CD13114 pr(s).qxp - Chartered Institute of Personnel and ...

Contents 

Foreword ix 

Introduction xi 

Toolkit matrix xvii 

Bibliography xix 

Defining diversity for your organisation 1 

Tool 1 Defining diversity 3 

Tool 2 The MOSAIC vision: how do you rate your 

organisation? 7 

Tool 3 The strategic implementation model: how 

does your organisation score? 23 

Tool 4 Diversity competencies: how do we rate as 

a business? How do I rate as a manager? 39 

Developing diversity policies and strategies 45 

Tool 5 Writing diversity and inclusivity policies 47 

Tool 6 An example of a managing diversity 

strategy and action plan 57 

Gaining buy-in 65 

Tool 7 Gaining commitment from stakeholders 67 

Tool 8 The benefits of diversity 77 

Tool 9 Diversity briefing 95 

Conducting a diversity audit 103 

Tool 10 The best-practice standards 105 

Tool 11 What is a diversity audit? 141 

Tool 12 Audit interview schedules 167 

Tool 13 Group discussions 229 

Tool 14 Developing attitude surveys 241 

A free sample chapter from Managing Diversity by Pearn Kandola. Published by the CIPD. 

Copyright © Pearn Kandola 1998, 2006 

All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in 

any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior 

written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued 

by the Copyright Licensing Agency. 

If you would like to purchase this book please visit www.cipd.co.uk/bookstore. 

CONTENTS

Delivering diversity training 267 

Tool 15 Sample training timetables for all 

levels in the organisation 269 

Tool 16 Being in a minority 275 

Tool 17 Listening exercise 281 

Tool 18 Stereotyping 287 

Tool 19 In-tray exercise 293 

Tool 20 Case-study exercises (UK version) 317 

Tool 20a Case-study exercises (Irish version) 349 

Tool 21 Developing diversity strategies 373 

Tool 22 SWOT analysis 377 

Tool 23 Designing a fair/unfair organisation 385 

Tool 24 Action-planning 397 







If you would like to purchase this book please visit www.cipd.co.uk/bookstore.

Foreword 

By 2011 only 20 per cent of the workforce will be white, male, ablebodied 

and under the age of 45. This one statistic reflects how 

quickly the working population will have changed over a period of 

25 years. 

Diversity, as a result, is a major issue that is facing the country as a 

whole as well as organisations in general. This diversity and inclusion 

Toolkit is therefore being published at a very opportune moment. 

The first edition of the Toolkit was published almost a decade ago. 

Since then knowledge, legislation and awareness have all moved on. 

More and more organisations are realising the importance of 

diversity and inclusion to their future success. 

This edition of the Toolkit updates the contents of the previous 

edition as well as adding new tools. 

It is designed to help organisations understand what diversity is, 

how to develop policies and strategies, how to communicate 

diversity and how to persuade the sceptics. In addition, there is a 

separate section which looks at exercises that can be used on 

training courses. 

Diversity and inclusion represent enormous challenges for 

organisations and we hope this Toolkit will help you meet them. 

ix 

Professor Binna Kandola 

Johanna Fullerton 

Nic Sale 

Catherine Curran 








FOREWORD

Introduction 

The workforce has never been as diverse as it is today. There are 

more women, more ethnic minorities, more disabled people and 

more older people working than ever before. 

Diverse workforces bring many benefits but only if we create the 

right type of environments. Many people will openly say that one of 

the values that is important to them is that of fairness, ie ensuring 

people are treated on merit. While we may believe that we act 

fairly, the facts indicate that bias and discrimination affect our 

decisions and actions. Indeed, we may have biases that we are not 

aware of and these can affect our judgements without us ever 

realising. 

This toolkit is designed to assist organisations at all levels in creating 

an inclusive environment. It goes from creating statements and 

strategies through to developing plans and on to setting up a 

training development programme. 

What do we mean by diversity? The definition we use is taken from 

Kandola and Fullerton (1998) in their book Diversity in Action: 

Managing the Mosaic published by the CIPD. This states that ‘the 

basic concept of managing diversity accepts that the workforce 

consists of a diverse population of people. The diversity consists of 

visible and non-visible differences which will include factors such as 

sex, age, background, race, disability, personality and work style. It 

is founded on the premise that harnessing these differences will 

create a productive environment in which everyone feels valued, 

where their talents are fully utilised and in which organisational 

goals are met’. 

xi 








INTRODUCTION

INTRODUCTION 

There are a number of features in this definition worthy of further 

discussion. First, diversity is about many different types of difference. 

It is not focused exclusively on certain groups, eg gender, ethnicity, 

disabled people. 

Second, it is about ensuring that, by managing diversity effectively, 

the organisation is better able to meet its goals. If diversity hinders 

an organisation meeting its goals then it will soon be rejected. 

