Introduction to Diversity, Equality, Equity and Inclusion
Discussion Topics
Activity One: Defining EDIB Concepts Discussion
Instructions:
- The person born earliest in the year will be the leader
2. The leader will decide on a speaker who will feedback to the whole group, when we return to the Main Room. If you don't want to be the speaker, please choose someone else.
3. Avoid specific reference to names when using examples
4. Please make sure that all voices are heard
Objectives:
Explore the meaning of the terms Diversity, Inclusion, Equality, Equity, and Accessibility
Understand the need to have these in place.
Look at the relationship between a diverse workforce and an inclusive work culture.
Your leader will guide you through each of the following questions:
Team 1 (Room 1):
What does Diversity mean to you?
Does the diversity of staff reflect the people you serve? Is that important?
What does Inclusion mean to you?
Are you getting it right? Is it important?
Team 2 (Room 2):
How do the terms Equality and Equity Differ?
Do all colleagues and clients/service users experience equitable treatment? If so, what examples can we share to illustrate this?
Team 3 (Room 3):
What do we mean by accessibility and removing barriers?
Are we getting it right with regards to accessibility?
Extra Question:
What areas of diversity and inclusion could be enhanced within the organisation?
Activity Two: What do we mean by Psychological Safety?
Instructions
• The person whose first name comes first alphabetically will be the leader
• The leader will decide on a speaker who will feedback to the whole group, when we return to the Main Room
• Avoid specific reference to names when using examples
• Please make sure that all voices are heard
- How would you define Psychological Safety and what are the benefits to creating and maintaining a psychologically safe environment?
Areas to consider
Individuals feel:
(1) included,
(2) safe to learn,
(3) safe to contribute, and
(4) safe to challenge the status quo,
all without the fear of embarrassment, marginalisation
Activity Three: Case Studies
Instructions
- The person born latest in the year will be the leader
- This is a confidential discussion. No speaker is needed for this activity
- Please make sure that all voices are heard
Discuss your role in each scenario below
Case Study One
When Melvin had to leave work early to go to collect their child from school, they explained to a colleague that the child had been bullied by some classmates because of TICS caused by Tourette’s Syndrome.
On their return to the office the next day, some colleagues played what they considered to be a funny game of randomly calling out words, and mimicking tics.
Melvin made it clear that they didn’t appreciate this behaviour but the colleagues continued with their “game” over the coming days. Melvin feels intimidated and dreads going to work.
What is your role in this situation?
Case Study Two
Aga has strong interpersonal skills, is well-liked for their sense of humour and wants to move to a more customer-facing role. Aga has exceptional spoken English but a strong Polish accent.
The move is denied by a manager who explains that some customers will struggle to understand them and that this may make them feel uncomfortable.
Was this the correct decision? What would you do differently?
Activity Four: Fostering good relations
Instructions:
- The person first name last alphabetically will be the leader
2. The leader will decide on a speaker who will feedback to the whole group, when we return to the Main Room. If you don't want to be the speaker, please choose someone else.
3. Avoid specific reference to names when using examples
4. Your leader will guide you through the questions below. Please make sure that all voices are heard
Discuss: What role can all staff play in fostering good relations between people who have a protected characteristic and those who do not? How can we positively influence and promote equality in every aspect of our day-to-day business?
Team 1 (Room 1): Within the organisation, amongst colleagues
Team 2 (Room 2):
Within the wider community we serve
