Unit 4 - Part 3 Respect for Diversity

UN Core Organizational Values Integrity Professionalism Respect for Diversity

Why is this important for me?

Why is this important for me? United Nations Peacekeeping Operations are mixed institutions, including many diversities, including ethnic cultures and institutional backgrounds (military, civilian & police) The local population will have its own cultural norms and traditions The mission’s ability to function and its operational success is dependent on its personnel’s ability to maintain respectful relationships and communicate effectively with others

Learning Outcomes Explain what is meant by “diversity” Describe how cultural differences and different kinds of diversity might be evident in the mission environment and in the host country Describe what is involved in respecting diversity in relation to working effectively in a multicultural peacekeeping environment Describe strategies for enhancing communication

Diversity = variety, different kinds of things What is Diversity? Diversity = variety, different kinds of things Diversity in a human context refers to differences such as of ethnicity, race, professional backgrounds, religious or political beliefs, and much more.

The Dimensions of Culture The importance of the individual vis à vis the group in diverse social and business situations Group responses to change, the need for rules and the ability to take risks. Also includes the perception of how much control individuals have over their destiny How roles, power and authority are associated with each gender as well as individuals of different races, religions, nationalities, etc. The way individuals interact with one another within an organizational hierarchy How individuals use space to define themselves, including spatial distances used when speaking and the amount of space needed for comfort in business and living environments The importance of personal achievement and accomplishment to an individual’s overall sense of well-being The significance placed on completing a job versus devoting time to building relationships among business associates The way people in a society communicate, including the use of nonverbal gestures The degree to which a culture believes an individual can focus on one or more tasks, and the evaluation of the importance of personal relationships versus adherence to schedules Relationships Time Communication Hierarchy Status Attainment Space Diversity Receptivity Change Tolerance Group Dependence The Dimensions of Culture Process As indicated, the material here is based on the Windham International Cultural Model (influenced by work by Hofstede and Trompenars) The information is intended as reference material given the limited time Instead of reviewing it, it may be helpful to provide a high-level explanation of the dimensions of culture and why they’re important As we already discussed, a great deal of who we are is based on beliefs and values we hold Many of these beliefs and values come from our families and many of those are embedded within values held in the culture at large Review nine dimensions and their primary concerns Different cultures and parts of the world are often characterized by their different approaches to these dimensions of culture The Windham International Cultural Model (1997) outlines nine dimensions of culture: relationships, time, communication, hierarchy, status attainment, space, group dependence, diversity receptivity, and change tolerance. The model is intended as a tool for individuals to understand their own behaviour and the behaviour of individuals from other cultures. Windham International Cultural Model

Dimensions of Diversity Functional Level Classification Management Status Geographic Location Work Content Field Language / Accent Income Marital Status Comm./Work Style Age Sex Race Parental Status Personal Habits Core Personality and Ability — Who I Am Sexual Orientation Process The graphic here is based on research conducted by experts in the field of diversity, Gardenschwartz & Roe, who suggest that there are many layers/elements of diversity; keeping this is mind is essential in recognizing and valuing the many aspects of diversity and its impact on who we are and how we see the world The most core difference between us, of course, is our personality--something that distinguishes us from everyone else The primary elements of diversity are things we cannot change, such as age, race, physical ability; these are usually things people know about us simply by observing us The secondary elements are more subtle, such as geographic location, work style, educational background, etc. The outer ring are the organizational aspects of diversity; these may perhaps be things we don’t think of immediately when we think of diversity but can make a real difference in how we relate to one another, particularly in the workplace This graphic can also be used to think about how messages and biases about difference can influence the way we think about others For example, we all receive messages--subtle and explicit--about things like race, ethnicity, sexual orientation, etc., from our families and friends Until we recognize these messages and understand them, they subtlety influence the way we view and interact with others Conversely, it’s important to recognize that others are always looking at us and interpreting our behaviour through their “lenses” and experiences Values and beliefs Religions and their roles Customs – birth, death, weddings, “coming of age”, hospitality, greetings, sharing Respect Perception of time Perception of space (intimate, personal, social, public) Physical contact Relationships Occupation Social class Societal and community structures Use of authority  Looks and abilities Education Family  Relationships  Sexual orientation Individual v Collective (group) identity and decision making processes Ways that people think Work ethics and practices Preferences for learning (visually, orally, active doing) Ways of communicating (verbally / nonverbally, saying NO, giving feedback) Ways of negotiating Recreational Habits Appearance Ethnicity Union Affiliation Seniority Physical Ability Religion Work Experience Educational Background Division Department Unit Work Location Adapted from Gardenschwartz & Roe

Only about 10% of an iceberg is generally seen above the waterline.

