. This section will explain how to incorporate diversity and inclusion into the organization’s business model and how to measure the impact of successful diversity and inclusion management.

ACTI

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The participants will be asked to fill out the Business Model Canvas.

PREP

ARAT

ION Make sure to have copies of the Business Model Canvas and the Business

Model Canvas Questions available for the participants to use.


EVENT HANDOUTS Handouts are a helpful resource for the participants. These handouts are designed to act as memory joggers and to provide information that is not covered by the Event Slide Presentation. Some of these handouts are summaries of the content to be covered in the Event Slide Presentation while other handouts are additional resources for the presenter to use. For example, there is an Unconscious Bias Evaluation which allows the participants to discover which biases may be affecting their work habits.

The handout descriptions are ordered by the Event Slide Presentation topics. Hand them out when you present each topic. Specific times to distribute the handouts are given in the Event Tables. These handouts and the handout template are included at the end of this Toolkit Guide in Appendix D. Use the included template to make your own handout.

Diversity and Inclusion IntroductionThis handout gives the participants a short introduction to the diversity and inclusion topic.

The information provided in this handout comes from the introduction of this Toolkit and explains:

Executive Order 13583 Visible and non-visible differences Challenges in diversity and inclusion

Diversity and Inclusion Habits: FOCSEThe New IQ Perception ScanUse the New IQ Perception Scan to have managers discover what habits they have and whether they follow the inclusive FOCSE habits.

Inclusion Quotient ScoreAfter the managers fill out the New IQ Perception Scan survey, have them tally their scores on the Inclusion Quotient Score page. This will help them identify behaviors that are not inclusive and get them started on creating new habits.

Unconscious BiasesUnconscious BiasesThis handout provides a quick description of each bias covered in this training. These biases are the confirmation bias, the status quo bias, the like-me bias, the self-fulfilling bias, and the broken window bias.


Unconscious Bias SurveyUse the Unconscious Bias Survey Handout to bring home the point that everyone has unconscious biases. Ask the participants to rate how much they relate to the behaviors listed on the survey.

Unconscious Bias Survey: ScoringAfter the participants have filled out the Unconscious Bias Survey, pass out this handout so they can score their responses and learn some ways to overcome their unconscious biases. This handout has three parts: instructions, a scoring tool, and tips for avoiding these biases.

Teams and BoundariesBoundariesThis handout provides definitions for each of the five boundaries: horizontal, vertical, demographic, geographic, and stakeholder.

Changing Habits and Bridging BoundariesUnderstanding BoundariesThis handout explains how to understand the boundaries between teams. There are two kinds of practices to do this: defining and exchanging. This handout also includes some suggestions for several specific practices to incorporate into the workplace.

Crafting CommunitiesThis handout explains how to craft a community. There are two kinds of practices to do this: dismantling and creating. This handout also includes some suggestions for several specific practices to incorporate into the workplace.

Innovating CollaborationThis handout explains how to innovate collaboration. There are two kinds of practices to do this: combining and revolutionizing.

Changing the Business ModelBusiness Model CanvasThe blank Business Model Canvas is a tool used to redefine the business model in terms of diversity and inclusion. This handout is included in Appendix E.

Business Model Canvas QuestionsThis Business Model Canvas has questions to help participants fill out the blank Business Model Canvas. This handout is included in Appendix E.

Measuring Diversity and InclusionThis handout lists the characteristics of an organization that should be tracked in order to measure diversity and inclusion.


EVENT EXERCISESThe following exercises are designed to help the participants discover different aspects of diversity and inclusion. Some of these exercises focus on pointing out differences and explain that these differences are really the strength of the organization. Other exercises encourage participants to think “outside of the box” and encourage creative thinking about problems. These exercises may be used as icebreakers during Brown Bag sessions or as a way to break up and engage the participants in the Formal Training session.

Some of these exercises rely on a diverse population within your training session. If your group is not very diverse, encourage a discussion about how the organization can become more diverse instead of using those exercises.

Do You See It?The participants are given a Herman Grid and the optical illusion is explained. You will need to either print out the Herman Grid or display it on a computer monitor or a projector.

Materials:

A printout of the Herman Grid OR A computer monitor or projector

Instructions:

1. Ask the participants what they see. Ask them if they see the gray circles.2. Explain that this is an optical illusion and that the only colors on the screen are black and

white.3. Ask these questions:

Have you ever had a misinformed first impression of someone, just like you had to this illusion?

Have you ever been on the receiving end of a bad first impression? How did it make you feel?


Who Am I? Who Are You?This exercise involves the participants using their creativity to make a representation of themselves on a table tent. The participants attempt to guess which table tent was created by whom. The exercise ends with a led discussion. Try having the participants make their table tents before the event. Also consider using your organization’s old publications instead of magazines.

Materials: A blank piece of paper A variety of magazines Glue Coloring utensils (markers, colored pencils, pens, etc.) Scissors

Instructions:1. Explain to the participants that they will be guessing whose table tent is whose—so do

not help each other and try not to let others see your table tent.2. Have the participants fold the piece of paper in half (to make a table tent).3. On one side, have the participants write their name.4. On the other side, have the participants write some things about themselves that others

may not know about them (maybe family information or their interests or hobbies) and make a collage that reflects these things.

5. After the participants have finished decorating their table tents, have them place them all on one table so that the collage is facing the participants and the name on the back of the table tent is hidden from the participants.

6. Have the participants guess which table tent belongs to whom.7. Ask these questions:

What made you include these things on your table tent? What was important/unimportant to you?

What surprised you the most about other people’s table tents? Why? What made people associate certain table tents with their owners?


Thinking Outside the BoxThe participants are given a logic problem and asked to solve it. Instead of writing on the paper or manipulating it, the answer is to turn it upside down. The participants are then led in a discussion about expectations and thinking outside the box.

1. Display the puzzle and ask the participants to copy it down on their piece of paper.2. Explain that this math equation uses Roman numerals and is incorrect. Tell them they

can fix the equation without using their pen or pencil. Give them a few minutes to complete the instructions.

3. Ask if anyone has found the solution. The solution is to turn the paper upside down.4. Ask these questions:

A lot of you had trouble thinking about turning the equation upside down. Why do you think that is?

In group situations, you will need to think “outside the box,” just like you did in this exercise. Is it hard for you to think outside of your own “box” and see other people’s point of view?

Why do you think that is?

Puzzle

X = I + X ISolution

I X + I = X


I Want You to Know…This exercise asks participants to get into groups and write what they want the larger group to know about their group and what they want their allies to do. They are then led in a discussion about what they learned about each other.

Instructions:1. Ask the participants to divide themselves into groups, based on their culture and self-

identification (i.e., by background, race, gender, etc.). Tell them to join the group that they connect with the most.

2. Ask them to consider the following questions and to write down their thoughts on a piece of paper.

3. What do you want us to know about your group?4. What do you never want to experience as part of this group (e.g., women never want to

experience catcalling again)?5. What do you want your allies to do?6. Ask these questions:

What was your initial reaction to this exercise? Were you surprised by anything you learned? Which group did you learn the most about? What similarities did you notice about the groups; which groups were the most

alike? Is this surprising to you?


