Diversity And Inclusion New Reality Facilitator Guide

Diversity and Inclusion in the New Reality

Facilitator Guide Created by

Introduction to the Diversity and Inclusion in the New Reality Workshop

Workshop Goals:

• Develop an awareness and sensitivity for Diversity and Inclusion.

• To increase the level of understanding and commitment to the Tyco Diversity and Inclusion Initiative.

• Understand the importance of supporting a culture where difference is valued as a norm of operations.

About the workshop:

The Diversity and Inclusion in the New Reality Workshop is one of the courses within the Diversity Inclusion Framework. This framework includes the following workshops and courses developed by Tyco Management Company:

 Building a Better Work Environment  Diversity and Inclusion in the New Reality  Managing in a Diverse Environment  Leading a Diverse Workforce  Building a Globally Diverse Company

Key components of the Diversity and Inclusion in the New Reality include:

 Market and Demographic Changes  Defining Diversity  Defining Inclusion  Case Studies  Exploring International Diversity

Planning the Workshop Delivery

Facilitation According to Ingrid Bens, in her book Facilitating with Ease (Jossey-Bass, 2005) “Facilitation is a way of providing leadership without taking the reins.” This means that as a facilitator, your job will be to guide your participants through this workshop and to orchestrate discussions, much like a musical conductor where you are not playing an instrument, but you are controlling the outcome. Your part is not to teach your participants particular skills or provide them with specific knowledge in this workshop, but rather to lead them on a short journey in awareness of how diversity and inclusiveness relate to Tyco’s core values and applying this understanding to real life situations as described in the case studies included in this workshop.

Many of you may be very experienced and accomplished facilitators, where for some, this may be your first experience in facilitating a group workshop. In either case, remember that in a facilitation setting your job is to facilitate the participant’s self-learning rather than teaching. To learn more about facilitation, search the internet for informative articles and resources or contact your human resources office for internal resources and training.

Before the Workshop Preparation for this work shop is similar to many other workshops in terms of logistics and planning. One exception is that you will need to contact a Tyco Leader to make a short presentation at the beginning of your workshop on Tyco’s commitment to a Diverse and Inclusive workplace. By Tyco Leader, it is suggested that you contact the highest ranking executive in your facility or that person’s direct report, preferably a line manager. In addition, you will need to keep the Tyco Leader informed of the workshop location, the workshop schedule and the specific time frame for the Leader’s presentation.

A presentation guide has been created to assist your Tyco Leader in presenting the diversity and inclusion key points (see below). This presentation guide was adapted from a presentation given by Mike Ryan at Tyco Safety Products.

The slides that are to be presented in this workshop were created in Microsoft® Office PowerPoint®. Please ensure that the computer that you will be using to conduct this presentation has the appropriate software to display the slides on an LCD projector.

This Facilitator Guide, presentation slides, Participant Manual and Tyco Leader Presentation materials can be downloaded from the following Tyco intranet site location: http://lms.tyco-training.com/content/_Toolkit/diversity/index.htm

There are two exercises contained n the workshop that require advance preparation:

1) The first is Exercise 1 where you will have team members select a label from a bowl or other container. Locate the labels in the Appendix of this Facilitator Guide and print the Exercise 1 Dimensions of Diversity Labels and cut out each label. Then fold each label once and place in the bowl or other container. 2) The second is Case Studies 1, 2 and 3, where you will need to locate the handouts in the Appendix of this Facilitator Guide and print enough copies of each case so that you may have out one sheet to each of the 3-5 member teams in the workshop.

