Just Be F.A.I.R. - TrainingABC

F a c i l i t a t o r G u i d e

© 2 0 0 3 V i s i o n P o i n t P r o d u c t i o n s , I n c . a n d A l e x a n d e r C o n s u l t i n g & T r a i n i n g , I n c .

Just Be F.A.I.R.

A Practical Approach to Diversity in the Workplace

Facilitator’s Guide

J u s t B e F . A . I . R .


© 2003 VisionPoint Productions, Inc., and Alexander Consulting & Training, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of VisionPoint Productions, Inc., and Alexander Consulting & Training, Inc. This publication is designed to provide accurate and authoritative information in regard to the subject matter. It is sold with the understanding that VisionPoint Productions, Inc., and Alexander Consulting & Training, Inc., are not engaged in rendering legal, accounting, or other professional services. If legal advice or other expert assistance is required, the services of a competent professional should be sought.



Table of Contents READ THIS STUFF FIRST ................................................................................................................1

This Program Is Designed To .....................................................................................................................2 The Rock-Bottom Benefits Are ...................................................................................................................3 Participants Will Know How To ...................................................................................................................4 Participants Will Experience .......................................................................................................................5 The Complete Package Includes ................................................................................................................7 How To Use This Guide..............................................................................................................................8 Icon Map.....................................................................................................................................................9 What can be reproduced and what can’t.....................................................................................................10 Notes ..........................................................................................................................................................11

BEFORE THE SESSION ...................................................................................................................12

Know Your Role..........................................................................................................................................13 Know How To Connect ...............................................................................................................................14 Set Your Agenda ........................................................................................................................................16 Send an Invitation and Pre-work.................................................................................................................18 Sample Invitation ........................................................................................................................................19 Pre-work Case Study..................................................................................................................................20 Facilitator Notes..........................................................................................................................................21 Final Preparation Checklist .........................................................................................................................22

CONDUCTION THE SESSION..........................................................................................................24

Break the Ice...............................................................................................................................................25 Get People Focused ...................................................................................................................................28 Why Diversity, Why Now?...........................................................................................................................36 Why Diversity, Why Now? (facilitator copy) ................................................................................................38

Just Be F.A.I.R. Video and Discussion .......................................................................................................39 F.A.I.R. in Action Part One: Feedback........................................................................................................46 F.A.I.R. in Action Part Two: Assistance ......................................................................................................48 F.A.I.R. in Action Part Three: Inclusion.......................................................................................................50 F.A.I.R. in Action Part Four: Respect..........................................................................................................52 F.A.I.R. in Action Characteristics of Good Feedback..................................................................................55 Feedback Case Study (facilitator copy) ......................................................................................................58

F.A.I.R. in Action How to Offer Assistance..................................................................................................59 Facilitating Assistance Exercise (facilitator copy) .......................................................................................63

F.A.I.R. in Action Inclusion Exercise ...........................................................................................................64 F.A.I.R. in Action Respect Posters..............................................................................................................69 F.A.I.R. in Action Review ............................................................................................................................72 Just Be F.A.I.R Action Planning..................................................................................................................74 F.A.I.R. Action Plan.....................................................................................................................................75

Wrap Up......................................................................................................................................................76 Just Be F.A.I.R Post-training Assessment (facilitator copy). .......................................................................77 Session Evaluation (facilitator copy). ..........................................................................................................78

FACILITATOR RESOURCE SECTION .............................................................................................79

Resources...................................................................................................................................................80 PowerPoint® Handout (Slides 1-12) ............................................................................................................81 Do you have an all-manager audience? .....................................................................................................82 Pre-work Case Study (for managers) .........................................................................................................84 Script of Just Be F.A.I.R..............................................................................................................................85 Script of F.A.I.R. in Action...........................................................................................................................110 Facilitator tips for leading a diversity training session .................................................................................142 About Alexander Consulting & Training, Inc. ..............................................................................................145 About VisionPoint .......................................................................................................................................146


© 2 0 0 3 V i s i o n P o i n t P r o d u c t i o n s , I n c . P a g e 1 a n d A l e x a n d e r C o n s u l t i n g & T r a i n i n g , I n c .

READ THIS STUFF FIRST

J u s t B e F . A . I . R .

P a g e 2 © 2 0 0 3 V i s i o n P o i n t P r o d u c t i o n s , I n c . a n d A l e x a n d e r C o n s u l t i n g & T r a i n i n g , I n c .

T h i s P r o g r a m I s D e s i g n e d T o …

Diversity is about recognizing and responding effectively to the

similarities and differences among all groups that make up the

organization. Just Be F.A.I.R.: A Practical Approach to Diversity in the Workplace is designed to help people recognize and

respond to those similarities and differences and understand what

diversity really is and when it matters most in the workplace.

It takes the cooperation of employees, suppliers, and customers to

work effectively and accomplish goals. In order to maintain this

cooperation, the organization must deal successfully with three

things: 1. The Business Environment; 2. Change; and 3. Diversity.

The business environment relates to all of the things that impact the

delivery of your products and services. Change is ongoing, and

external and internal forces will continuously shift the realities of

your environment. Diversity is about understanding the unique

characteristics of the various groups who make up your business

environment—i.e., customers, managers, employees, suppliers,

and other stakeholders.

In order for organizations to stay competitive, deal with change, and

become an employer of choice, both people and organizations

must be culturally competent. One of the ways cultural competence

can be developed is by using the F.A.I.R. Approach.

This program introduces the F.A.I.R. Approach as a practical way

to help your managers and employees understand and support the

organization’s commitment to fairness. It will also improve their

ability to relate to the people important to your success—co-

workers, managers, customers, and suppliers.



T h e R o c k - B o t t o m B e n e f i t s A r e…

Here are the benefits that this program can deliver for your

employees and your organization.