DifferencesThis exercise asks participants to form a circle and to have people step inside it according to groups that the leader calls out. The leader then leads the group in a discussion about how the participants are feeling.

Try using the “teams” that exist in your organization, such as job positions.

Remember to be respectful of the individuals in this exercise and to encourage the participants to be respectful towards one another.

Instructions:

1. Ask the participants to form a circle.2. Begin asking the participants to move into the middle of the circle according to “low-

risk” groupings, for example: Brown hair/eyes Transportation used to get to work

3. Transition by asking the participants to move into the middle of the circle using groups that have been traditionally discriminated against. At this point of the training, have a participant who is moving into the circle say something positive about the group they are joining and ask a participant from the circle to say something positive about the inside group that is forming. Remind participants that positive statements about one group do not mean there is something negative to be inferred about another group (i.e., if you say that women are good at sharing their personal stories, it doesn’t mean that men aren’t). Some of these groups could include:

African Americans Women

4. Ask these questions: How did you feel when you were inside the circle? How did you feel when you were part of the circle? Did you feel uncomfortable? How did saying something positive about that group make you feel? Did anyone not make it into the circle? How did you feel being stuck as part of

the circle? How did you feel about those in the circle when you were a part of the circle?


Differences and SimilaritiesThe participants are asked to form groups of four or five. They are then asked to write their similarities and differences into the form of a flower and discuss what they learned about their coworkers.

If you only have a small group of participants, don’t break them up into groups—just use this as a group activity.

Provide a piece of paper and a pen or marker to each person in the room. Ask each person to draw a flower on their paper. The flower should have a big circle in the middle and at least four petals.

1. Ask each person in the room to write an item they have in common with most people in the room (e.g., hobby, interest, favorite food, vacation experience, religion) in the middle of the flower and a unique item about themselves (e.g., hobby, interest, favorite food, vacation experience, religion) in each petal.

2. Randomly divide the room into small groups of four or five.3. Provide one large piece of paper to each group. Ask each group to draw a LARGE version

of the same flower with the same number of petals as the number of participants in the small group.

4. Have the groups write the similarities between each other in the center. Have each group member write something different about him/herself in one petal. Participants may write or draw these things, so encourage them to be creative.

5. Ask the group to review the lists and discuss the items on the list among themselves. As they talk they can cross off items that participants thought were unique, but were actually shared (and put them in the center of the flower) and vice versa.

6. Have the groups share their flowers with the whole group.7. Ask these questions:

What new things did you learn about your coworkers? What surprised you about the similarities between your coworkers? What surprised you about the differences?


ONLINE CONTENTThe online content created for this training provides examples and practice situations for the participants to gain experience. This content also allows the participants to interact with the online tools, but also with each other to reinforce correct behaviors. The three online tools are the Holiday Plans: The Benefits of Diversity animation, What Would You Do?, and Team Building.

Holiday Plans: The Benefits of DiversityHoliday Plans: The Benefits of Diversity is a 3-minute animation that provides an example of how diversity and inclusion benefited one organization. This animation relies on religious differences to display how differences can make a team stronger and more productive.

Instructions:

1. In order to use this animation, you will need to have a computer that can connect to the Internet. In large groups, you will also need a projector.

2. Load or bring up the animation on your computer.3. Play the animation for the participants.4. Lead the participants in a discussion.

Suggested Discussion Questions:

Have you ever been in a situation like this? What did you do in that situation? How could the diversity in our organization make us stronger?


What Would You Do?This interactive tool presents 15 interactions between colleagues to the participants. The participants may choose between three different responses to the situations. After the participants have chosen their response to the situation, they are shown what would happen in the situation. The participants are encouraged to both go through all 15 interactions and to choose each of the three responses.

The following pages contain a matrix of all the interactions between characters for this animation. Use this matrix to plan out your events.

Instructions:

1. In order to use this interactive activity, you will need a computer connected to the Internet and speakers. In large groups, you will also need a projector and speakers.

2. Load the interaction on your computer.3. Begin the interaction and allow the participants to listen to the instructions. Either allow

the participants to choose which characters interact with each other or refer to the Event Table to see which scenarios you want to present to the participants.

4. Choose the response option according to general consensus or choose one participant to decide which response option to explore.

5. Repeat the scenario until all response options have been chosen.6. Lead the participants in a discussion.


Why did you pick your choices? Which were the best choices, in your opinion? How would you act in those situations? How would you feel in those situations? What could the characters have done differently? What other ways could the characters address their unconscious biases?


Scenario Description Bias

Neela vs. Max Neela makes a rude observation comparing her pregnancy weight gain to Max about his own weight.Option 1: “You probably had a pregnant wife, right?”Option 2: “Aren’t you worried about a heart attack? I know I am!”Option 3: “It’s especially bad when it’s hot out!”

Confirmation Bias

Naoto vs. Neela Naoto doesn’t include Neela in a meeting with the funding committee about the branding project she’s been working on. Naoto doesn’t think the “old boys club” would appreciate including a woman.Option 1: “You’re right, there might be an element of that. How about if we bring you into the end of the meeting just so they can start getting used to seeing you?”Option 2: “Well, I’ll bring you in if that’s what you really want.”Option 3: “Look, Neela, it took a couple years for them to get used to seeing an Asian boss, and I’m a guy. You’re going to have to stay here. I’m the one paid to make the decisions. I made a decision. Live with it.”

Like-Me or In-Group Bias

Leticia vs. Naoto Naoto comes to Leticia with a problem, but Leticia answers her email as Naoto talks to her.Option 1: “I’m sorry, just a little overloaded at the moment. What were you saying about the conference room?”Option 2: “This is an important email I need to get out.”Option 3: “Hang on, I’m trying to check the cafeteria menu to see if they have that fish today.”

Like-Me or In-Group Bias (also the Broken Window Bias)

Leticia vs. Miguel Miguel is using his Tablet during a meeting. Leticia finds this distracting and asks him to put it away.Option 1: “Okay, as long as you’re not fooling around. Show us that Web site.”Option 2: “Can you just use that thing in your lap or something? I’m kind of distracted by it.”Option 3: “I really don’t like those things in a meeting setting. Can you turn it off and email the link to us after the meeting?”

Confirmation Bias


Nina vs. Miguel Nina will not take Miguel on a meeting to discuss new software that he has been using due to his new employee status.Option 1: “I gave them the attendee list for this meeting, but I’ll get you in on the next one, okay?”Option 2: “You, Clarice, and I are going to have a sit-down about your attitude when we get back.”Option 3: “Okay, you convinced me. Tighten your tie and put your jacket on and let’s go.”

Like-Me or In-Group BiasSelf-Fulfilling Bias

Naoto vs. Nina Nina and Naoto need to decide whether or not to hire an older gentleman to fill a position. Nina is unsure about the decision.Option 1: “Well, if he can do the job, I don’t care how old he is. I’m ready to move forward and make this guy an offer. What about you?”Option 2: “Well, since we have a few more people we want to look at for the position and you aren’t too comfortable, let’s interview them before we decide.”Option 3: “You know, now that I think about it, it’s hard to plan around someone who won’t be here in 6 years.”