Workshop Checklist  Determine the number of attendees for the workshop  Locate and reserve a suitable classroom or conference room for the workshop (keep in mind space requirements for a projector and flip charts)  Arrange for the delivery of the Tyco Leadership Presentation with your local Tyco Leader. Download presentation guide and provide to Tyco Leader.  Order lunch, snacks or beverages, if you will be providing them during the workshop.  Download and print workshop materials from the Tyco Diversity and Inclusion website. If you are outsourcing the printing of the Participant Guides, ensure delivery to correct location and in ample time to review the order prior to the workshop.  Order or reserve LCD projector, remote control (for advancing slides in PowerPoint) screen and one or two flip chart stands and pads of flip chart paper and markers for recording responses and feedback from participants.  Notify participants of the workshop and provide specific instructions to the facility and specific workshop classroom / conference room (Note: facility location information is especially helpful for participants who may be attending from other physical locations within Tyco).  Print and cut out the Exercise 1 labels from the Appendix of this Facilitator Guide.  Obtain a bowl or other container to hold the Exercise 1 labels.  Print sufficient copies of the Case Study 1, 2 and 3 handouts for the number of Participants attending your workshop (i.e., 1 copy per team of 3-5 Participants).

Day of Workshop  Arrive at the workshop classroom / conference room two hours in advance, if possible, to set up the projector, screen, flip charts and to arrange the room so that seating is conducive for small groups to be able to work together in discussing exercises and case studies.  If you are serving food and beverages during the workshop, ensure that these items are delivered and set up so as to avoid disruptions during the workshop.  Check your projector to ensure that it is working, the video from your computer is displayed on the screen and that your remote control device is working correctly. Leave the title slide displayed on the screen (Note: Always check your remote control’s batteries to ensure that they are fully charged. Having a fresh set of AAA batteries on- hand can help to ensure that your presentation flows smoothly.).  As participants arrive for the workshop, greet participants and invite them to sit where they feel comfortable. If you are serving food or beverage, encourage them to enjoy the food and/or beverage.  Greet your Tyco Leader and thank him or her for participating in today’s workshop. Locate a seat for your Tyco Leader and suggest near the door, if he or she will be leaving the workshop after his or her presentation.

Example Workshop Classroom Setup

Participant seating arrangement to facilitate Resource table for working in groups. exercises and handouts

Cart and LCD projector (Ensure distance is appropriate for ALL Participants to be able to see the slides clearly.)

Projection screen

Facilitator podium or table

What to Do Next:

Turn the page to view the workshop presentation section of the Facilitator’s Guide.

Process Content Notes COURSE INTRODUCTION Display this slide:  This workshop is a part of the Diversity and Inclusion Purpose program at Tyco. There are  Introduce the course, specific courses developed for facilitators, participants and each level in the Tyco Leadership speaker (if organization. applicable)  This course will consist of  Provide the participants facilitated discussions and with an understanding of what is exercises and will include case expected as a result of study discussions within teams attending today’s workshop. to explore situations in which challenges to diversity and inclusion may exist. Overview  Introduce the course  Explain how the course will be conducted  Describe the exercises and activities that will be completed  Introduce yourself and your Welcome Participants (1-2 minutes) co-facilitator (if applicable)  Introduce your Tyco Say: “Good morning / afternoon and welcome to the Tyco Leadership speaker (if International Diversity and Inclusion workshop. This is applicable) but one of the many workshops that have been created  Introduce housekeeping items to support Tyco’s commitment to fostering a diverse and inclusive workplace.”

Add:  Your own brief welcoming comments.  Request that all participants turn their cell phones off or set them to vibrate for the duration of the workshop.