For employees:

• Communicate better—Just Be F.A.I.R. helps build confidence

and open up lines of communication

• Build relationships—By increasing our cultural competence we

are becoming more aware and this awareness helps us build

positive relationships

• Develop better solutions and increase productivity—The

F.A.I.R. Approach uses all resources and allows you to make

better decisions that will increase your productivity

For the organization:

• Increase retention and become an employer of choice—

Workers proactively seek out organizations that provide a fair

environment. The F.A.I.R. Approach provides a common

way for everyone in the organization to communicate

effectively and build positive relationships

• Respond to rapid change—One powerful benefit of cultural

competence and the F.A.I.R. Approach is that it serves as a

tool for employees to deal with rapid change

• Improve service to team members and customers—

Employees who feel appreciated and fairly treated take better

care of each other and the customer

• Inspire passion and boost performance!—Look out for

positive, turned-on people! They cannot help but improve the

bottom-line performance of their organizations

J u s t B e F . A . I . R .


P a r t i c i p a n t s W i l l K n o w H o w

T o…

Once they have been through this course, participants will be

able to:

• Recognize that diversity is different from EEO and Affirmative

Action

• Describe the importance and impact that diversity has on the

overall productivity of the organization

• Understand what it means to be culturally competent and use

that awareness to be more effective

• Identify and implement the four elements of the F.A.I.R. Approach

The F.A.I.R. Approach F – Feedback

A – Assistance

I – Inclusion

R – Respect



P a r t i c i p a n t s W i l l E x p e r i e n c e…

The Just Be F.A.I.R. program uses two videos to help participants

discover and understand the impact and importance of cultural

competence, and how to put the F.A.I.R. Approach into action.

The first video titled Just Be F.A.I.R. addresses the questions,

“What is Diversity? What is Cultural Competence? What does it

mean to be fair?” The accompanying material and the second

video, titled F.A.I.R. in Action, applies the F.A.I.R. Approach to

real-life workplace situations to help participants learn how to

transfer the approach to their own work environment.

Here’s how it works:

1. The Pre-work is designed to help participants discover that

diversity encompasses more than what they may realize on

both a personal and professional level.

2. The previous exercise leads to a discussion about “Why

Diversity, Why Now?” This discussion helps participants look

at diversity from several different perspectives. 1. Who is

impacted and how? 2. The impact to the productivity of the

organization. 3. The financial impact of a given situation.

3. Participants watch the Just Be F.A.I.R. video in order to

understand the approach.

4. After watching the Just Be F.A.I.R. video, a series of

questions will stimulate discussion and help participants

practice skills needed to use the F.A.I.R. Approach in their

workplace.

5. Participants watch the second video, F.A.I.R. in Action, and

discuss how to use the F.A.I.R. Approach in their work

environment.

J u s t B e F . A . I . R .


6. The Facilitator’s Guide provides practical exercises designed

to help participants practice the skills needed to use the

F.A.I.R. Approach and implement them in their work

environment.

Participants will have an opportunity to build the skills

necessary for each phase of the F.A.I.R. Approach.

Note: You can use any or all of these activities. They can

be used at the end of each scenario, in combination with

the discussion questions or you may complete the video and

use the exercises at the end.

7. Finally, participants will have the opportunity to spend time

individually planning on how they can apply the F.A.I.R. Approach immediately, which will in turn make a positive

difference in the organization.



T h e C o m p l e t e P a c k a g e I n c l u d e s…

• Just Be F.A.I.R. and F.A.I.R. in Action videotapes* or DVDs

(both videos are available on one videotape or DVD)

• Facilitator’s Guide

• Reproducible Participant Workbooks

• Reproducible Self-Study Workbooks

• CD-Rom with PowerPoint® and reproducible materials

* While we use the term “video” throughout this facilitator’s guide, if you are using the DVD, the process

is basically the same. So, where we say “video” or

“videotape,” just think DVD.

Optional Companion Video Available from VisionPoint

If you are looking for something to play as participants enter the room or need

something to use as an energizer during a break, there is a SMART-START™

video, What is Diversity? available from VisionPoint. If you do not have it, just

give us a call at (800) 300-8880 for more information on how to purchase this

companion video.



K n o w Y o u r R o l e…

As the facilitator, your job is to make sure the people in the session

have the opportunity, environment, and the resources available to

learn.

That does not mean you have to be an expert, but it does mean

you should take the time to know and understand this material. To

aid you in absorbing the program content, we have provided

transcripts of both of the videos at the back of the facilitator guide.

We strongly encourage you to watch the videos prior to conducting

a session.

It also means you should be prepared to contribute your own

viewpoints, insights, expertise, etc., to the session. In fact, the more

you come off like a real human being who is simply trying to do a

good job and get a handle on how the universe works, just like the

rest of your class, the better the session will be.

If you do not have much experience being a facilitator, do not

worry. Just follow this guide, and you will be fine. Use your own

stories and experiences to underscore the points you are trying to

make.

J u s t B e F . A . I . R .


K n o w H o w t o C o n n e c t…

You may have people from a wide range of backgrounds and

experiences in your session, so here are some things to keep in

mind to help make sure everyone gets as much out of the session

as possible:

1. Acknowledge reality.

People in your class have real lives and real jobs just like you.

When you acknowledge that reality—with all its imperfections,

challenges, and frustrations—and make it part of your discussions,

people will feel safe enough to open up, explore, and learn.

2. Care about the material.

Remember that professor you had who was two years away from

retirement and was just going through the motions? Do not go

there! Take the time to really understand how the Just Be F.A.I.R. material impacts your class on a personal level. Better yet, figure

out how it impacts you personally, and share some of that with the

class. Again, the more honest and vulnerable (a.k.a. human) you

are, the more people will engage with you and learn with you.