Like-Me or In-Group Bias

Max vs. Leticia Max has an idea about social media, but is afraid to share his thoughts with the group.Option 1: “Nah, I’ll keep my mouth shut. Next thing you know, they’ll be blocking my favorite outlets.”Option 2: “I know some social media stuff works well. How about setting up accounts and having promoted links? We can create a buzz about it that way and go viral.”Option 3: “Maybe I’ll just send Leticia an email with my ideas. They’ll make fun of an old guy that uses social media if I bring it up here.”

Self-Fulfilling Bias

Neela vs. Miguel Neela and Lizzie are gossiping about a waiter who happens to be gay. Miguel interprets this conversation as rude comments about homosexuals. Option 1: “What in the world are you talking about?”Option 2: “Ah, it’s just something between the two of us.”Option 3: “You haven’t met Brian the waiter, yet, then…”

Confirmation Bias


Naoto vs. Miguel Miguel offers to translate a page into Spanish for a Web site, but Naoto wants a professional to do the translation.Option 1: “Yeah, you’re right. In this case, it’s more important to get it out there than to keep editing it! Go knock it out and send it to Mike to post. Thanks for offering, too!”Option 2: “That’s not the point. I don’t have time to track down a professional translator and I don’t want to put something out there that’s wrong.”Option 3: “You can get started on it and we’ll post it as soon as someone else checks it.”

Confirmation Bias

Nina vs. Neela Nina wants to have an early morning meeting that includes Miguel, but Miguel is not a morning person.Option 1: “Well, we’ll just have to do without him then.”Option 2: “All right, let’s do it first thing after lunch so he is at his best.”Option 3: “Let’s try for 8:30 and have lots of this good coffee there.”

Confirmation Bias

Leticia vs. Neela IT has blocked some sites that Neela needs access to, but Leticia is unsure if she will be able to get them unblocked.Option 1: “All right, I’ll run it by the group at the next supervisory meeting and see if they’ll make a change.”Option 2: “Well you know the IT department—once they make a decision, it’s set in stone.”Option 3: “Let me make a phone call—I’ll see if we can at least get them unblocked until you find some alternatives, if not permanently.”

Status Quo Bias

Nina vs. Max Nina doesn’t want to work with Max because she is afraid of his service dog, Midnight.Option 1: “Okay. I can’t believe I’m saying this, but tell me what I need to do to make sure I’m this dog’s friend. I think I could really use you on this project.”Option 2: “I’m willing to give it a shot, but that dog has to stay out of whatever room we’re meeting in as much as possible.”Option 3: “I’m really sorry, but I’m just too afraid.”

Self-Fulfilling Bias


Miguel vs. Max Miguel feels uncomfortable inviting Max to join him in eating pepperoni pizza as Max is Jewish.Option 1: “You’re welcome to have a slice if you want. It’s pepperoni and sausage. Probably has some pork in it.”Option 2: “The staff meeting is at 2:00, right? I’ll see you there.”Option 3: “Well, um, you’re welcome to a slice, um, if you like.”

Confirmation Bias

Max vs. Naoto Max tries to find out Naoto’s family history and accidentally offends him.Option 1: Nothing—Naoto’s background is none of his business.Option 2: “No, I meant ‘Where are your people from?’”Option 3: “I’m sorry, I was wondering what your heritage is. Where is your family from?”

Confirmation Bias

Leticia vs. Nina Nina has to telework on Mondays and cannot attend a mandatory meeting Leticia set up in the back room of a restaurant without cell reception.Option 1: “I’m sorry, you’re just going to have to find a way to get in. ‘Mandatory’ means ‘mandatory.’”Option 2: “All right, I’ll try to move the meeting to a different place so you can call in, or reschedule it based on everyone’s calendar.”Option 3: “It’s kind of late to make changes now. We’ll stick with the plan and I’ll try to fill you in on Tuesday.”

Confirmation Bias


Team BuildingThe Team Building interactive animation presents three scenarios to the participants: Congressional Appearance, Web Site Development, and Meet Executive Order. In each scenario, the team that was put together from agency employees (whose pictures and bios are provided along with the scenarios) was not entirely successful. The participants are told what exactly went wrong in the scenario and are asked to create a new team that would complete the task successfully. The participants are then asked to identify which unconscious biases affect the teams.

Instructions:

1. In order to use this interactive activity, you will need a computer connected to the Internet and speakers. In large groups, you will also need a projector and speakers.

2. Load the interaction on your computer.3. Begin the interaction and allow the participants to listen to the instructions. Choose one

of the scenarios to complete.4. Go through the interaction and encourage the participants to talk through their

decisions.5. Lead the participants in a discussion.


Why do you think these unconscious biases affect the teams so much? What other unconscious biases could have affected these teams? What are some ways the teams could overcome these unconscious biases?


Follow Up

Training available in this Toolkit will teach the participants about diversity and training, and education needs to extend beyond these scheduled events. Continued training will keep the participants informed of developing information about diversity and inclusion, but also keep the participants involved in maintaining a diverse and inclusive environment past their training session. The following are some suggestions regarding how to use these tools to continue the participants’ education.

EMAILEmails can be used to send out information to your participants. Use the following email ideas to keep the participants informed about diversity and inclusion issues.

A Bias a WeekA Bias a Week is a weekly email that introduces a new bias to the participants each week. In each of these emails make sure to include the following elements:

The name A description of the bias An example of the bias How to avoid the bias

A Resource a WeekA Resource a Week is a weekly email that provides the participants with some kind of further information about the topics discussed in the training.

Make sure to keep your eyes open for different resources that relate to diversity and inclusion, including current events. These resources and articles can be valuable teaching moments. Write a message with a brief description of the resource you found. Make sure to include where to find the resource (such as a bookstore or Web address).

What Would You Do? and Team BuildingSend the participants the Web address of What Would You Do? and Team Building. These tools are useful in an event, but also useful for individuals. An individual may have more time to explore these tools and go through all of the interactions and scenarios. Encourage the participants to use these tools when they have some free time.

The Organization’s Core ValuesAs mentioned in the Publicity Tools section, it is a good idea to use the email to share the organization’s core values with the participants. Share them all at once or send one out once a week. Remember to include a description with each value and relate them to diversity and inclusion. Connecting diversity and inclusion to the organization will strengthen commitment to diversity and inclusion, and increase productivity, creativity, and employee happiness.


TABLE TENTSTable tents, like the emails, are a good way to reach a large number of employees. You can reuse the email ideas—for example, including the Web address of the online content on the table tent or listing the organization’s core values on the table tent. Here is another idea to use on the table tents to follow up on diversity and inclusion training.

Conversation StartersThe table tents are a good way to get employees talking about diversity and inclusion issues. Try putting some of these suggestions on the table tents and leaving them in public areas. Try coming up with your own conversation starters to include on the table tents.

“Invite someone different to sit at this table.” “Invite a new lunch guest to break bread. Or naan. Or pita. Or challah. Or foccacia. Or

rusks.” “It takes all shapes to put together the puzzle.” “Ask someone about their flexible work schedule. Maybe you can find a different

schedule that works for your early-morning lifestyle.” “Ask someone about their interests. You might learn something new—or find someone

who can help you with your next project.” “Everyone has a different perspective. Maybe you should ask someone about theirs.” “Variety is the spice of life!” “Everyone has something to bring to the table. Why don’t you make it a potluck?” “Does your life need some flexibility with work? Talk to your supervisor about the

programs that can help you. We want you at your best!” “In some cultures, sustaining eye contact is a measure of honesty. In others, sustaining

eye contact is disrespectful and hostile. What does this social cue mean to you? What does it mean to the people sharing this table?”