However, we would argue that if this occurs then diversity is in fact 

being mis-managed. 

Third, it is important to recognise that it is about creating the right 

type of culture, and consequently, when we look at improving the 

way diversity is managed, we are in effect engaging in culture 

change. 

It is apparent that human beings and change do not always make 

the most comfortable companions. However, organisations are 

becoming aware of the competitive advantage offered by updating 

their processes and culture in response to this increase in diversity. 

This toolkit has been designed to help those organisations who 

want to be proactive around diversity issues, whether to gain 

competitive advantage, to address previous or existing internal 

issues, or to address a lack of development in this area. 

Diversity can also be a very emotive topic. As we said earlier, we like 

to believe that we behave fairly. Yet a lot of work in the diversity 

field forces us to confront aspects of our organisations, and by 

implication ourselves, which may be biased. This will quite naturally 

cause discomfort, denial and denigration. The discomfort is the 

realisation that there may be things occurring that we would prefer 

were not; there can be denial that problems even exist at all; the 

emotions can sometimes spill over into denigrating diversity 

programmes generally. 

xii 








The Toolkit is based on psychological theories, particularly relating to 

prejudice, bias and discrimination and organisational change. It is 

also based on our own personal experience of working with 

organisations. This has shown us how the theories can be applied 

effectively and practically. 

Using this Toolkit 

The tools in this toolkit have been designed for use by: 

• anyone with responsibility for devising and incorporating a 

diversity strategy for their organisation, including senior teams 

• diversity and HR specialists 

• managers who are looking to incorporate diversity into the way 

their team works 

• those who are looking to gain further insight into how diversity 

affects the organisational climate. 

A preview of the tools is provided in the table overleaf. 

xiii 








INTRODUCTION

INTRODUCTION 

Section 1 Section 1 includes a range of tools to Tools 

Defining help you explore what diversity means for 1–4 

diversity for your organisation. You will also be able 

your to evaluate your organisation as a 

organisation diversity-orientated organisation, as well 

as reviewing diversity competencies for 

individuals. 

Section 2 This second section provides guidance on Tools 

Developing writing diversity policies that are suitable 5–6 

diversity for your organisation, together with 

policies and guidance on how to produce a pragmatic 

strategies diversity strategy. Examples of policies 

and a strategy are also included. 

Section 3 In this section you will find tools that will Tools 

Gaining help you explore the benefits of diversity 7–9 

buy-in for your organisation and guidance on 

how to gain commitment from 

stakeholders. 

Section 4 

Conducting 

Conducting a diversity audit on a regular 

basis is key not only to understanding the 

a diversity organisation’s current diversity climate, 

audit but also to planning and tracking 

progress. These tools provide best 

practice standards and guidance on how 

to conduct an internal comprehensive 

diversity audit. 

Section 5 

Delivering 

Diversity 

Training 

This final section provides assistance for 

those seeking to raise awareness around 

diversity issues in their organisation. It 

includes a range of exercises that will 

help participants to explore diversity, 

what it means for them and what it 

means for their organisation. 

xiv 

Tools 

10–14 

Tools 

15–24 








For each tool a User’s guide outlines the aim, rationale, procedure 

and supporting materials available for download. User’s guide pages 

are marked with the icon 

Pages containing material for participants (handouts, worksheets, 

questionnaires etc) can be downloaded as Word documents from 

the website (www.cipd.co.uk/tsm). Copyright on these pages is 

waived on the understanding that they are used in an academic or 

business training environment and not for commercial gain. These 

pages are marked with the icon 

The tools in the Toolkit have been designed to be used either on a 

selective basis in order to address specific issues or areas that have 

been identified, or to be used sequentially for those who are 

seeking to build their diversity strategy and follow it to fruition. 

It is our intention that this Toolkit will help you create a truly 

inclusive culture in your organisations. 

xv 








INTRODUCTION

SECTION ONE 

Defining diversity for your 

organisation 








Defining diversity 

User’s guide 

Aim 

To provide a working definition that encompasses the benefits of a 

diverse workforce and that is understandable by all employees. To 

increase understanding of the main differences between traditional 

equal opportunities and managing diversity. 

Rationale 

A first stage in developing a diversity strategy is to achieve a 

common understanding of what diversity and managing diversity 

means. For these definitions to be meaningful, consideration must 

be given to how the definitions will be used and to the culture of 

the organisation in which they will be used. This tool provides 

definitions in order to help you develop a definition of diversity and 

managing diversity that will work for your organisation. 

It also provides a useful exercise to help employees differentiate 

between diversity and more traditional equal opportunities. 

Procedure 

• This tool is especially useful as an early session in the formation 

of a diversity council or workgroup, or can be used by senior 

management to help them achieve an understanding of 

diversity. 