COURSE INTRODUCTION Introduce the Facilitators  Initially introduce yourself

Process Content Notes and your co-facilitator providing only your name, title and Introduce your Tyco Leadership Speaker location. There will be time to go into more detail when the Say: “To speak for a moment about Tyco’ commitment to a general introductions are made diverse and inclusive environment, I would like to along with the participants. introduce…”  Introduce your Tyco Leadership speaker (if in attendance) and provide this Tyco Leadership Presentation (5-10 minutes) person with the opportunity to speak a few words about Tyco’s determination to foster an environment of diversity and Do At the conclusion of the leadership presentation, thank inclusion. Arrange for your This: the speaker for coming and speaking to the participants. Tyco Leader’s departure from the workshop at the conclusion Ask: Ask participants if they have any questions for the of the remarks. speaker.  You should contact a Tyco Leadership representative before the workshop and ask Housekeeping Items this person to prepare a short 10 minute presentation to the Do workshop participants on the  Remind participants to check their cell phones and importance of diversity and This: ensure that they are either off or switched to vibrate. inclusion within the Tyco work environment.  Advise participants that if they need to take a call or  Inform the Tyco leader leave the room to do so as not to disturb the other that his or her presentation will participants. be at the beginning of the  Inform participants of the anticipated duration of the workshop and although they are invited to stay for the entire workshop and if there is a break scheduled. workshop, he or she may leave  Provide directions to the restrooms and emergency at the conclusion of their exits for participants that may be visiting and not present-ation. familiar with the facility layout.

COURSE INTRODUCTION Setting Workshop Norms (5 minutes)  You will need to have a flip chart, markers and

Process Content Notes masking tape ready to write Explain: That in order to be able to accomplish this objective the workshop norms on paper. during the workshop, we need to be able to establish a  Tape list to a wall, door, number of “Ground Rules” to be followed during the window or other surface using progress of the workshop. These include: masking tape. Do not use a tape that may pull paint from  Honor the experiences of others the wall or damage the wall covering. Clear tape or  Maintain confidentiality of what is said shipping tape products should  Commit your full participation during the workshops be avoided. in discussions and exercises  It is important that the workshop norms be explained  (Add other norms as appropriate) and that all participants agree to follow these norms. Without agreement, participants may be dissuaded from speaking Do Write each of the “Ground Rules” on a flip chart sheet. openly and candidly about their This: feelings and providing examples.  In the unlikely event that Flip Chart: Ground Rules a participant refuses to agree to the workshop norms, ask the 1. Honor the experience of participant to leave the others. workshop. 2. Maintain confidentiality of what is said.

3. Commit your full participation: Discussions & Exercises

Ask: Participants if the workshop norms are acceptable and if they all agree to abide by these norms during the duration of the workshop.

Process Content Notes COURSE INTRODUCTION Display this slide:  This slide summarizes the activities that will be conducted during today’s workshop.  The next slide will contain the goals for this workshop.

Discuss Today’s Agenda (5 minutes)

Do Read the agenda items from the slide. This:

Process Content Notes COURSE INTRODUCTION Display this slide:

Discuss Today’s Goals

Do Read the goals from the slide. This:

Process Content Notes COURSE CONTENT Display this slide: Purpose  This is the main content of the workshop that builds the case for creating a diverse and inclusive work environment.

Discuss Diversity and Inclusion Mission

Do Review the items on the slide. This:

Process Content Notes COURSE CONTENT Display this slide:

Do Read the outcomes for Diversity and Inclusion contained This: on the slide.

Changing Demographics (20 min, 8 slides)

Ask: “Is there any doubt that US workplace and marketplace demographics are changing?” “Let’s take a look at some statistics.”

Explain:  This data is descriptive of U.S. workplaces from 1970 to 2005.  Explain the graphic, showing the years on the bottom scale and percentages of male and female participation in the workplace on the vertical scale.

Ask:  “What surprised you about the data?”  “What does this data tell us about the typical workplace in the U.S.?”

Explain:  This data is descriptive of U.S. workplaces from 1990 to 2000 and forecasts 2010.  Explain the graphic, showing the years on the bottom scale and percentages of workers over the age of 40 on the vertical scale.

Ask:  “What issues may occur when you have a large 55+ work population and a decreasing younger workplace population?”  “What might be the conflict between age groups, differing wants and needs, interests, values surrounding different historical environments?”

Explain:  This graphic illustrates two pie charts. The first on the left is the racial makeup of the U.S. workforce in the year 2000.  The 2050 chart shows a projected decline in workers identified as “White” and increases in all other racial categories.  The largest increases appear to be in the Hispanic and Asian categories.