(explicit & conscious) see, hear, smell & touch (explicit & conscious) Obvious Beliefs, values, attitudes, stories thought patterns, (implicit & unconscious) Less Obvious

Obvious Less Obvious see, hear, smell & touch (explicit & conscious) Race, Ethnicity Language, Dialects Hair, Skin & Eye Colour Sex, Age, Size, Physical Ability Clothing, Uniforms, Job Titles, Food, Art, Dance, Music, Stories see, hear, smell & touch (explicit & conscious) Obvious Beliefs, values, attitudes, stories thought patterns, (implicit & unconscious) Less Obvious

Obvious Less Obvious see, hear, smell & touch (explicit & conscious) Race, Ethnicity Language, Dialects, Hair, Skin & Eye Colour, Sex, Age, Size, Physical Ability, Clothing, Uniforms, Job Titles, Food, Art, Dance, Music, Literature see, hear, smell & touch (explicit & conscious) Obvious Concept of Time, Work Ethic, Religious Beliefs, Definitions of Sin, Organizational Attitudes and Practices Concept of Justice, Courtship Practices, Meanings about Clothing, Concept of Cleanliness Beliefs, values, attitudes, stories thought patterns, (implicit & unconscious) Less Obvious Theories on Disease, Concepts of Past & Future Attitudes to New Things, New People and Change Attitudes & Relationships to Hierarchies and Authority Patterns of Superior / Subordinate Behaviour (on job or otherwise) Family Roles & Responsibilities, Traditional Roles of Men and Women And much more…

It is important to be aware of… Beliefs about all people of a certain type Judgements or opinions that are formed without real knowledge or examination of facts Prejudices are generally negative Stereotypes = Prejudices =

UN Core Value Respect for Diversity Work effectively with people from all backgrounds Treat all people with dignity and respect Treat men and women equally Show respect for and understanding of diverse points of view and demonstrate this understanding in daily work and decision-making

UN Core Value Respect for Diversity (cont.) Examine own biases and behaviours to avoid stereotypical responses Do not discriminate against any individual or group

Attitudes Regarding Authority and Management Remember that the difference may be cultural Take time to understand what is happening Be clear & respectful in your communications and expectations

Body Language & Gestures Observe and acquaint yourself with what is culturally appropriate Ask colleagues for advice as needed

Religion Be aware of different religious beliefs and customs, particularly local ones Practice respect for all religious beliefs Practice respect for religious artifacts and places of workshop

Family and Roles Pay respect to elders Understand family ties Understand local roles and traditions for men and women

Dress Code Be aware of local cultural norms and climate Adapt yourself to local dress codes

Concepts of Time Don’t over generalize about any group’s ways of perceiving or managing time Reserve judgment about the meaning behind different attitudes and practices regarding time

Communication Process Communicated through filter of Decoded through filter of LANGUAGE, IDIOMS, NORMS, VALUES LANGUAGE, IDIOMS, NORMS, VALUES Verbal, Non-verbal, Written Communication Resultant Understanding Original Intention CULTURE B CULTURE A

Communication Tips Use common words and avoid slang and idioms Check that you are understanding and also that you have been understood Convey interest in understanding properly Allow enough time for people to speak and create opportunities for those who are speaking less Be aware of how what your tone of voice or body language may be communicating. Practice patience. Be careful in your use of humour

Learning from Others National colleagues are a great resource of cultural information Other colleagues who have worked in other missions and cultures may also be able to provide guidance

Unit 4 Part 3 Assessment Questions What do we mean when we talk about “diversity”in this context? What kinds of diversities and cultural differences might you experience in a peacekeeping mission and the host country? How does the UN expect personnel to demonstrate respect for diversity? What are some specific ways that you can practice respect for diversity? What are some ways you can enhance communications in a culturally diverse environment?

Unit 4 Part 3 Assessment Answers In this context, the word ‘diversity’ refers to the differences such as ethnicity, race, professional backgrounds, religious and political beliefs, etc.What kinds of diversities and cultural differences might you experience in a peacekeeping mission and the host country. Possible answers include: race, ethnicity, language, sex, gender, physical appearances, physical abilities, clothing norms, eating habits and food preferences, religion, concepts of time, ways of working and perspectives on priorities, body language and meanings of gestures, style of communicating, etc.

Unit 4 Part 3 Assessment Answers The UN identifies the following ways UN personnel is expected to demonstrate respect for diversity. Working effectively with people from all backgrounds Treating all people with dignity and respect Treating men and women equally Showing respect for and understanding of diverse points of view and demonstrates this understanding in daily work and decision-making Examining own biases and behaviours to avoid stereotypical responses Not discriminating against any individual or group

Unit 4 Part 3 Assessment Answers Specific ways to practice respect for diversity include (but are not limited to): Take time to observe and acquaint yourself with what is culturally appropriate Respect others religions as we would our own beliefs Pay respect to elders Be sensitive to local clothing norms and concepts of modesty and propriety Reserve judgment about the meaning behind different attitudes and practices regarding time Seek advice from national colleagues and those who have experience working internationally and in peacekeeping missions

Unit 4 Part 3 Assessment Answers Ways to enhance communications include (but are not limited to): Use common and simple words Avoid slang, jargon and idioms Check if you are understanding Convey interest in understanding Check if you are being understood Allow enough time for people to speak and provide opportunities for those who speak less Be aware of your body language and tone of voice and the impact they might have Be conscious and careful in your use of humour