• The group should debate the following question: how will the 

definitions be used? Use the following prompts to facilitate this 

debate: 

• Will the definitions help employees understand what 

diversity is and how it relates to them? 

3 








TOOL 1 

1

DEFINING DIVERSITY 

1 

• Will they be used as part of a vision or mission statement? 

• Will they be used in internal training and development 

workshops? 

• Will they be integrated into existing competencies or 

frameworks? 

• Will they be part of externally focused information – for 

example, a company website, in recruitment material or as 

part of the organisation’s corporate and social 

responsibility agenda? 

• Will they be shared with clients and customers? 

The decision about how the definitions will be used will affect the 

language used in the definitions and any accompanying 

information. The following provides some hints and tips for 

producing definitions: 

• The language should be simple and accessible. 

• Avoid using lengthy or all-encompassing lists. Instead, provide 

some ideas of the areas diversity covers and make it clear this is 

meant to be indicative, not exhaustive. 

• For internal purposes, indicate further sources of information to 

which employees can refer. 

• For external sources, provide examples of some of the initiatives 

that are making the definitions live in the organisation. 

Below is an example diversity definition: 

Diversity includes all ways in which people are different. This 

includes visible differences such as gender and skin colour as 

well as invisible differences such as work style and values. As 

such, diversity is relevant to everyone. 

Below is an example definition of managing diversity: 

4 








The basic concept of managing diversity accepts that the 

workforce consists of a diverse population of people. The 

diversity consists of visible and non-visible differences which will 

include such factors as sex, age, background, race, disability, 

personality and workstyle. It is founded on the premise that 

harnessing these differences will create a productive 

environment in which everybody feels valued, where their 

talents are being fully utilised and in which organisational goals 

are met. (Kandola and Fullerton, 1998) 

5 








TOOL 1 

1

The MOSAIC vision: 

how do you rate your 

organisation? 

User’s guide 

Aim 

To provide a vision of the diversity-orientated organisation that can 

guide both initial organisational analysis and strategy development. 

Rationale 

The MOSAIC model provides a vision of the diversity-orientated 

organisation, an organisation in which the management of diversity 

is a reality, not just an aspiration. This tool enables you to map your 

own organisation against this vision and to identify priority areas for 

your diversity strategy. 

Procedure 

• The tool consists of background notes on the MOSAIC vision 

and a diagnostic exercise to establish where you currently are in 

relation to the vision. 

• The tool can be used by management and employees for 

analysis and education, eg: 

• conducting an initial analysis of the organisation 

• raising awareness via diversity training sessions. 

• Having evaluated the organisation, the next step would be to 

integrate the findings into the development of a strategy and 

7 








TOOL 2 

2

THE MOSAIC VISION 2 

action plan (see Tool 6: An example of a managing diversity 

strategy and action plan on page 57). 

Supporting materials 

Handout 1 The MOSAIC vision 

Handout 2 Background notes on the MOSAIC vision 

Worksheet 1 Where are we in relation to MOSAIC? 

Worksheet 2 Where are we in relation to MOSAIC? 

Overall assessment 

8 








The MOSAIC vision: the characteristics of the 

diversity-orientated organisation 

Mission and values 

Objective and fair processes 

Skilled workforce: aware and fair 

Active flexibility 

Inclusive 

Culture that empowers 

This document can be downloaded as a Word document from www.cipd.co.uk/tsm 

Copyright © Pearn Kandola. Originated by the Chartered Institute of Personnel and Development. Copyright waived. 

9 








TOOL 2 HANDOUT 1 2

THE MOSAIC VISION HANDOUT 2 2 

Background notes on the MOSAIC vision 


The diversity-orientated organisation will have a strong, positive 

mission and core values which make managing diversity a necessary 

long-term business objective for the organisation and a responsibility 

for all employees. The diversity policy and strategy will be clearly 

outlined to all employees. The values must reflect the personal and 

work needs of all employees. Information on what the values means 

in practice, ie on a day-to-day basis for an employee, is 

communicated to everyone, and everyone is held accountable for 

adherence to the values. 

Objective and fair processes 

All the processes and systems – for example, recruitment, selection, 

induction, performance appraisals, etc – will have been audited and 

are continually re-audited to ensure that no particular age group, 

sex, ethnicity or type predominates at any one level. Hindrances to 

diversity have been removed and the tools and techniques for 

assessment are regularly examined to ensure that no other 

techniques are available that are more objective or fair. 

Skilled workforce: aware and fair 

There are two elements to this characteristic. Firstly, it involves 

having a workforce who are aware of, and are guided by, the 

principles of managing diversity. Secondly, it requires having 

managers who manage. 