3. Welcome resistance (and do not take it personally).

This is hard but really important. Every so often, you will run into

some push-back from people. That is okay. It means they are

paying attention! They are thinking! That is a good thing!

The most productive way to deal with it is to use the F.A.I.R. Approach. Model the F.A.I.R. Approach to the class so that they

can see how effectively it works. For example, you may say, “Help



me understand.” Followed by, “Let me see if I understand…

(paraphrase).” For more information regarding handling resistance

see the Facilitator Tips for Leading a Diversity Training Session in

the Facilitator Resources section of the guide.

Try to help people understand how the information and skills you’re

talking about in the class will benefit them personally. Remember, it

may be vitally important to the organization that everyone buys into

what you are talking about; but the best way, the only way, to get

people on board is to bring it down to the personal level and help

them see the benefit to themselves.

4. Make it relevant.

Real life does not stop for people just because they are sitting in

your class. Just like you, they have probably got WAY too much to

do and WAY too little time in which to do it. So if you want to cut

through the noise, get their attention, and then keep it, try to make

sure everything you say and do is relevant to their world—not

yours.

J u s t B e F . A . I . R .


S e t Y o u r A g e n d a…

Time is the most valuable resource we have, and you want to spend it wisely and productively. So to help you do that, here are three workable agendas for presenting this program. We suggest using the seven-hour agenda so participants have opportunities to practice some of the skills they are learning. We recognize that time constraints may necessitate a shorter session. Shorter agenda options are provided for your convenience. Agenda I (7 hours, give or take)

Step Item Time #1 Break the Ice 15 minutes #2 Get People Focused 30 – 40 minutes #3 Why Diversity? Why Now? 30 minutes #4 Just Be F.A.I.R. Video and Discussion 60 – 90 minutes #5 F.A.I.R. in Action Video

Part 1 – Feedback 15 minutes

#6 F.A.I.R. in Action Video Part 2 – Assistance

15 minutes

#7 F.A.I.R. in Action Video Part 3 – Inclusion

15 minutes

#8 F.A.I.R. in Action Video Part 4 – Respect

15 minutes

#9 F.A.I.R. in Action Characteristics of Good Feedback

30 minutes

#10 F.A.I.R. in Action How to Offer Assistance Exercise

30 minutes

#11 F.A.I.R. in Action Inclusion Exercise

45 – 60 minutes

#12 F.A.I.R. in Action Respect Posters

30 – 45 minutes

#13 F.A.I.R. in Action Review 15 – 20 minutes #14 Just Be F.A.I.R. Action Planning 15 – 20 minutes #15 Wrap Up 15 minutes



Agenda II (about 4 hours, give or take) Step Item Time #1 Break the Ice 15 minutes #2 Get People Focused 30 – 40 minutes #3 Why Diversity? Why Now? 30 minutes #4 Just Be F.A.I.R. Video and Discussion 60 – 90 minutes #5 F.A.I.R. in Action Video

Part 1 – Feedback 15 minutes

#6 F.A.I.R. in Action Video Part 2 – Assistance

15 minutes

#7 F.A.I.R. in Action Video Part 3 – Inclusion

15 minutes

#8 F.A.I.R. in Action Video Part 4 – Respect

15 minutes

#13 F.A.I.R. in Action Review 15 – 20 minutes #14 Just Be F.A.I.R. Action Planning 15 – 20 minutes #15 Wrap Up 15 minutes

Agenda III- See Discussion Guide for Details (about 1 hour, give or take) Step Item Time

#3 Introduce Course 5 minutes

#4 Just Be F.A.I.R. Video and Discussion 45 minutes

#11 Wrap up the Session 10 minutes



F a c i l i t a t o r N o t e s :

J u s t B e F . A . I . R .


F i n a l P r e p a r a t i o n C h e c k l i s t…

In case you are into checklists, here is one you can use to make

sure you have covered all the bases prior to the training session.

Location

Choose a quiet meeting room or other relatively secure

environment

Make sure all seats have a clear view of the TV or

projection screen and all other visuals

Make sure all seats are arranged so that participants can

see you and see/talk easily to other participants (a U-

shaped configuration works well, but feel free to

experiment with other letters of the alphabet and let us

know how it goes)

Make sure the room is lit properly to clearly see the video,

and light enough for people to be able to see well enough

to take notes

Verify that your meeting place is accessible and equipped

for participants with disabilities

Equipment Test your video equipment to make sure the video/DVD

actually plays and that the color and volume are correct. By

the way, do not forget to rewind the video after you perform

this test

Test your overhead projector, or computer projector if you

are using PowerPoint® slides, to make sure it works and

check your capability to project the video/DVD through the

projector



Materials

This Facilitator’s Guide (okay, so that is obvious, but we

like to be thorough.)

The videos or DVD – Just Be F.A.I.R. and F.A.I.R. in Action

One set of Participant Materials for each person

Pens and paper

Flipchart, easel, a fresh set of markers, and tape

PowerPoint® slides/overheads

Optional, but recommended Participant name tents (the kind you set on the desk in

front of you)

One copy of your organization’s relevant policies and

procedures for each participant Refreshments

Map to nearest restrooms

Small box for collecting beepers, cell phones, Palm Pilots,

Game Boys, and other objects of distraction

Take aways (articles, prizes, etc.)

Companion video – What is Diversity?

List of Ground Rules

Parking lot prepared flipchart

J u s t B e F . A . I . R .


CONDUCTING THE SESSION (A Step-by-Step Approach)



Break the Ice

Time it takes: 15 minutes

What it is about: A brief warm-up to introduce people to the program and to

each other

What you will need:

• Name tents

• PowerPoint® slide #1

• Markers

• Flipchart

• Index Cards

How to do it:

1. Have PowerPoint® slide #1 showing as participants enter the

room. Introduce yourself in whatever way you feel is

appropriate and welcoming. (Helpful hint—avoid simply giving

your name, rank, and serial number or, worse yet, years left

until retirement.)