“Maybe you should get involved with an employee mentoring program.” “Make sure diversity and inclusion are a part of your agency’s culture and values.”


Appendix A: Event Schedule Printouts

Use these schedules to help you organize and plan your event. Each table includes the tools you need to use in your event, as well as a short description of the tool and the estimated time for each tool.


FORMAL TRAINING EVENTTopic Tool Notes Time

Introduction

Icebreaker Use one of the activities from the Toolkit to get everyone engaged and ready for the event. 0:05

0:25

Holiday Plans Holiday Plans: The Benefits of Diversity is used to spark discussion about diversity and how the workplace can benefit.

0:05

Slide Presentation The Introduction topic of the Event Slide Presentation will cover the background, benefits, and challenges of diversity and inclusion.

0:15

Diversity and Inclusion Habits:

FOCSE

Slide Presentation This Event Slide Presentation will explain FOCSE, or the habits that encourage diversity and inclusion. FOCSE stands for Fair, Open, Cooperative, Supportive, and Empowering.

0:15 0:15

Unconscious Biases

Slide Presentation Begin by introducing the concept of unconscious biases and covering the confirmation bias and status quo bias. 0:10

0:50WWYD? Present the Max and Neela interaction. 0:15

Slide Presentation Cover the like-me, self-fulfilling, and broken window biases. 0:10

WWYD? Present the Leticia and Max interaction. 0:15

Teams and Boundaries

Slide Presentation This topic covers the five boundaries between teams: horizontal, vertical, demographic, geographic, and stakeholder.

0:10

0:20Activity Use an activity to solidify the idea of boundaries. The

suggested activities are “Differences and Similarities” and “Differences.”

0:10

Changing Habits and Bridging Boundaries

Slide Presentation Teach the participants how to bridge boundaries using these practices. 0:15

0:25Team Building This tool will allow the participants to analyze how and

why teams were unsuccessful at tasks. 0:10

Changing the Business Model

Slide Presentation Provide the participants with an introduction of changing the business model. 0:05

0:25Business Model Canvas

Have the participants fill out a Business Model Canvas. Emphasize diversity and inclusion throughout. 0:10

Slide Presentation Present practices for measuring diversity and inclusion issues. 0:10


MANAGER BRIEFINGThe Manager Briefing Event is an event targeted at managers and supervisors. As employees who hold sway over others, managers and supervisors must understand why diversity and inclusion training is important for the employees who work under their supervision. The Manager Briefing is a condensed version of the Formal Training, presenting all topics in one event. This event, however, is stripped of the exercises and includes only a quick example of some of the interactive tools included in this training. This event will also focus on the metrics of diversity and inclusion, as well as the broader practices presented in this training such as the business model plan of diversity and inclusion and the team-oriented practices.

Topic Tool Notes Time

Introduction

Holiday Plans Holiday Plans: The Benefits of Diversity is used to spark discussion about diversity and how the workplace can benefit.

0:05

0:20Slide Presentation The Introduction topic of the Event Slide Presentation

will cover the background, benefits, and challenges of diversity and inclusion.

0:15

Diversity and Inclusion Habits:

FOCSE

Slide Presentation This Event Slide Presentation will explain FOCSE, or the habits that encourage diversity and inclusion. FOCSE stands for Fair, Open, Cooperative, Supportive, and Empowering.

0:15 0:15

Unconscious Biases

Slide Presentation Begin by introducing the concept of unconscious biases and covering the confirmation bias and status quo bias. 0:10

0:25WWYD? Present the Leticia and Max interaction. 0:15

Teams and Boundaries

Slide Presentation This topic covers the five boundaries between teams: horizontal, vertical, demographic, geographic, and stakeholder.

0:10 0:10

Changing Habits and Bridging Boundaries

Slide Presentation Teach the participants how to bridge boundaries using these practices. 0:15

0:25Team Building This tool will allow the participants to analyze how and

why teams were unsuccessful at tasks. 0:10

Changing the Business Model

Slide Presentation Provide the participants with an introduction of changing the business model. 0:05

0:25Business Model Canvas

Have the participants fill out a Business Model Canvas. Emphasize diversity and inclusion throughout. 0:10

Slide Presentation Present practices for measuring diversity and inclusion issues. 0:10


BENEFITS OF DIVERSITY AND INCLUSION IN THE WORKPLACEThe Introduction Brown Bag introduces the background of diversity and inclusion, including the following:

EO 13583 Visible and non-visible differences ODI goals Wink, blink, link, and sync

Make sure to read the instructions for each tool, including the speaker notes for the Event Slide Presentation located in Appendix C. Also remember to complete all preparation steps for each tool included in the event.

Tool Notes Time

Icebreaker Use one of the activities from the Toolkit to get everyone engaged and ready for the event.

Pass out handouts during the icebreaker.

0:15

Benefits of Diversity Holiday Plans: The Benefits of Diversity is used to spark discussion about diversity and how the workplace can benefit.

0:03

Benefits of Diversity Discussion

Use this time to discuss what was seen in the video. 0:07

Slide Presentation The Introduction topic of the Event Slide Presentation will cover the background, benefits, and challenges of diversity and inclusion.

0:15

Wrap-Up Make sure to answer all of the participants’ questions and to provide them with your contact information. 0:05


DIVERSITY AND INCLUSION HABITS: FOCSEThis Brown Bag focuses on the FOCSE habits presented in this training:

Fairness Openness Cooperation Support Empowerment


Tool Notes Time



0:20

Slide Presentation The Diversity and Inclusion Habits: FOCSE explains the FOCSE habits that encourage diversity and inclusion in the workplace.

0:20



BROWN BAG SERIES: UNCONSCIOUS BIASESThis Brown Bag focuses on the five unconscious biases presented in this training:

Confirmation Bias Status Quo Bias Like-Me or In-Group Bias Self-Fulfilling Bias Broken Window Bias


Tool Notes Time

Icebreaker Use the Unconscious Bias Survey as an icebreaker. Once the participants have filled out the Survey, pass out the Unconscious Bias Survey: Scoring to let them score their answers.


0:05

Slide Presentation Present the content about unconscious biases. Make sure to cover all five of the biases: confirmation bias, status quo bias, like-me bias, self-fulfilling bias, and broken window bias.

0:20

WWYD? Show the Max and Leticia interaction, or try a different one using the chart provided in the WWYD? section of the Toolkit.

0:15

WWYD? Discussion Use this time to discuss what was seen in the animated interaction. 0:10



BROWN BAG SERIES: TEAMS AND BOUNDARIESThis 45-minute Brown Bag teaches the participants about how people work in teams and also about the boundaries that separate these teams. These boundaries include the following:

Horizontal Vertical Demographic Geographic Stakeholder


Tool Notes Time



0:05

Slide Presentation Take 20 minutes to present the slides on Teams and Boundaries. This section covers the boundaries that separate teams: horizontal, vertical, demographic, geographic, and stakeholder.