Ask: ”What do you think may attribute to these projections?”

Process Content Notes COURSE CONTENT Display this slide: o Note: It may be helpful to go back to the previous slide to view the changing demographics in relation to this slide.

Explain:  This graphic illustrates the buying power of the three largest minority groups in the U.S. from 1990 through projected 2009.  This chart shows buying power for these groups growing by a projected $800 billion dollars between 2004 and 2009.

Ask:  “What do you think about this data?”  “What does this information mean to us and how might this data affect the way we do business at Tyco? “

Do  Discuss each of the items on the slide. This:

Ask:  “What evidence do you see of this shift occurring in demographics today?”  “How do you think that these changing demographics will change the environment at Tyco?”

Do  Read each of the items on the slide. This:

Ask:  “How do these items support the argument for developing a more diverse workforce at Tyco.”  “What items do not belong, and why?”  “What do you think will happen if we just go about business as usual?”

Do  Read the quote from Jack Welch. This:

Ask:  “What do you think Mr. Welch means by this quote?”  “How do you think the point Mr. Welch is making relates to other aspects of our organization beyond the customer contact level?”

Process Content Notes COURSE CONTENT Display this slide:  You will need to have a flip chart, markers and masking tape ready to capture the participant responses.  Tape list of responses to a wall, door, window or other surface using masking tape. Do not use a tape that may pull paint from the wall or damage the wall covering. Clear tape or shipping tape products should be avoided.  Suggested responses are contained on the next slide.

Defining Diversity (10 minutes)

Do  Ask the questions on the slide. This:  Write Participant responses on a sheet of flip chart paper.

Do Preface each item with the question from the previous This: slide:  “What is diversity?” Differences that matter.  “Why does it matter?” It impacts our ability to be successful.  “How does it impact our future?” It influences how we are perceived in the marketplace.

Ask: ”What do we mean by all this?”

Process Content Notes COURSE CONTENT Display this slide:  You will need to have already cut the Exercise 1 EXERCISE 1 diversity dimension labels out of the appendix of this Facilitator Guide before the workshop begins.  Each separate diversity dimensions should be folded once and placed in a bowl or other contained so that one participant from each team may reach in and select a single label.  Note: If you prefer, you may write each of the dimensions on colored construction paper squares instead of cutting them from this Facilitator Guide. Exercise 1 (15 minutes)  Participants will work in teams to describe how their Do  Ask Participants to form teams of 3 to 5 people, dimension relates to diversity. This: depending on the size of the workshop.  Watch your time, some discussions can become  Have each team select one diversity dimension from drawn out. a bowl or other container.  The following slide will  Ask each team to discuss within the team how the display all of the dimensions so the Participants can see all dimension relates to diversity. of the dimensions together.  When teams are ready, ask each team to state their dimension and how it relates to diversity.  Invite discussion from team members and other teams.

Process Content Notes COURSE CONTENT Display this slide: EXERCISE FEEDBACK

Say: “Here is the listing of all of the dimensions that were in the bowl / container.”

Do Point out that this is but a sampling of all of the This: dimensions of diversity.

Ask: “Does anyone have a question about one or more of the dimensions and how it relates to diversity?”

Process Content Notes COURSE CONTENT Display this slide: o The next slide will show what today IS about.

Aligning Expectations (5 minutes)

Say:  “So far, we have talked a lot about diversity and what it means to us and to Tyco.  While the topics on this slide are relevant and important, they are not the reason we are here today.

Do Review each of the items on the slide. This:

Say: “This is what today IS about.”

Do Read the items on the slide. This:

Ask: “Why is it important for us, as an organization, to take time out of our workday to talk about these issues?”