Just Be F.A.I.R.

2. Go over session logistics; you may want to use a flipchart to

keep track of the following details:

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J u s t B e F . A . I . R .


• How long the session will take

• When there will be breaks

• Ground rules

• Where the restroom, phones, and water cooler are

located (Note: You can use the “You are here …”

worksheet as a reference)

3. Have participants work in pairs. Provide each person with an

index card for taking notes. You may want to have the following

questions written out on a flipchart page. Have each pair

discuss the following four questions:

• What brought you to the organization?

• What keeps you here?

• What has been your best moment?

• Provide a little known or fun fact about you, something we wouldn’t know just by looking at you.

4. After giving participants several minutes to discuss, have each

person introduce their partner and share with the group what

they learned. After everyone has been introduced, summarize

why people came to your organization, what has made people

stay, and some of the things the organization is doing right to

keep people there. By identifying the things that are keeping

people at the organization, you are starting to make the

business case for why diversity is so important. Say:

Our organization is clearly doing many things right!



Today, organizations have to pay attention to what is going on with the changing culture and changing demographics in order to achieve the benefits of diversity. For example, think about challenges related to:

• Increased competition

• Global marketplace

• Bringing in and keeping good employees

• High performance teams

You may not realize it, but the reality is you have already been managing diversity since the first day you started your job. Today’s training program will identify practical steps we can take together to gain the benefits of diversity.

Now, let’s talk more specifically about the program today.

J u s t B e F . A . I . R .


Get People Focused

Time it takes: 30-40 minutes

What it is about: An introduction to the topic, what participants will experience

and learn, and how the class will benefit

What you will need:

• Participants will need their Pre-work Case Study (you

may want to have additional copies available for those

participants who forget)

• Participant Materials

• PowerPoint® slides #2 through #6

How to do it: 1. To get people focused, pose the following question and capture

participants’ responses on a flipchart. Say:

Today we are going to talk about diversity, but before we get into the details of the program, let’s take a moment to discuss the pre-work case study. In the memo you received asking you to attend this training, I posed a couple of questions for you to think about regarding the case study. If you jotted down notes on those questions, take them out now.

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What types of diversity did you identify when you reviewed the case study? Are there any other issues involved here?

Possible Answers: generational differences, cultural

differences, gender differences, branch office v. home

office, you may even get answers like personality

conflicts, etc.

Note to the Facilitator: These questions are posed to help

the participants understand their current perceptions about

the situation. The facilitator shouldn’t lead them to a

specific answer or expect a “correct” answer. Instead, let

participants discuss how they currently see the situation.

This will give you insight into the participants current

understanding of the material. Also, plan to review this

case study again at the end of the training session and see

if their decisions about how to handle the situation may

have changed.

If you used Case Study #1 (employee version) ask:

• What should Jamal do?

• What do you think the new president should do?

If you used Case Study #2 (manager version) ask:

• What should Carol do?

• What should Carol’s employees do?

J u s t B e F . A . I . R .


• Is there anything the organization could have done to affect Carol’s transition into the new branch?

Conclude by saying:

We will come back to this material in a while as we begin to discover what diversity is and how it impacts our work environment.

2. Introduce the subject. You might want to say:

We spend a lot of time talking about diversity and historically we refer to race, gender, or ethnicity. But, diversity is more than race and gender. Today we will discuss how diversity is a whole lot more than the color of our skin or where we were born.

Now I know what you may be thinking, what does diversity have to do with me doing my job and getting it done productively?

That is a good question. The answer has to do with how diversity impacts our working relationships with each other and our customers. Let’s take a quick poll.

How many of you feel that the relationships you have with your manager, co-workers, team members, or other departments affect how you do your job?



(Expected response: several people will raise their hands or say

something like “of course they do”) Say:

That’s the answer. In order to work effectively together to be productive, we need to understand diversity and how it impacts us. Let’s talk about the benefits of this program.

3. Show PowerPoint® slide #2. Go over the benefits of the class.

Say:

If you’re like me, one of the first things I want to know when I go into a workshop or class is what is in it for me? (WIIFM) What do I get out of this? Well, here are some of the benefits of this program.

The benefits to you are building confidence and opening up lines of communication, building effective relationships by increasing cultural competence, and developing better solutions to increase productivity.

Show PowerPoint® slide #3.

The organization also benefits. The F.A.I.R. Approach provides a common way for everyone in the organization to communicate effectively and build positive relationships, thus increasing employee retention and hopefully becoming an employer of choice. Service to team members and customers will improve and the bottom-line performance of the organization can’t help but improve.

J u s t B e F . A . I . R .


4. Show PowerPoint® slide #4. Review the program objectives.

Say:

Once you’ve been through this training, you will be able to …

• Recognize that diversity is different from EEO or Affirmative Action

• Describe the importance and impact that diversity has on the overall productivity of the organization

• Understand what it means to be culturally competent and use that awareness to be more effective

• Identify and implement the four elements of the F.A.I.R. Approach

Show PowerPoint® slide # 5. Say:

Let’s review the F.A.I.R. Approach

• Feedback

• Assistance

• Inclusion

• Respect

Show PowerPoint® slide #6. Say:

The F.A.I.R. Approach helps increase our cultural competency. Let’s take a look at the Cultural Competency Matrix. It shows us the stages we move through in developing cultural competency.



The Cultural Competency Matrix

Unconscious Competence

Conscious Competence

Unconscious Incompetence

Conscious Incompetence

• Let’s start at the bottom left corner. Unconscious Incompetence is when we don’t know what we don’t know. These are the times when people say or do something that may be offensive to others and yet they have no idea that they are doing something inappropriate.