0:20

Activity This topic of the Event Slide Presentation includes two activities. You may use both, but it is suggested that you include only one. These activities are described more fully in the Toolkit.

Use either the “Differences” or “Differences and Similarities” activities from the Toolkit.

0:08

Activity Discussion Use this time to discuss what the participants experienced during the activity. 0:07



BROWN BAG SERIES: CHANGING HABITS AND BRIDGING BOUNDARIESThis 45-minute Brown Bag teaches the participants the different practices used to overcome and use the boundaries that separate teams.


Tool Notes Time



0:05

Slide Presentation Take 20 minutes to present the practices participants can use to help them learn how to change boundaries and bridge the boundaries discussed in the previous Brown Bag topic.

0:20

Team Building The Team Building exercise allows participants to find the flaws within teams and the unconscious biases that create these flaws. Team Building also gives the participants an opportunity to create a successful team.

Try the Meet Executive Order scenario.

0:10

Team Building Discussion

Use this time to discuss what the participants did and learned during the Team Building exercise. 0:05



BROWN BAG SERIES: CHANGING THE BUSINESS MODELThis 40-minute Brown Bag teaches the participants how to emphasize diversity and inclusion throughout the business model. First, participants are asked to fill out a Business Model Canvas. Second, the participants are taught how to measure the effects of diversity and inclusion training.


Tool Notes Time



0:05

Slide Presentation Present the first half of the Changing the Business Model presentation. This section will cover the Business Model Canvas.

0:10

Business Model Canvas

Pass out the Business Model Canvas and the Business Model Canvas Questions handouts. Then have the participants fill out the Business Model Canvas which emphasizes diversity and inclusion.

0:08

Slide Presentation The second half of the Changing the Business Model presentation teaches the participants how to measure the effects of diversity and inclusion in the workplace.

0:12



Appendix B: PowerPoint Customization

PreparationSome of the slides in this presentation require some preparation.

Linking an Image to an Animation1. Only a picture of the animation is

included in the presentation. Link the image to the animation by RIGHT clicking the image.

2. Click the “Hyperlink…” option.3. On the Insert Hyperlink dialog box, you

will see several “Link to:” options on the left side. Make sure “Existing File or Web Page” is selected.

4. At the bottom of the dialog box, you will see a field labeled “Address:”; type the address of the animation in this field.

5. Click “OK” and the image will link to the animation.6. During the presentation, you can click on the image and play the

animation.


Deleting a Slide1. Right click the small image of the

slide.2. Click “Delete Slide.”

Inserting a Slide1. On the “Home” tab, click the “New Slide” button.2. You can choose what kind of slide from the drop-

down menu.


Appendix C: Event Slide Presentation Notes

DIVERSITY AND INCLUSION INTRODUCTION

Use this time to have everyone get prepared for the presentation. Ask if anyone has any initial questions. Lead the group in an icebreaker. Pass out the Introduction handout.

Use the 3-minute Holiday Plans animation to show the participants some of the ways that diversity can make the workplace better.

PREPARATION: Link the image to the animation using the instructions in Appendix B.


PREPARATION: Delete this slide if you are short on time or giving the Manager Briefing Presentation. Use the instructions in Appendix B.

Executive Order 13583:

Released on August 18, 2011, by President Obamao Reminds us that America functions on strong principles of equal opportunity for

all, regardless of race, age, gender, or disabilityo Equal opportunity benefits for both individuals and organizations

Visible Differences:o Rage, age, gender, some disabilitieso Protected by standards, programs, and Executive orders

Non-Visible Differences:o Background, experience, schedules, position in company, physical location,

teleworkerso Some disabilities

Differences like these and others are accommodated in a diverse and inclusive workplace.


There are several goals diversity and inclusion hopes to achieve.

Note: These goals are described on the following screens, but refer to the Toolkit for detailed information. The following screens also include examples to emphasize the benefit described.

Example: Consider a group working together on a project. One of the members is from the Baby Boomer generation; another is from the Millennial generation. While the Baby Boomer may provide some insight to how to complete the project in the most efficient way possible, the Millennial may provide some insight on what social networking technology may encourage the best interaction between group members.


Example: OPM recently spent a large amount of money hiring a new GS-11 position. They did not recruit through diverse means and ended up with a sub-par employee who wasn’t very interested in this position. This new employee, John, left after a month, wasting the money the organization used to hire and train him.

Example: The Federal Government recently hired a woman who is hard of hearing. She is uniquely positioned to provide valuable feedback to her employers on how best to reach the deaf community. Her own experiences allow her both to tell her organization how to make their products accessible and to communicate with those within the deaf community.


There are four challenges that diversity and inclusion will have to overcome in order to be as effective in the workplace as possible.

Discuss: Does this ever happen in our workplace? How can we improve as an organization/department/team?


DIVERSITY AND INCLUSION HABITS: FOCSE


UNCONSCIOUS BIASES

Use this time to have everyone get prepared for the presentation. Ask if anyone has any initial questions. Pass out the Unconscious Biases handouts. Have the participants fill out the Unconscious Bias Survey and score their results.

One of the major challenges facing diversity and inclusion, unconscious biases shape our thoughts and actions without active awareness.


DESCRIPTION: Confirmation bias is when you overweight what you want to believe and underweight what you don’t want to believe. This bias will also lead you to not be impartial when looking for information to support your belief. In this way you confirm what you want to believe—not what is the reality of the situation.

EXAMPLE: An example of this bias in work is after making a decision; a manager looks for concrete evidence that he made the correct decision. This manager only makes note of the positive evidence and disregards the negative evidence. It turns out that there was more negative evidence than positive, but the manager was too preoccupied with the positive evidence to make the appropriate amendments to his decision.

AVOIDANCE: Two good ways to avoid this bias are to consider whatever evidence you can find after a decision is made, even if it disconfirms the decision—at least you will make a better decision next time. The second way to avoid this bias is to beware of people feeding you confirming evidence.


DESCRIPTION: The status quo bias holds organizations and individuals from making new decisions because things are working the way they are set up now. However, just because something is working, doesn’t mean it can’t work better.

EXAMPLE: An example of this bias is a supervisor against telework. In some cases, working in the office gets the job done. However, for some people teleworking makes them more productive. A manager who is not comfortable with teleworking because it is not the “traditional” way to get work done is under the influence of the status quo bias.

AVOIDANCE: To avoid this bias, always be looking for new ways to make yourself and your organization better. Remember, just because things are working doesn’t mean they can’t work better.

Try using the Max vs. Neela Interaction.

PREPARATION: Link the image to the animation using the instructions in Appendix B. In order to activate the interaction between Max and Neela, you will need to first select Nina, followed by Naoto. You will then need to see Nina and Naoto interact with one another. Once you have


finished viewing this interaction, you may then select the interaction between Max and Neela. You can preview this animation first so you can set up this activity for the training to start where you can select Max and Neela.


DESCRIPTION: Essentially, like-me bias is exhibited whenever someone gives preferential treatment to members of a group to which he or she belongs. If we believe that someone else is in a group to which we belong, we will have positive views of them and give them preferential treatment.

EXAMPLE: An example of this bias is when someone from one department refuses to work with someone from another department.

