November 24, 2020 | Explore Life Style

When we set out to improve the management of diversity in the workplace it is essential to incorporate these two aspects of adult growth and development into the offered training. Managing diversity and inclusion in the workplace does not happen in a vacuum and is an extension of existing and often long-standing relationships. It is therefore critical to establish an appreciation of the context and status quo within the workplace before commencement and to always demonstrate respect for the “as is” before creating a persuasive rationale for the potential improved “to be” future which may necessitate considerable change on all fronts. It’s Never Too Late Often a crisis or a compelling reason is needed for adults to accept the need for change. If this is not present, often inertia has set in and the status quo just feels sufficiently comfortable if somewhat negative at times. People function well enough to get by. A successful diversity and inclusion strategy will need to have at its core the aspiration to reignite interest in suboptimal relationships and present meaningful insights into what is actually possible with a genuine commitment to diversity and inclusion in the workplace. Without a sense of excitement at the prospects of the “to be” future that improves their every-day lives; adults will not be motivated. Nothing Artificial Will Do Diversity and inclusion training in the workplace is premised on the fact that adults are self-directing and that the content must be significant for each individual. It then becomes relevant and demands attention. Adults learn through direct experience and benefit from active and practical participation. The closer to real life the learning is the better. Adults will draw on their past experiences to validate and judge learning inputs. So, it is also best to use language that they are familiar with and can relate to. Much is possible with the right input on steering and directing on the path to correction. We are also alerted to the fact that many adult learners are motivated by internal drivers for undertaking training. They have intrinsic personal desires and ambitions when they commence with diversity and inclusion training in the workplace. As with relationships, adult learners need to sense that they have responsibility, control and decision-making within the learning process. Consultation on managing diversity and inclusion in the workplace is therefore essential with all stakeholders. The broader the consultation the better. From a training perspective this may include planning, learning preferences, evaluation, teaching methodologies, feedback, monitoring and review etc. Variety in learning may also just be the spice of life needed to take relationships out of stagnation or distress to a new level. Audio, visual, multi-sensory, writing, storytelling and role playing can all be included. Stimulation and creativity will create the momentum needed. Whatever the format, as indicated by David A Kolb “Learning is most often considered a process of getting rather than giving. This is most evident in conceptions of student/teacher roles. Teachers give and students get. Yet, in adult learning both giving and getting are critical.” All participants in diversity and inclusion training need to be aware of this fact. There can never be passengers in relationships if they are to be viable and thrive.

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Daily Archives: November 24, 2020

Diversity and Inclusion Training – Being Adult About It and Relationships

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