• Now take a look at Conscious Incompetence. This is the area where we are feeling some discomfort because we are aware of what we don’t know and it’s a problem.

• Our goal is to get to Conscious Competence, where we know what we know. At this stage, we make good choices that build positive relationships and avoid offensive behaviors.

• And after a while, something like the F.A.I.R. Approach becomes second nature. We just do it, and that’s when we have

J u s t B e F . A . I . R .


Unconscious Competence…until the world changes and we start all over again.

Since change is inevitable, the best we can hope for is being able to move through these boxes better and better. The F.A.I.R. Approach teaches us how to do just that.

5. Before you go any further, ask the class for any questions or

comments to make sure they’re comfortable with the

information up to this point. *

Now, what questions do you have regarding the information we’ve just covered?

Conclude by saying:

Now that we have reviewed the F.A.I.R. Approach, let’s take a look at why organizations are paying attention to diversity and why right now.

*By the way, if you are new to this training game, it is not uncommon for you to get nothing more than a few shake

of the heads, shrug of shoulders, or even blank stares when

you ask, “What questions do you have?” Sometimes that is

fine, but sometimes it means people are confused,

disinterested, or even thinking about the 65 emails they

are going to have waiting for them when they get back to

their desks.

One of the things experienced facilitators do in those

situations is ask a couple of questions about the material

they have just covered. And they do not just ask for

blanket responses. They will often direct the question to

an individual participant. For example, you might ask a

participant, “Just so I’m sure we’re all on the same

wavelength here, John, can you tell me what the “I“ stands

for in the F.A.I.R. Approach?” (If John cannot answer, you



do not want to make an example out of him. Just say

something such as, “I’ll tell you what, I obviously didn’t

do a very good job of explaining this,” and then take the

opportunity to quickly review that information for

everyone’s benefit.) Once you do this a couple of times,

your class will get the idea that you are not going to just

let them zone out and coast through this stuff. You are

going to hold them accountable for participating.

J u s t B e F . A . I . R .


Why Diversity, Why Now?


What it is about: An opportunity for participants to see the impact that

diversity can have on their work and create a sense of

urgency

What you will need:


• Flipchart

• Pre-work Case Study

• Markers

How to do it: 1. Have participants break into three groups and turn to page 2 in

their materials.

Let’s take a few minutes and look at the impact that diversity may have had on the situation covered in the pre-work case study. Let’s get into three groups and discuss the questions on page 2.

2. There is a facilitator’s copy of the worksheet on page 38 of this

guide. Allow the participants five minutes to discuss all three

questions. Ask each group to select a spokesperson to share

the highlights of their discussion.

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Note to the Facilitator: The purpose behind this exercise

is to help participants realize the big picture impact of

diversity. Therefore, participants will be looking at who

the situation affects, the impact on organizational

productivity, and the financial impact.

3. Have the spokesperson share their group’s answers with

everyone.

4. Discuss the following questions with the entire class.

• What surprises did you encounter during your small group discussion?

• In business, we have a habit of looking at things from a financial perspective; do you think that diversity can impact the bottom line? If so, how?

Later in this training session, we will have a chance to see how this situation can be turned around if the people involved used the F.A.I.R. Approach.

Now that we’ve explored the impact that diversity can have both on the organization and on everyone involved in the situation, let’s take a look at the video Just Be F.A.I.R.

J u s t B e F . A . I . R .


W h y D i v e r s i t y , W h y N o w ? ( f a c i l i t a t o r c o p y ) Instructions: Reviewing the case study from your pre-work, respond to the following questions.

1. Who does this situation impact and how?

2. What are the issues involved in this situation that may impact the productivity of the people and the organization?

3. How might this situation impact the people involved and the organization financially?



Just Be F.A.I.R. Video and Discussion

Time it takes: 60-90 minutes

What it is about: Participants will watch a video that will answer the questions,

“What is diversity, really?” and “What is cultural

competency?”

What you will need:

• Video, Just Be F.A.I.R.


• PowerPoint® slides #7 through #13

How to do it: 1. Ask participants to turn to page 3 in their materials. Say:

This video will answer the questions, “What is diversity, really?” and “What is cultural competency?” As you watch the video, I encourage you to take notes on any ideas or themes that seem important to you and to jot down any questions you have about the F.A.I.R. Approach. Turn to page 3 in your Participant Materials. There is space provided to capture your thoughts and questions.

2. Start the video. Play it through to the end.

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3. Facilitate a discussion about the two key points in the video.

Say:

There was a lot of good information in the video. Let’s be sure we all know the answers to the two key questions, “What is diversity, really?” and “What is cultural competency?” Who can share these definitions in their own words?

4. Show PowerPoint® slide #7. Say:

Great! Let’s summarize by reviewing the definitions provided in the video. Diversity is about recognizing and responding effectively to the similarities and differences among all groups that make up the organization. Cultural competency means having the ability to recognize and respond to our similarities and differences and make better decisions based on that understanding.

5. Divide participants into three groups to discuss the differences

between EEO, Affirmative Action, and diversity. Show

PowerPoint® slide #8 and say:

There is often confusion about the difference between EEO, Affirmative Action, and diversity. It’s important to remember the differences that exist between these three items make them interrelated – not interchangeable. Each is unique and necessary in its own right.



EEO refers to legal and regulatory mandates prohibiting discrimination. Affirmative Action refers to voluntary or mandated programs developed for the purpose of overcoming imbalances in the workforce that affect designated groups. And diversity awareness means recognizing and responding to the needs of various groups to improve working relationships. Page 4 in your materials shows the definitions of EEO, AA, and diversity.