AVOIDANCE: Avoiding this bias means being inclusive of others. Go out of your way to get out of your comfort zone and get to know some new people.


DESCRIPTION: The self-fulfilling bias is when you believe something will happen, even if it is extremely unlikely, and your belief makes it happen. This bias is also known as the self-fulfilling prophecy.

EXAMPLE: An example is when a management consultant starts off an engagement constantly agreeing with a senior manager in an attempt to build trust. Before long, the senior manager is expecting agreement every time. The consultant soon becomes a confirmed yes-man. In this example, the senior manager expects the management consultant to always say yes. Because this is expected of the management consultant, he begins to say yes.


AVOIDANCE: To avoid this bias, decide whether certain attributes are desirable or not when people treat you as if you had these attributes. Question their behavior if you do not wish to be pushed in this direction.

DESCRIPTION: Our environment plays a large role in our behavior towards others. However, other people do not usually attribute our behavior to our environment, but falsely attribute this behavior to our core characteristics. This tendency is known as the broken window bias.

EXAMPLE: A manager, Linda, is rude to her teleworking employee, Steve. Steve chalks this behavior up to her disapproval of telework. Linda, however, thinks telework is a great opportunity for the organization. She is stressed because she just heard news that the budget is being cut and she will have to pick several employees to let go. This stress led Linda to be rude to Steve.

AVOIDANCE: Remember that everyone is situated in their environment and behavior is influenced by this environment. Make sure your own environment is conducive for interactions.


Try the interaction between Leticia and Max.

PREPARATION: Link the image to the animation using the instructions in Appendix B. Remember that the animation will require you to select Nina and Naoto first. Once you have finished viewing this interaction, you may then select the interaction between Leticia and Max. You can preview this animation first so you can set up this activity for the training to start where you can select Leticia and Max.



TEAMS AND BOUNDARIES

Use this time to have everyone get prepared for the presentation. Ask if anyone has any initial questions. Lead the group in an icebreaker. Pass out the Teams and Boundaries handout.

Unconscious biases not only affect decisions that we make, but the social network in which we interact. These biases may create “teams” (or groups, or cliques) of people.

To deal with the challenge of teams, we turn to a new book by the Center for Creative Leadership titled, Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations. This book discusses how our organizations are split apart by group boundaries, creating teams. These teams are defined by:

Horizontal boundaries Vertical boundaries


Demographic boundaries Geographic boundaries Stakeholder boundaries

DESCRIPTION: The horizontal boundary exists between groups of similarly-placed employees, such as employees at the same grade-level or employees in the same department.

BIASES: The horizontal boundary owes its creation to several unconscious biases. The like-me bias in particular creates this boundary. When other employees on your own level don’t share similarities with you, such as belonging to different departments or taking lunch at a different time, they will not belong to your group and you will treat them differently. Again, the confirmation and self-fulfilling biases come into play by falsely confirming assumptions about others, as well as the status-quo bias by making you less likely to go out of your way to be friendly with those not within your own groups.

EXAMPLE: Jane and Jean work in cubicles right next to each other and share the same position. Jane primarily works on projects under one manager while Jean works on projects for another manager. Jane and Jean do not talk about their work to each other as they feel that there would be no similarities between their projects. Unbeknownst to them (and their managers) both of their projects deal with the same topic. If they had collaborated, both projects would have had a more nuanced depth.


DESCRIPTION: The vertical boundary refers to the boundaries that are created between different levels (e.g., supervisors and managers vs. the everyday employee) in an agency.

BIASES: This boundary could be created by a variety of unconscious biases. The confirmation bias encourages you to seek confirmation of your assumptions, such as the assumptions you might have about supervisors. The like-me bias leads you to only trust other people who have the same level of authority as yourself. And the self-fulfilling bias works with the confirmation bias to make your actions confirm your assumptions about those who do not share your level of authority in the agency.

EXAMPLE: A young man named Tim has recently transferred into a new department. While a good worker with good recommendations, he performs poorly because his supervisor, Martha, does not expect new, low-level employees to be good performers. Because of this, Martha “suffocates” Tim with over-management. As a result of Martha’s vertical boundary, Tim is too on-edge to perform his job well.

DESCRIPTION: These boundaries are between groups based on race, sexual orientation, gender, age, and even experience and background.


BIASES: All of the unconscious biases help inform the demographic boundaries. As with the vertical and horizontal boundaries, the confirmation and self-fulfilling biases play to assumptions about a group of people, whether those assumptions are positive or negative. The status quo bias encourages inaction and the preservation of groups. Finally, the broken window bias means that if the boundaries between demographic groups already exist, no one will try to change or correct these boundaries.

EXAMPLE: Graham, a manager, tends not to give important projects to his female employees. When called out on this sexist behavior, he responds, “I know it seems sexist, but the only employees who have an impressive track record with important projects are men. So they get the important projects.” Graham is right—men do have a good track record with important projects in his department. But the only reason women do not have a good record is because they are never assigned to important projects. Graham needs to recognize his unconscious biases and break down the boundaries between him and women. It affects the entire office.

DESCRIPTION: The geographic boundary exists between people who are physically in a different location.

BIASES: The like-me, confirmation, status quo, self-fulfilling, and broken window unconscious biases all come into play for this boundary. People form groups based on their physical location, making room for the like-me bias to affect how they interact with different geographic groups. Likewise, different places have assumptions about other places. This allows the confirmation and self-fulfilling biases to influence how people think about others. Finally, when all of these biases are in place, the status quo and broken window biases enforce the idea that “nothing is wrong,” when actually people need to analyze their assumptions about people in a different geographic location.

EXAMPLE: Gary sighs as he prepares for a headquarters representative visit from DC to his small field office in Pennsylvania. All the DC folk are rushed and unpleasant; too busy to care about the needs of a small office out in the middle of nowhere. But we’re just as important to the agency’s goals as the offices in DC, Gary thinks. At the end of the visit, Gary is surprised to find


out that the headquarters representative is an attentive listener, taking her time to find out all about a small field office’s needs.

DESCRIPTION: Some agencies have stakeholders who are outside of the agency. This boundary exists between those within the agency and those outside of the agency (or, the stakeholders).

BIASES: The stakeholder boundary owes the confirmation, status quo, like-me, and self-fulfilling biases for its maintenance. The stakeholders are an outside group, isolating them from the agency and creating like-me biases within the agency. The confirmation and self-fulfilling biases reinforce any assumptions those within the agency have against those outside the agency, while the status quo bias encourages employees not to analyze the perceptions they have of their stakeholders.

EXAMPLE: Congress is a stakeholder of OPM.

PREPARATION: Use either this slide or the following slide. Delete the extra slide using the


instructions in Appendix B.

Make sure to review this activity in the Toolkit. You might want to print out the activity page for reference during the event.

PREPARATION: Use either this slide or the previous slide. Delete the extra slide using the instructions in Appendix B.

Make sure to review this activity in the Toolkit. You might want to print out the activity page for reference during the event.


CHANGING HABITS AND BRIDGING BOUNDARIES

Use this time to have everyone get prepared for the presentation. Ask if anyone has any initial questions. Lead the group in an icebreaker. Pass out the Bridging Boundaries handouts.