Process Content Notes COURSE CONTENT Display this slide:  You will need to have a flip chart, markers and masking tape ready to capture the participant responses.  Tape list of responses to a wall, door, window or other surface using masking tape. Do not use a tape that may pull paint from the wall or damage the wall covering. Clear tape or shipping tape products should be avoided.  Note: Suggested responses are NOT contained on the next slide, but the one following.  The next slide will prompt you to ask the Defining Inclusion (10 minutes) question “When was the first time you felt Do  Ask the questions on the slide. different?” This:  Write Participant responses on a sheet of flip chart paper.

Process Content Notes COURSE CONTENT Display this slide:  Suggested responses to the previous slide regarding FACILITATED DISCUSSION inclusion are contained on the next slide. PURPOSE:  Be prepared to share your story first to model the type of response that you are o To increase awareness that asking from the Participants. each individual is different, even if they feel that they are a part of  Because of the personal a group. nature of this exercise, DO NOT write Participant responses on flip chart sheets.  During this facilitated discussion, it is important to understand that some of the stories that may be presented Facilitated Discussion (30 minutes) may carry a great deal of emotional weight for the Participant. This may result in Do  Introduce the question on the slide. tears, anger or frustration. As This: a facilitator, it is your job to recognize when this happens and invite the Participant to Say: take a moment to regain  I want you to take a minute or two to think about a composure. time when you or someone you are very close to, felt  Be ready for comments excluded. and related stories from other  How did that feel? Participants as each story concludes.  What are the consequences to the individual and our organization if someone felt that way?

Do  Remind Participants about the Ground Rules of This: confidentiality that they accepted at the beginning of the workshop.  After about a minute, share your own story about

Process Content Notes when you first felt excluded.  Then ask for a volunteer to share his or her story.  Be sure to probe about the feelings and consequences to our organization if we have people feeling that way.  Thank the participant for sharing his or her story.  Go around the room and ask Participants to tell their story.  Ask that each Participant share his or her story before continuing with the workshop.

Summarize the exercise by saying:

 We have spent time recalling how exclusion feels and understanding the negative consequences to our group and Tyco overall, if we have a culture of exclusion vs. inclusion.

 Exclusion is rarely on purpose. It usually happens because we are unconscious of how our behavior impacts others, because of lack of exposure, and because we are unaware of some of our own biases and stereotypes.

 I want to shift our focus to inclusion. I want to be sure we know how to define it and spend the rest of our time together discussing how to practice inclusive behaviors.

Process Content Notes COURSE CONTENT Display this slide:  Note: This is the slide containing the suggested responses from two slides back.

Do Preface each item with the question from the previous This: inclusion slide:  “What is inclusion?” When everyone has an opportunity to participate, feels a sense of belonging, feels respected, valued and seen for who they are.  “Why does it matter?” Differences are respected and welcome as a norm of interaction and we benefit from the supportive energy and commitment from our colleagues and bosses, so we can individually and collectively do our best work.  “How does it influence our short term and long term success?” Short term: The Zero sum game does not exist. Everyone can grow and develop and reach their potential.  Long term: Leadership shows up in many forms and we can leverage the diversity of thought, problem solving and creativity to our competitive advantage.

Process Content Notes  Compare the responses on the slide to the responses on the flip chart paper.  Remind participants that just as we have seen, through the sharing of exclusion experiences we understand what it is about and we realize diversity is the flip side of that.  Creating an inclusive culture is a conscious act. We have to be thoughtful and self aware in order to be sure we are including other people who are different than we are.

Process Content Notes COURSE CONTENT Display this slide: The key words that should be brought out in this slide are Competitive Advantage.

Do Read the items making up the business case for This: Inclusion at Tyco.

Ask: “Do you all agree with each of these items?”

Say: “Considering all of the items that make up the business case, there is a competitive advantage to developing and encouraging an inclusive environment in our workplaces.”

Process Content Notes COURSE CONTENT Break (15 minutes)

Say: “Ok, now it is time for us to take a short break.” “Please be back in this room at __:__ (i.e., 10:30am, state the time you will begin the next section).”