Group 1 (point to a group) is going to discuss EEO. Group 2 (point to another group) is going to discuss Affirmative Action, and Group 3 (point to the last

group) is going to discuss diversity. In your groups, discuss examples from the workplace. Select a spokesperson to share the highlights of your discussion when we reconvene.

6. Give participants a few minutes to work in their groups. Say:

Okay. Let’s get back together. Group 1, what examples did you come up with? After Group 1 is finished, ask Group 2

and Group 3. Then say: What questions do you have about what we have covered so far?

7. Discuss the difference between cultural diversity and workforce

diversity. Show PowerPoint® slide #9.

Now let’s discuss the difference between cultural diversity and workforce diversity. First, let’s look at

J u s t B e F . A . I . R .


what “culture” really is. Culture is a system of shared beliefs, values, customs, and behaviors that members of a group or society use to cope with their world and with one another. This is transmitted from generation to generation through learning. Culture helps us define what things mean and how they should be done.

You have probably heard the phrase, “No two people are alike.” This is truer than you may realize. Except for identical twins, the gene makeup in each of us is completely unique. These genes determine how we look; the shape of our bodies; our gender; and our skin, eye, and hair color. Our uniqueness is further defined by our life experiences—our family and community being among our earliest influencers. And culture is the core of many of these influences that make us both similar to, and different from, others. Let’s take a closer look at cultural diversity.


Cultural diversity is about differences that exist in society which come into every workplace through the hiring process. Cultural diversity can include things like gender, sexual orientation, race, national origin, religion, and regional differences.

One of the cultural similarities many of us have in common is being an American. How many people have traveled outside of the United States? Did that



experience teach you something about American culture, and ways in which it is similar to and different from others? (pause for response) That’s cultural diversity.

Show PowerPoint® slide #11. Say: Now let’s look at workforce Diversity.

Workforce diversity is limited to the boundaries of the organization. It concerns differences that are created by the organization’s own structure and culture.

Occupational differences (technical staff v. support staff), salary levels, location (field v. headquarters), and educational levels are examples of workforce diversity. Traditional cultural diversity issues (e.g., gender) may also become workforce diversity concerns when the situation is peculiar to the climate and culture of a particular organization.

Who can provide an example of workforce diversity they have experienced?

8. Review the iceberg analogy. Show PowerPoint® slide

#12.

Let’s review the iceberg analogy. According to

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Dr. Gary Weaver1, most of what is going on with people is beneath the surface – just like an iceberg. What we see – the actions, behaviors, decisions – that’s like the tip of the iceberg, which is actually the smallest part. The real mass of the iceberg – the part that creates the “titanic” clashes – is beneath the surface in the form of basic beliefs, values, and assumptions that drive the behavior we see. A significant part of the below-the-surface mass is culture, which has been passed down to us in a variety of ways, and teaches us how to respond to the situations we encounter in life. By recognizing and responding to our similarities and differences – what’s going on beneath the surface – we can make better decisions and build stronger relationships. This leads us to the question: How do we practice cultural competence? The answer is, by being F.A.I.R. Before we review the F.A.I.R. Approach, what questions do you have?

1. Weaver, Gary R., Culture, Communication and Conflict

Pearson Custom Publishing, August 2000



9. Discuss the F.A.I.R. Approach.

Now let’s discuss the F.A.I.R. Approach. What does the F.A.I.R. acronym stand for? (Wait for

responses, then show PowerPoint® slide #13.) F - Feedback A - Assistance I - Inclusion R - Respect

• What does it mean for you to be F.A.I.R.? (Possible responses: Taking ownership to give

feedback, helping someone when they need it,

finding ways to include people, and avoiding

racial jokes)

• What does it mean for the organization to be F.A.I.R.? (Possible responses: Asking managers to be

sensitive to different needs, giving feedback,

and doing training like today)

• What questions do you have?

J u s t B e F . A . I . R .


F.A.I.R. in Action Part One: Feedback


What it is about: Participants will view the Feedback section of the F.A.I.R. in Action video in order to understand and apply this step

What you will need:


• Video, F.A.I.R. in Action

How to do it: 1. Introduce the video. Show the video. Stop the video at the end

of the feedback section. There will be a “stop and discuss”

screen that will say, “What just happened here?” Introduce the

video by saying:

Now we are going to watch the first segment of the F.A.I.R. in Action video. This segment illustrates how to use the feedback element of the F.A.I.R. Approach. Turn to page 5 in your Participant Materials. As you watch the video, think about what is going on both above and below the surface.

2. Show the first part of the video.

3. Discuss the following:

Now let’s take a minute to practice our cultural competence with this scenario.

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F.A.I.R. in Action P a r t F o u r : R e s p e c t


What it is about: Participants will view the Respect section of the F.A.I.R. in Action video in order to understand and apply this step

What you will need:



How to do it: 1. Introduce the video section. Show the video. Stop the video at

the end of the Respect section. There will be a “stop and

discuss” screen that will say, “What just happened here?”

Introduce the video section by saying:

Now we are going to watch the fourth part of the F.A.I.R. in Action video. This segment illustrates how to use the Respect element of the F.A.I.R. Approach. Turn to page 8 in your Participant Materials. As you watch the video, think about what is going on both above and below the surface.

2. Show the first part of the Respect scenario.



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• What is going on here both above and beneath the surface?

• Who does this situation affect and how are they affected?

Note: Tie-in participants’ comments to how

it affects their relationships, productivity,

and the financial impact to the organization.

• How can being F.A.I.R. – particularly focusing on “respect,” help this situation?

4. Say:

Now let’s take a look at what the narrator has to say about this situation and see how the situation resolves. Show the video through the end of the

Respect section.