There are three steps to overcoming boundaries: understanding boundaries, crafting community, and innovating collaboration.

These practices help define boundaries so employees can understand the boundaries between teams.


Exchange boundaries between teams so they can understand other employees’ positions.

Dismantle boundaries to begin making a community in your organization.

Create community using what was learned in the previous steps.


Combine teams using flexible boundaries.

Become a collaborative community by revolutionizing the organization.

PREPARATION: Link the image to the animation using the instructions in Appendix B.


CHANGING THE BUSINESS MODEL

Use this time to have everyone get prepared for the presentation. Ask if anyone has any initial questions. Lead the group in an ice breaker. Pass out the Business Model Canvas handouts.

Make sure to note that the Business Model Canvas is coming on the next page.


This is what the Business Model Canvas looks like. Click the image to view the Business Model Innovation YouTube video, which explains what exactly each section means.

PREPARATION: Watch the Business Model Canvas video before presenting this section.

Here are some questions to help you fill out the Business Model Canvas. Let’s take some time to fill out the Business Model Canvas for our organization.


In order to track the effect and progress of diversity and inclusion, we must learn how to measure diversity and inclusion.

There are nine organizational characteristics to measure diversity and inclusion.


There are nine organizational characteristics to measure diversity and inclusion.

Use these six practices to measure diversity and inclusion in your organization.

Here are the final three practices to measure diversity and inclusion.


Appendix D: Handouts


Type your text here….

Type Your Title Here…

On August 18, 2011, President Obama released Executive Order 13583. This Executive order reminds us that America functions on strong principles of diversity and inclusion—and that these principles form the foundation of a strong nation.

People who may fall into a minority under visible differences (i.e., race, age, gender, or disability) are protected by many standards, programs, and Executive orders. These measures make sure individuals are included, respected, and treated with dignity regardless of these differences. These visible differences are not really the distinguishing features of individuals. Different working styles, personal experiences, personality traits, and scheduling needs are just a few of the more subtle individual traits that can make a work team stronger. Just as there are measures available to encourage equal opportunity for visible differences, there can be measures to encourage equal opportunity for these non-visible differences.

Since each individual addresses diversity and inclusion issues differently and since many of the behaviors associated with diversity and inclusion are expressions of unconscious beliefs, there are several challenges that stand in the way of incorporating diversity and inclusion into the workplace: wink, blink, link, and sync.

Wink refers to the managerial behavior of stating that diversity and inclusion are important, but looking the other way when these issues come up in the workplace.

Similarly, blink is when individuals value diversity and inclusion but allow their unconscious biases to hide diversity and inclusion issues from their conscious awareness.

Link also involves behaviors formed by unconscious biases. Unconscious biases may form boundaries between individuals, hampering their ability to work together.

Finally, sync refers to the fact that some teams within an organization may not work together to their fullest extent.


Benefits of Diversity and Inclusion

Use a scale of 1-5 (never, rarely, sometimes, often, always).

Score Behavioral Statement1. My employees would say I do not tolerate arbitrary actions, personal favoritism, or

coercion for political purposes.2. My employees would say I do not tolerate prohibited personnel practices.3. My employees would say I take steps to deal with poor performers who cannot or

will not improve.4. My employees would say I recognize differences in performance in a meaningful

way.5. My employees would say I give out awards based on how well employees perform

their jobs.6. My employees would say I reward creativity and innovation.7. My employees would say I actively support policies and programs that promote

diversity and inclusion in the workplace.8. My employees would say I am committed to a workforce representative of all

segments of society.9. My employees would say I work well with employees of different backgrounds.10. My employees would say I actively promote communication among different work

units.11. My employees would say I actively support collaboration across work units to

accomplish work objectives.12. My employees would say I actively support the needs of my employees to balance

work and other life issues.13. My employees would say I regularly provide my subordinates with constructive

suggestions to improve their job performance.14. My employees would say I make time to listen to what they have to say.15. My employees would say I treat them with respect.16. In the last 6 months, my employees would say I have talked with them about their

performance.17. My subordinates would say they have enough information to do their jobs well.18. My employees would say I encourage them to come up with new and better ways of

The New IQ Perception Scan

doing things.19. My employees would say their talents are being used well in the workplace.20. My employees have a feeling of personal empowerment with respect to work

processes.

To tabulate your Inclusion Quotient Score, add up your answers to the questions next to the respective habit. For instance, to get your Fair habit, score add up your scores for questions 1 through 5 from your assessment. Place that number in the score column for your Fair habit. Follow the same procedure to get the rest of your habit scores.

Habit Score

Fair (1–5)

Open (6–9)

Cooperative (10–11)

Supportive (12–16)

Empowering (17–20)

Total

Remember, the key benefit of this scan is to identify gaps in perception between you and the people you report to, work with, or lead.


Inclusion Quotient Score

1. Review your overall Inclusion Quotient Score. How do you compare to others? Are you high or low, or in the middle? Why do you think this is?2. Next, review your individual habit scores. Are they all the same? Or is there a wide variation in your habit scores? If so, why do you think this is?3. Finally, review the scores for the individual behavior statements. Are your behavior scores consistent? Are they high in some habits and low in others? What about the scores of others?4. Now, pick one habit you think you can improve in the next 3 weeks that will improve the perception that you feel employees have of you regarding this habit.

Confirmation BiasConfirmation bias is when you overweight what you want to believe and underweight what you don’t want to believe. This bias will also lead you to not be impartial when looking for information to support your belief. In this way you confirm what you want to believe—not what is the reality of the situation.

Status Quo BiasThe status quo bias holds organizations and individuals from making new decisions because things are working the way they are set up now. However, just because something is working doesn’t mean it can’t work better.

Like-Me or In-Group BiasLike-me bias is exhibited whenever someone gives preferential treatment to members of a group to which he or she belongs. If we believe that someone else is in a group to which we belong, we will have positive views of them and give them preferential treatment. This works because we build our self-esteem through belonging.

Self-Fulfilling BiasThe self-fulfilling bias is when you believe something will happen, even if it is extremely unlikely, and your belief makes it happen. This bias is also known as the self-fulfilling prophecy.

Broken Window BiasOur environment plays a large role in our behavior towards others. However, other people do not usually attribute our behavior to our environment, but falsely attribute this behavior to our core characteristics. This tendency is known as the broken window bias.

Self-Score

Behavior


Unconscious Biases

1 2 3 4 5 6 7 8 9 10VeryWeak

ModeratelyWeak Adequate Moderately

StrongVeryStrong

1. I embrace conflict when it is in the best interest of the group.

2. I treat people I do not work with on a regular basis the same as I treat people that I do work with on a regular basis.

3. I am confident in my actions, but I do not allow my confidence to undermine my decisions.

4. My life and my work are in harmony with each other.

5. I am not afraid to change my thought process if it will be better for the group, even if goes against workplace norms.

6. I give equal credence to all evidence and opinions, whether it confirms or disproves what I think.

7. I know my organizations goals and how they relate to me. I understand the goals and respect them.

8. I recognize that everyone has different circumstances and do not force my view of the situation on others.

9. I have a realistic view of the outcomes of my actions and decisions.

10. I examine my attributes and strengths while receiving input from my coworkers.

11. I rely on myself and my perceptions to shape my actions—not what others tell me I should be doing.

12. I do thorough research, using all available resources (including both my coworkers and unbiased information) before making a decision.

