1. © 2004, CARE USA. All rights reserved. MODULE THREE MANAGING FOR DIVERSITY

2. © 2004, CARE USA. All rights reserved. FUNDAMENTALS OF PEOPLE MANAGEMENT

3. © 2004, CARE USA. All rights reserved. MANAGING FOR DIVERSITY COMPETENCIES Competency One Exhibiting sensitivity to and respect for the perspectives and interest of those from different cultural backgrounds, belief systems and world- views Competency Two Demonstrating awareness of power relations and status, and advocates for equal opportunity in decision-making and in implementing policies and procedures Competency Three Actively promoting dialogue, reflection and shared learning about diversity Competency Four Promoting diverse representation and broad participation in all group activities Competency Five Actively seeking and incorporating diverse ideas and thoughts in plans and actions

4. © 2004, CARE USA. All rights reserved. HIGH CONTEXT vs. LOW CONTEXT CULTURES [1][1] *’Face’ refers to honor. Thus one loses ‘face’ if one is embarrassed, humiliated, disrespected, or otherwise dishonored in front of others. It is important not only to save one’s own ‘face’ but also to insure that one is not the cause of another losing ‘face.’ Thus a person in this type of culture would never do anything that might embarrass another or make them feel bad (e.g., might not say ‘no’ to a request because it might make the asker feel bad). [1][1] *’Face’ refers to honor. Thus one loses ‘face’ if one is embarrassed, humiliated, disrespected, or otherwise dishonored in front of others. It is important not only to save one’s own ‘face’ but also to insure that one is not the cause of another losing ‘face.’ Thus a person in this type of culture would never do anything that might embarrass another or make them feel bad (e.g., might not say ‘no’ to a request because it might make the asker feel bad). Low-Context/’Doing’ CulturesHigh-Context, ‘Being’ Cultures Focus is on individualFocus is on group (family or clan) Emphasizes getting the job doneEmphasizes quality of relationships Sees time as linearSees time as cyclical Speaks in rational, declarative modeSpeaks in stories, metaphors Is present and future orientedSees past as essential part of present/future Is merit-basedIs shame-based (saving ‘face’*) Sees nature as something to controlSees nature as essential part of life ‘I’ identified‘We’ identified Values individual wants and needsValues group wants and needs Speaks directly, ask for what you wantSpeaks indirectly, doesn’t refer to self Is rewarded for accomplishmentsIs rewarded for alignment with group norms Serves personal needs firstServes group needs first [1][1] *’Face’ refers to honor. Thus one loses ‘face’ if one is embarrassed, humiliated, disrespected, or otherwise dishonored in front of others. It is important not only to save one’s own ‘face’ but also to insure that one is not the cause of another losing ‘face.’ Thus a person in this type of culture would never do anything that might embarrass another or make them feel bad (e.g., might not say ‘no’ to a request because it might make the asker feel bad).

5. © 2004, CARE USA. All rights reserved. DOMINANT/SUBORDINATE GROUP DYNAMICS DOMINANT GROUPSSUBORDINATE GROUPS See themselves as individualsAre aware of their ‘groupness’ Benefit from an environment structured according to their norms, leading them to see subordinated groups as substandard Must assimilate to dominant group in order to advance. See subordinate members as a part of a group or carry negative judgments about them. Know more about dominant groups than they do about selves Have the power to limit access to resources and/or behavioral options to non-group members Have curtailed access to resources Have advantages they did not earn by deeds, but merely by virtue of some identity attribute Work extra hard for the same status or advantages enjoyed by the dominant group Are unconscious of their privilege and how it is embedded within the norms and structures of society Are often painfully conscious of their lack of privilege and the unfriendly norms to which they have to conform Do not understand subordinate group realities Often adopt the norms and realities of the dominant group in order to advance/survive

6. © 2004, CARE USA. All rights reserved. DIALOGUE SKILLS

7. © 2004, CARE USA. All rights reserved. LENS PRISM

8. © 2004, CARE USA. All rights reserved. WORKSTYLES

9. © 2004, CARE USA. All rights reserved. TASK MAINTENANCE Behaviors that further the task include: Behaviors that further maintenance include: Summarizing a discussionMaking space for silent members to speak Checking for agreementAttending to feelings Re-focusing a conversation that wanders from the central task Ensuring a psychologically (and physically) safe space Giving clear instructionsEncouraging creativity Setting clear goalsCreating a sense of team, or belonging- ness Holding self and others accountable for accomplishing goals Respecting differences Meeting timelinesSharing appreciations

10. © 2004, CARE USA. All rights reserved. Questions for a manager to consider

11. © 2004, CARE USA. All rights reserved. The Four types of decision making processes Self Authorized: Making decisions on their own and on their own behalf. Consensus: Decisions are taken jointly. Consultative: Decisions are taken by an individual, although variety of parties partake in the input. Executive: An Individual who has the authority and is empowered to make decisions on behalf of others.