Do  Manage the break time. This:  Use this time to prepare your handouts for the next exercise.  Invite any Participants with questions to see you during the break.

Process Content Notes COURSE CONTENT Display this slide: o Note: Adjust the number of handouts that you print based EXERCISE on the number of participants that you have invited to attend the workshop. PURPOSE: o To engage Participants in discussions involving divisive and non-inclusive situations to compare with the behaviors and ideas contained in the workshop.

Inclusive Behavior Exercise (30 minutes)

Do  Ask participants to work in groups of 3 - 5 people for This: this exercise.  Pass out one of the three Case Study handout sheets (see Appendix) to each team.  When you have passed out the Case Study sheets, go to the next slide and continue the instructions.

Process Content Notes COURSE CONTENT Display this slide: EXERCISE

Do  Ask the teams to take about 10 minutes to discuss This: the situation contained in the case and using what they have learned about Diversity and Inclusion to identify:  Identify issues and concerns  Recommendations  Pros & Cons  Leave this slide up while the teams are working.  When Participants are ready, move on to the next slide and proceed with the case study feedback.

Process Content Notes COURSE CONTENT Display this slide: o By asking one team to read the case and then asking EXERCISE FEEDBACK another team to present their finds, it helps to spread the work and a little fun.

You may hear comments like these below:

o Bill is frustrated and he didn’t mean anything.

o People should be able to communicate effectively in the language that is chosen to communicate in. In this case English. Ask: “Which team or teams worked on Case Study 1?” o Bill didn’t really listen extra hard given the customer had Do  Ask one of the teams, who worked on this case to an accent. This: select a member of their team to read the case aloud. o Its tough telling someone you  When the case has been read, ask again for which can’t understand them multiple times. It feels rude. other teams worked on this case and then select another team and ask that team to select an individual to present their findings to the other o Bill needs to think before he speaks. We have all felt that Participants. way but it comes from  Responses should include: frustration and he should apologize to people who  Identify issues and concerns heard him.  Recommendations  Pros & Cons  Ask Participants if they feel differently about this team’s findings or if they have anything to add to the discussion of the case.

Process Content Notes  Take the opportunity to summarize the case by reinforcing the point made earlier about inclusion being a conscious choice and we have to practice being thoughtful before we speak and act.

Process Content Notes COURSE CONTENT Display this slide: o The feedback instructions for this case are the same as for EXERCISE FEEDBACK the previous case. o By asking one team to read the case and then asking another team to present their finds, it helps to spread the work and a little fun.

o This is one area of diversity that seems ok for people to say negative stuff about in the work place.

Ask: “Which team or teams worked on Case Study 2?” o People should be able to express their opinion.

Do  Ask one of the teams, who worked on this case to This: o We can express ourselves select a member of their team to read the case without being offensive. aloud.  When the case has been read, ask again for which o Even though we may not other teams worked on this case and then select understand or agree with another team and ask that team to select an someone else’s lifestyle, we should still be respectful. individual to present their findings to the other Participants. o We don’t really know who is  Responses should include: gay. Often times we create  Identify issues and concerns an environment where people  Recommendations don’t feel comfortable being honest about who they are.  Pros & Cons We can lose a lot of their  Ask Participants if they feel differently about this productive energy because of gay team members hiding team’s findings or if they have anything to add to the who they are. discussion of the case.

Process Content Notes  Take the opportunity to summarize the case by reinforcing the point made earlier that people don’t mean to be offensive but the impact of their behavior may result in hurt feelings and people feeling excluded.  Our goal is not to be perfect but to be open to feedback and be willing to make some behavioral changes.

Process Content Notes COURSE CONTENT Display this slide: o The feedback instructions for this case are the same as for EXERCISE FEEDBACK the previous case. o By asking one team to read the case and then asking another team to present their finds, it helps to spread the work and a little fun.

o The manager is sexist and there is nothing she can do about it.

o I think she should just keep Ask: “Which team or teams worked on Case Study 3?” fighting for herself and he will eventually get used to it.

