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Indiana State Department of Health July 2009 Garry Shirts, Ph.D. Simulation Training Systems © 2009 Simulation Training Systems.

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Presentation on theme: "Indiana State Department of Health July 2009 Garry Shirts, Ph.D. Simulation Training Systems © 2009 Simulation Training Systems."— Presentation transcript:

1 Indiana State Department of Health July 2009 Garry Shirts, Ph.D. Simulation Training Systems © 2009 Simulation Training Systems BaFa' BaFa' Train The Trainer

2 History of Diversity Training 2 Diversity as legal obligation. Diversity as moral obligation. Diversity as a means for creating benefits for the organization. Improved moral. Improved creativity. Improved productivity. Greater trust. Reduced risk of explosive incidents. A

3 Differences and Similarities Both Important 3 Culture is the way different groups of people have solved common problems. Understanding that we have common problems helps us understand and appreciate one another. The different values and approaches used to solve those common problems can be a source of energy and creativity. A

4 Not Valuing Diversity Can Result In 4 Negative can turn viral. One incident can tear an organization apart. Negative tends to go underground. Hard to detect: Negative tends to stay within offended group. If not addressed can become a cancer.

5 Goals For BaFa' BaFa' Train the Trainer 5 Feel confident you can do one or more of the following: Direct BaFa BaFa Run the Beta Culture Facilitate or assist in the debriefing Understand basic cultural issues and how they affect organization and individuals. Be able to teach strategies that help participants become culturally competent. Understand the importance of creating a safe, inclusive, productive work culture that benefits from diversity.

6 Why BaFa' BaFa' 6 Our reaction to culture is both intellectual and emotional. Its also largely unconscious for example, personal space. BaFa' creates teachable moments, not likely from lectures. Start with BaFa' to open them up to considering other cultures and then move to lectures, books, specific information about cultures. Its a safe activity.

7 To Be Culturally Competent 7 Means being able to communicate and interact competently with people from other cultures. Person to person. In small groups. In teams and work groups. To be highly competent means a person would be able to design (create) and shape work groups and organizations in which he or she participates so everyone benefits from diversity.

8 Creating A Work Culture That Benefits from Diversity 8 Have to create one that has a sense of uniqueness, that is different from the dominant culture, one everyone has to adapt to. Have to understand other cultures, ways of working and impact of other differences so can help people feel safe, included and be productive in the work culture. Create single identity for work culture i.e., don't form sub-groups by culture, ethnicity, race, gender preference etc. (Sherif study)

9 Special Strategies for Creating a New Culture 9 Include everyone in the process. Focus on behavior not attitudes. Speech is behavior. Cant be replication of the dominant culture. Everyone must adapt to the new culture. Everyone expected to be bi- cultural or multi-cultural. Help everyone become meta-thinkers re culture: make the existing culture visible. Make the implicit explicit. Say this is where we ended up 5 years from now, how did we get there? Use the power of super ordinate goals. Understand and use the power of identity.

10 Why Focus on Behavior? (2) 10 Focus on behavior; Can observe and measure behavior. Can set standards for behavior. Can't ask people to change their attitudes or their culture. It is their business. However, attitudes will likely change if behavior changes. The fact that you cant ask them to change their culture does not preclude one from asking questions or otherwise trying to understand it. In fact, when it becomes apparent you are not trying to change their culture, it will likely make it easier for them to talk about it.

11 Minimum Standards for New Culture 11 Goals for the organization include: Ensuring each person in the organization is aware of the importance of being sensitive to cultural issues when working with one another and with clients. Avoidance of behavior that makes anyone feel unsafe, excluded or demeaned, for example: No stereotyping. No disparaging remarks. No demeaning jokes. No excluding behavior. No violation of cultural taboos.

12 At Best 12 Design an organization that makes it possible for people who are different to feel safe, be productive and feel included. Work together to achieve shared goals. Create shared identity with symbols, badges, logos, clothing, special greetings, ritual, unique words, common experiences, art and music. Obtain agreement on the invisible culture: time, rules, power distribution, unspoken goals, unwritten roles, decision making process, committing to group, valuing different work styles, informal reward system, etc. A

13 Some Important Ways Cultures Differ 13 High Contract High Context Individualistic Collectivistic Perception of time. Response to authority. Personal space. Showing of emotions. Negotiation styles. Attitude towards work. Taboos Should dos

14 Alpha Culture 14 Patriarchal. Family oriented. In -group out-group. Hierarchical. Touch culture. Cooperative, non-competitive. Close personal space.

15 Beta Culture in BaFa BaFa 15 Competitive. Meritocracy. Flat non-hierarchical. Respect only for achievement. Values negotiation. Values Beta trading language.

16 Use the Director's Guide to Prepare 16 Going through the experience is the most important part of the training. You can read how to do it in the manual. Avoid these killer mistakes: Not proper space. Forgetting to have cd players. Not getting all the materials set out and prepared ahead of time. Lecturing during the initial debriefing instead of facilitating a discussion.

17 Initial Preparation 17 Arrange for: Two Rooms. Two CD players- computers or CD player. Tables for CD players (1 for each culture). 1 Chair per person in main room. Flip Charts and pads equal to 1/5 of participants. 2 overhead projectors ( optional). Time Two and half hours to begin, more later on. Simulation Materials Director's Kit. Participant booklets (1 per participant).

18 Director's Duties On Day of Simulation 18 Arrange chairs. Put up introductory wall chart. Ensure beta person is prepared and has materials. Set up Alpha CD Player and cue to start. Have participant books ready to distribute. Have wrist bands & cards ready to distribute. Manage exchange of observers and visitors.

19 Assistant Director's Preparation 19 Advance Preparation: Read and study assistant directors guide. Listen to CD. On day of simulation: Cue up CD. Have demonstration cards ready. Post language rules. Have books ready to distribute. Play CD and pantomime directions Stop CD to explain.

20 During the Simulation Alpha and Beta Directors: 20 Give participants time to practice. Signal to other Betans/Alphans when ready. Exchange observers. Exchange visitors.

21 General Approach To Debriefing 21 Discovery not lecture. Respond to questions with questions, observations, suggestions that will help the person solve the problem him or herself. Help participants clarify their thoughts and feelings. Listen for the intent behind the question. Listen for the emotion behind the question.

22 Discussion and Analysis (Debriefing) (Stage One: Data Gathering) 22 Have Betans sit facing Alphans. Get data for discussion sessions. Ask four questions: What comes to mind when think of Betans/Alphans? How did Betans/Alphans appear when in your culture? How did it feel to be in the other culture.? How did you cope when in the other culture i.e., withdraw, get aggressive, etc? Record responses so all can during general discussion and during small group discussion. No discussion of rules until small groups.

23 Discussion and Analysis or Debriefing (Stage Two: The Rules) 23 Divide into small groups. Betans ask questions of Alpha about their rules. Alphans ask questions of Beta about their rules. Explore ways of asking questions about culture. Explore how it makes one feel when asked about ones culture.

24 Discussion and Analysis or Debriefing (Stage Three: Small Group Discussion). 24 Ask the small groups to answer questions from the directors guide youve identified. Have each group report its most important conclusions/learning. Look for and focus on teachable moments.

25 Discussion and Analysis (Stage 3) 25 Summary and follow through: Ask them to identify what they've learned. Ask them to identify ways they can apply what they've learned in their lives or work. Give them assignments and resources for further study about specific cultures. Ask them to identify a process for creating a new work culture that makes it possible for individuals and the group to benefit from diversity.

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