5. After the Respect section of the tape, say:

Okay. Respect is about treating people the way they want to be treated. It means establishing and maintaining a work environment that is free of offensive practices and conditions. If disrespectful conduct and disparaging remarks come up, they are addressed quickly and effectively. Respect is also about speaking positively about the organization, even during times of crisis – focusing on why you originally came to work here and why you are staying. Respect also means recognizing each person’s

J u s t B e F . A . I . R .


unique value, contribution, and potential to the organization.

What questions do you have before we watch the end of the video? 6. Show the rest of the video. Ask:

What questions or comments do you have about the video or anything we’ve talked about so far?



F.A.I.R. in Action C h a r a c t e r i s t i c s o f G o o d F e e d b a c k E x e r c i s e

Time it takes: 30 - 45 minutes

What it is about: Participants will discuss characteristics of good feedback,

distinguish between poor feedback and good feedback and

apply their discussion to a case study

What you will need:


• Flipchart with markers


How to do it: 1. Divide the participants into two groups. Have one group discuss

characteristics of good feedback and have the other discuss

characteristics of poor feedback. Say:

Group 1 (point to group), discuss the characteristics of good feedback and list these characteristics on a flipchart. Group 2 (point to group), discuss the characteristics of poor feedback and list these characteristics on a flipchart. In your groups, discuss how you feel when you receive this type of feedback.

2. Allow the groups to work for a few minutes. Say:

Okay. Please select a spokesperson for your group to

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share the highlights of your discussion. Have each spokesperson share their highlights. Be sure to

acknowledge and recognize them for their efforts.

(Possible responses include:

Characteristics of good feedback: specific, based on facts,

clear, timely, non-judgmental, short and simple, respectful, etc.

Characteristics of poor feedback: too general, based on

hearsay, long winded, confusing, judgmental, condescending,

one-sided, etc.)

3. Close the discussion by summarizing key points and

transitioning to the case study. Say:

Great responses! I think we would all agree that it feels much better and is much more productive when we receive feedback that is specific, clear, timely, and respectful. Please turn to page 9 in your materials and identify three characteristics you believe are important to good feedback. Allow the participants a couple of minutes to take notes.

Now in your groups, please review the case study on page 10 in your materials (also found on page 58 of this Facilitator

Guide). Discuss what feedback you would give Carol to improve her performance and talk about how to best give that feedback. Feel free to take notes in the space provided on page 9. Before you get started, what questions do you have?



4. Conclude by asking everyone to share examples of their

feedback. Be sure to acknowledge everyone and give them

feedback on their behavior during the exercise. Say:

Thanks for sharing such specific examples! It sounds like everyone tried to be clear, specific, timely, and respectful. (Note to the Facilitator: Feel free to highlight

specific feedback you felt was exceptionally good or

change your concluding remarks based on how the group

responds to the exercise.)

Before we move on to our next exercise, let’s review four important questions you should always ask yourself about feedback.


Have I given others adequate information?

Do I have all the information I need? Am I open to feedback from others?

When I give feedback, do I practice giving “good” feedback? Okay. What questions or comments do you have about feedback? To wrap this up, please give me some feedback.

J u s t B e F . A . I . R .


F e e d b a c k C a s e S t u d y ( f a c i l i t a t o r c o p y ) Background: Carol is the new Branch Manager. She was promoted six weeks ago to manage the largest branch in California. She moved from the headquarters office in Nebraska; this is her first time heading an operations branch. She was promoted because of her years of hard work, self-discipline, and unwavering work ethic. Although the California Branch has been one of the most successful in the history of the company, they are known for being a little casual and laid back when it comes to the work. Carol believes that with the right leadership, the branch can really excel. Instructions: Carol is meeting with Jamal because of her concerns regarding his performance. The following are excerpts from what she said to Jamal. What feedback would you give to Carol regarding her comments to Jamal? Carol’s Comments to Jamal: “Jamal, I have some concerns regarding your performance. I am concerned about your work ethic and commitment.” “I have heard that you came to this job as a stepping stone in your career, that you never planned to stay.” “I have some concerns about your attitude…I am not seeing the kind of “go getter” and “doing what it takes attitude” to make things happen with you. That’s what I would expect from someone at your level.” “You can’t expect to move up the ladder around here by slacking off and being inflexible about so called “personal time” during lunch or leaving right at the end of the day like we’re blowing a whistle at the factory.” “I have been disappointed by your lack of professionalism and negativity. I have heard you say you “work to live, not live to work.”’ “I think you see the company as around for your convenience. This may not be the right place for you if all you are looking for is an easy hand out.”

Feedback for Carol:



F.A.I.R. in Action H o w t o O f f e r A s s i s t a n c e E x e r c i s e

Time it takes: 30 - 45 minutes

What it is about: Participants will discuss communication styles that help to

facilitate assistance and will distinguish between behaviors

that facilitate assistance and those that hinder assistance

What you will need:



How to do it: 1. Introduce the exercise. Say:

We’re going to examine communication styles that facilitate assistance and talk about behaviors that facilitate assistance and those that hinder it, so we can better prepare ourselves to provide effective and consistent assistance. People are often reluctant to ask for assistance because they think it shows that they do not know how to do their own work or that they are unable to balance the demands of competing work priorities or the demands of their jobs and their families. Offering to help, without implying that someone is incapable, is important. Let’s talk about communication styles that can help – or hurt – assistance.

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2. Divide the participants into two groups. Have one group discuss

communication styles that facilitate assistance and have the

other group discuss styles that hinder assistance. You may

want to have everyone count off by two’s (1, 2, 1, 2, etc.) to get

everyone working with different people. Say:

Okay. Please turn to page 11 in your materials. Group 1 (point to group), you’ll be talking about styles and behaviors that facilitate assistance. Group 2 (point to group), you’ll be talking about styles and behaviors that hinder assistance. Let’s get started.