Do  Ask one of the teams, who worked on this case to This: o She should talk to her boss select a member of their team to read the case and say she wants him to aloud. know she is interested in the projects and she feels by not  When the case has been read, ask again for which speaking up it has hurt her. other teams worked on this case and then select another team and ask that team to select an o Her manager may be saying individual to present their findings to the other in a crude way, he respects Participants. her now. After all, she got the  Responses should include: assignment.  Identify issues and concerns  Recommendations o HR can coach the guy on different styles and help him  Pros & Cons understand that he has a  Ask Participants if they feel differently about this responsibility to develop all his employees and help him team’s findings or if they have anything to add to the understand how he has been discussion of the case. excluding Mary.

Process Content Notes  Summarize by saying inclusion comes from understanding. Again the boss probably didn’t’ notice that he was giving all the good assignments to the guys. I am sure if we were to make him aware and give him another method to give out assignments that weren’t based on gender stereotypes he would appreciate it.

International Diversity (15 min, 6 slides)

Say: Now, let’s switch gears a little and look at diversity and Inclusion on a global scale.

Do Move on to the next slide. This:

Process Content Notes COURSE CONTENT Display this slide:  With the advent of the global marketplace and distributed work teams, more individuals are finding that a portion of their work time is spent working in other countries and navigating different cultures.  Many workers find working conditions in other countries to be very different from their home countries. In some cases, women may find that there are certain customs that they must follow to fit into the cultural norms of the country they are visiting.

Do Read the assumptions on the slide. This:

Ask: “Has anyone experienced situations in their international travels that relate to the items on the slide?”

Do  Read the challenges on the slide. This:  Provide any anecdotes about situations you have encountered in your travels.  Invite others to share their stories.

Process Content Notes COURSE CONTENT Display this slide:  Example: Personal space. In some parts of the world most individuals are more comfortable with about 1-2 feet of personal space. In other countries, it is much closer.  Example: In the U.S. the “OK” sign made with the thumb and index finger forming an “O” and the last three fingers forming the “K” is a sign of agreement or acknowledge- ment, whereas in some parts of Latin and South America the same gesture is an insult.

Do Read the summary on the slide. This:

Ask: “Why do you think it is important that we do all this?”

CLOSING Display this slide:

Process Content Notes

Goal Review (2 minutes)

Say: “Let’s take a look at what our goals were.” “Can agree that we have met these goals?”

Do  Read each of the goals on the slide. This:  Ask Participants if they agree that we have met each of the objectives.  Ask participants if anyone has any questions about what we have covered.

Process Content Notes CLOSING Display this slide:  Note: This is the end of the Participant Workshop slide presentation. The following slides are a part of the Train the Facilitator information prepared for your use.

Do  Make any closing statements that you feel are This: appropriate.  Summarize the discussions you have heard, especially the learning’s that people expressed.  Reiterate our D&I mission and outcomes and relate it back to any discussion point your heard that helps to reinforce the necessity of our focus on D&I.

This concludes the Diversity and Inclusion Participant Workshop

Process Content Notes

Appendix

The following pages contain the following:

 Diversity and Inclusion Train the Facilitator slides

 Exercise 1 - Dimensions of Diversity Labels

 Case Study 1 Handout

Process Content Notes TRAIN THE FACILITATOR  This and the following slides are not to be shown during the Participants workshop, but appear here for your information in conducting the workshop.

Process Content Notes TRAIN THE FACILITATOR

Cut the labels from this page to use in the Dimensions of Diversity Exercise ©2009 Tyco International Management Company January 2009 © 2009 Tyco International Management Company January 2009 ©2009 Tyco International Management Company January 2009 © 2009 Tyco International Management Company January 2009