13. I think before I act, even if acting right away feels right.

14. I challenge others with responsibly and with care. My challenges are not an attack, but a way of gathering information or making a better decision.

15. I use confrontation to be constructive; I do not use confrontation to punish or be negative.

Note: A rating of 5 means that you do not show a tendency in either direction for the behavior.

Unconscious Bias Survey

There are no correct or incorrect scores. This survey simply shows you where you may have unconscious biases. Your goal should be to analyze the behaviors that you scored the lowest. After you have analyzed your own behaviors, ask someone else to rate your behaviors using this survey. You may be surprised by the results.

Use the following chart to determine which biases you might need to work on. Add together the scores you gave yourself for the questions listed, then divide it by the number of questions for that bias. For the biases that you scored lowest on, take a look at the tips column and try to incorporate these behaviors into your everyday life.

Bias Questions Score TipsConfirmation Bias Consider whatever evidence you can find

after a decision is made, even if it disconfirms the decision—at least you will make a better decision next time.

Beware of people feeding you confirming evidence.

Status Quo Bias Always be looking for new ways to make yourself and your organization better.

Like-Me Bias Go out of your way to get out of your comfort zone and get to know some new people.

Self-Fulfilling Bias Decide whether certain attributes are desirable or not when people treat you as if you had these attributes.

Question their behavior if you do not wish to be pushed in this direction.

Broken Window Bias Remember everyone is situated in their environment.

Make sure your own environment is conducive for interactions.


Unconscious Bias Survey: Scoring

HorizontalThe horizontal boundary exists between groups of similarly placed employees, such as employees at the same grade level or employees in the same department.

VerticalThe vertical boundary refers to the boundaries that are created between different levels (e.g., supervisors and managers vs. the everyday employee) in an agency.

DemographicThe demographic boundary exists between groups based on race, sexual orientation, gender, age, and even experience and background.

GeographicThe geographic boundary exists between people who are physically in a different location.

StakeholderSome agencies have stakeholders who are outside of the agency. This boundary exists between those within the agency and those outside of the agency (or, the stakeholders).

Boundaries

The first step of dealing with boundaries is understanding the boundaries that exist between teams. Understanding boundaries will foster respect between teams, first by defining the roles of different teams, and second by exchanging ideas between teams. These practices will help to encourage healthy communication between teams and increase productive interactions.

DefiningDefining boundaries means defining the team’s role, both within the organization as a whole and within the team. Here are some questions to consider when defining a team: What does this team do in the agency? What is their identity as a team? How do these characteristics strengthen the team as a team? How do those on the team interact with each other? How does the team interact with other teams? How does the team communicate its role to other teams?

ExchangingExchanging helps different teams understand one another and the boundaries that separate them. Employees should be encouraged to learn how different teams within the agency operate. Here are some ways to exchange with teams throughout the organization.

Invite people from other teams (or departments) into team meetings. Invite people from other teams to shadow you—teach them and show

them exactly what you and your team do for the agency. Don’t be afraid to ask others questions about what they are doing, why

they are doing it, and how you can be involved!


Understanding Boundaries

While understanding boundaries between teams helps to foster respect, creating community allows boundaries to come down and teams to work together more directly. To do this, the teams must dismantle their barriers and connect to one another. Then, teams must create new boundaries that foster a sense of community throughout the entire agency. This will allow the teams to work together, making the best use of their strengths.

DismantlingDismantle boundaries by providing informal gatherings for employees to interact.

Have an organizationwide picnic where employees of all levels and teams can mingle and get to know one another outside of the workplace.

Try inviting members of different teams to sit in on your meetings so they can contribute their own unique experience.

Take advantage of the Internet. Twitter and Facebook can provide valuable spaces for employees to communicate and share in an informal setting.

CreatingThe next step is to form new boundaries that allow members of different teams to work together. This will allow the teams to reframe and redefine themselves to create a sense of community that is consistent throughout the entire agency. The new, inclusive teams can come together to solve problems and issues together in a safe, healthy, and respectful space and community.

Crafting Communities

Creating a boundary that is inclusive of all teams is helpful, but creating a new kind of boundary, one that allows teams to maintain their roles yet still work together is also helpful. Combining boundaries and even revolutionizing boundaries may prove to be the most effective way for teams to work together in a larger community.

CombiningOne of the ways to create innovation is to combine teams. This will increase interdependence between teams and also allow their different roles to interact and inform one another. Teams will rely on each other to accomplish goals and also become more effective and timely in meeting these goals.

RevolutionizingRevolutionizing your boundaries takes combining boundaries one step further. Where combining teams allows two separate teams to work together, transforming boundaries uses the strengths of each team to create a new team that collaborates with a strong sense of community.


Innovating Collaboration

The attitudes and behaviors of employees about equal opportunities and diversity attitudes

The representation of diverse groups at different levels of organization

Monitoring information for different categories of employees in connection with recruitment, performance appraisal, promotion, and compensation

Measures of employee loyalty, engagement, motivation, and commitment

Individual performance ratings and levels of job satisfaction

Costs of labor turnover, absenteeism, recruitment, and litigation costs such as discrimination lawsuits

Success of communication and interaction with and between employees from diverse backgrounds

Organizational performance, creativity, problem solving, and decisionmaking abilities

Business statistics regarding market penetration, diversification of customer base and levels of customer satisfaction

Measuring Diversity and Inclusion

Appendix E: DI Business Model


Key Partnerships Key Activities Value Propositions Customer Relationships

Customer Segments

Key Resources Channels

Cost Structure Revenue Streams

DIVERSITY AND INCLUSION BUSINESS MODEL CANVAS

QUESTIONS USED TO BUILD A DIVERSITY AND INCLUSION BUSINESS MODEL CANVAS Key Partnerships

Who are our Key Partners?

Who are our Key Suppliers?

Which Key Resources are we acquiring from partners?

Which Key Activities do partners perform?

Key Activities

What Key Activities do our Value Propositions require?

Our Distribution Channels?

Customer Relationships?Revenue Streams?

Value Propositions

What value do we deliver to the customer?

Which one of our customer’s problems are we helping to solve?

What bundles of products and services are we offering to each Customer Segment?

Which customer needs are we satisfying?

Customer Relationships What type of

relationship does each of our Customer Segments expect us to establish and maintain with them?

Which ones have we established? How are they integrated with the rest of our business model?

How costly are they?

Customer Segments

For whom are we creating value?

Who are our most important customers?

Key Resources

What Key Resources do our Value Propositions require?

Our Distribution Channels?

Customer Relationships?Revenue Streams?

ChannelsThrough which Channels

do our Customer Segments want to be reached?

How are we reaching them now?

How are our Channels integrated? Which ones work best?

Which ones are most cost-efficient?

Cost Structure

What are the most important costs inherent in our business model?Which Key Resources are most expensive?

Revenue Streams

For what value are our customers really willing to pay?For what do they currently pay?


Which Key Activities are most expensive? How are they currently paying? How would they prefer to pay?How much does each Revenue Stream contribute to overall revenue?

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