3. Allow the groups to work for a few minutes. Say:

Let’s regroup. Please select a spokesperson from your group to share the highlights of your discussion. Have each spokesperson share their highlights. Be sure to

acknowledge and recognize them for their efforts.

(Possible responses include:

Styles or behaviors that facilitate assistance – asking for the

other person’s perspective before giving your own, empathizing,

making affirming statements, asking questions, and being open.

Styles of behaviors that hinder assistance – being judgmental,

controlling the conversation, dismissing the other person’s point

of view, patronizing tone, and blaming.)

Great! Let’s take a few minutes and apply what we’ve just

J u s t B e F . A . I . R .


BEFORE THE SESSION

J u s t B e F . A . I . R .


S e n d a n I n v i t a t i o n a n d P r e - w o r k…

Even if it is required training, it is always good etiquette to send

people an invitation. Because, yes, it is true … you are dealing with

adults, and they do not like to be told what to do by anybody!

(Imagine that!)

You can send them the following invitation or make up your own.

We have also provided two case studies you can attach as pre-

work. The first case study is for all employees. The second one is

for managers or supervisors.

Sample Invitation



S a m p l e I n v i t a t i o n Congratulations! You have been invited to attend our training program Just Be F.A.I.R: A Practical Approach to Diversity in the Workplace.

Diversity is about recognizing and responding effectively to the

similarities and differences among all groups that make up the

organization. This program will help you learn how to recognize and

respond to those similarities and differences and understand what

diversity really is and when it matters most in the workplace. The Just Be F.A.I.R. training program will also help you improve your

ability to relate to others.

Attached to this memo is a case study for your review. Please

answer the questions prior to the training session. Be prepared to

discuss your responses with the group during the program.

If you have any questions, please do not hesitate to contact (insert

contact information). In the meantime, I look forward to seeing you

at our next session.

Date: (insert date)

Time: (insert time)

Location: (insert location)

Confirm to: (insert confirmation address)

J u s t B e F . A . I . R .


P r e - w o r k C a s e S t u d y

Instructions: In preparation for our Just Be F.A.I.R. training session, please take a few minutes to read through this case study and answer the questions at the end. Also, be sure to bring this material with you to the session. The Situation Who: Jamal Ameen, 25 years old, single, Muslim Company: Working at ABC ACME for 2 years Location: California Branch Jamal Ameen started with the California branch of ABC ACME two years ago thinking the job was going to be just a stepping stone in his career. After about six months of employment, Jamal was thrilled with his work environment and the possibility of a promotion. Since starting two years ago, Jamal has been promoted once; and there is a possibility of another promotion within the next six months if his production rates stay high. Jamal really enjoys the informal work environment, casual dress, and the emphasis the company puts on the work/life balance. Every day during his lunch hour, Jamal takes time to fulfill his prayer obligations. The company has respected the fact that he is Muslim and has different requirements than other employees who observe the Judeo/Christian traditions and holidays. Recently, Jamal learned that the current president has retired in order to spend more time with his grandchildren. He learned that the replacement is a new person coming from the home office, located in Nebraska. When the new president arrived, she was very different from the previous one. She spoke, dressed, and interacted very formally with everyone; she worked very late hours and expected her employees to do the same. She scheduled her first “all hands” meeting to announce some significant program and personnel changes on Eid-ul-Adha, a very important holy day for Jamal. When Jamal went in to talk to her about it, she told him that she was not going to change the date of the meeting now that it had been set, but that he would not get into trouble for not being there. During their discussion she said, “I guess we will have to just go on without you, and you will have to catch up on your own.” She then followed up asking him if he would be willing to meet with her during his lunch hour to discuss what he missed at the meeting. He refused, telling her that was his personal time. Jamal is beginning to rethink whether he is going to stay at this organization. He feels there is no way this new president is going to consider him for promotion. In fact, Jamal feels like she now treats him as though he is a slacker with a poor work ethic and no commitment. Jamal walks into the break room and hears several co-workers complaining about the new president. He realizes that he is not the only one having a negative response to the change in company leadership. One of his co-workers turns to Jamal and says, “Wow, that new president is a high strung, controlling heart attack waiting to happen. She lives to work. Doesn’t she know our motto ‘work to live, not live to work?”’ The Questions

1. What types of diversity do you see in this case study?

2. What do you think Jamal should do?

3. What do you think the new president should do?








• How can being F.A.I.R. – particularly focusing on “feedback,” help this situation?

4. Say:


feedback section.

5. After the feedback section of the tape, say:

Okay. Feedback is about providing information on expectations and how well they are being met. It is important that feedback be given early and often. What questions do you have before we move on to Assistance?

J u s t B e F . A . I . R .


F.A.I.R. in Action P a r t T w o : A s s i s t a n c e


What it is about: Participants will view the Assistance section of the F.A.I.R. in Action video in order to understand and apply this step

What you will need:



How to do it: 1. Introduce the video section. Show the video. Stop the video at

the end of the assistance section. There will be a “stop and

discuss” screen that will say, “What just happened here?”

Introduce the video section by saying:

Now we are going to watch the second part of the F.A.I.R. in Action video. This segment illustrates how to use the Assistance element of the F.A.I.R. Approach. Turn to page 6 in your Participant Materials. As you watch the video, think about what is going on both above and below the surface.

2. Show the first part of the assistance scenario.



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• How can being F.A.I.R. – particularly focusing on “assistance,” help this situation?

4. Say:


Assistance section.

5. After the Assistance section of the tape, say:

Okay. Assistance is helping others make sure they have what they need in order to work to their fullest potential. Assistance is about encouragement, resources, providing information, equipment, or training people to enable them to work in the most productive manner. What questions do you have before we move on to Inclusion?

Just Be F.A.I.R. - TrainingABC

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