10 








Aware and fair 

Everyone in the organisation understands what it means to manage 

diversity and everyone is aware of its importance to the business. All 

employees have been trained to recognise how their biases and 

prejudices can influence their decisions and actions, and are 

knowledgeable about the ways to prevent this happening. 

Managers who manage 

In the diversity-orientated organisation the emphasis should be on 

the managing as well as the diversity. Managers will actively develop 

both themselves and their employees. All managers will ensure that 

they are constantly developing and acquiring new skills where 

appropriate. They will keep up to date with developments in the 

field and communicate this information to all employees. Managers 

will solicit feedback on their performance and will act upon it. 

Managers who are skilled at making people feel valued will know 

how to harness potential, whether they are dealing with a team of 

white males or one which is more mixed in terms of gender, 

ethnicity, etc. They understand individual motivation and appraise 

employees with the awareness that people are not clones and 

should not be treated or assessed as such. 

Development will not be left to chance. Managers will conduct 

performance appraisals with all their employees, developing and 

implementing career development plans on a regular basis. The 

ultimate aim of all managers is to maximise the potential of all their 

employees in order to meet organisational goals. 

Managers are therefore accountable for both their own 

development and that of their employees. 



11 








TOOL 2 HANDOUT 2 2



There will be increased flexibility in the diversity-orientated 

organisation, not only in terms of working arrangements, but also in 

all policies, practices and procedures. 

Flexibility will also be present in the way work is carried out. Existing 

norms will be challenged. Where possible, the emphasis will be on 

the output rather than the number of hours worked. If an employee 

wants to work between 4pm and 11pm, and this does not interfere 

with colleagues or customers, then those are the hours that that 

employee should work. 

The diversity-orientated organisation recognises the diverse needs of 

employees and responds by providing a flexible approach, an 

approach which will enable the potential of all employees to be 

maximised. Furthermore, it will demonstrate that their differences 

have been accepted by the organisation and they are not expected 

to conform to a set of patterns and regulations laid down by the 

predominant culture. 

Inclusive 

This characteristic can be conceived of as the overarching principle 

of all actions in a diversity-orientated organisation. 

Initiatives advocated by a diversity-orientated approach do not 

include those that focus on the skill development of employees 

based on their group membership, eg assertiveness training for 

women. Rather, a diversity-orientated approach focuses on 

facilitating the development of all employees based on their 

development needs and not their group membership, ie providing 

assertiveness training for all employees that require it, including 

men. It means ensuring that policies are inclusive and do not 



12 








discriminate against any specific group. It also means individuals, 

especially team leaders and managers, examining their own 

behaviour to ensure they are including all team members. 

It is also means behaviour and processes are examined to see if they 

are inclusive, eg does the behaviour of senior managers display bias 

to one group or another? How is this manifested? What needs to 

be done to improve this? Do certain processes in the organisation 

favour some groups (eg a drinking culture, social occasions with 

clients based around sporting events)? 


The diversity-orientated organisation must ensure that this culture is 

consistent with and complementary to managing diversity. 

The diversity-orientated organisation understands the importance of 

organisational culture and how this affects individuals within it. As a 

result, it will ensure that all employees have an understanding of 

how the organisation operates, what it values and how it expects its 

employees to behave. 

In our view, an empowering culture will encapsulate the following 

elements: 

• There will be an open, trusting environment, one in which 

there is an absence of harassment, prejudice and 

discrimination. 

• There will be an acceptance that resources such as jobs, 

income, and access to information are distributed equally. Key 

projects or responsibilities will be allocated on merit alone. 

• Decision-making will be devolved to the lowest point possible. 

• Participation and consultation will be encouraged and 

management will listen to and act on what employees are 



13 








TOOL 2 HANDOUT 2 2


saying. There is recognition that valuable ideas can come from 

below; as one organisation we have worked for put it, ‘with 

every pair of hands you get a free brain’. 

• Open communication and flow of information throughout the 

organisation, within and between all levels. Business goals are 

clearly communicated to everyone. An us (employees)/them 

(management) culture is discouraged. 

• The need for experimentation is valued and encouraged; people 

are allowed to fail. 

• Innovation and creativity are fostered. 



14 








1 

Where are we in relation to MOSAIC? 


Diagnostic questions 

i Does the organisation have a mission statement that is aligned with a 

diversity-orientated approach? 

ii Have all employees been informed of the diversity policy and strategy? 

iii Are the business needs an integral part of the diversity policy and strategy? 

iv Do the values espoused by the organisation reflect the needs of all 

employees? 

v Have clear indicators of what it means to act in accordance with the values 

been communicated to all employees? Are current and potential employees 

assessed against these indicators? 

The Vision The Reality 

• Strong, positive mission and values aligned with 

diversity. 

• Clear diversity policy and strategy outlined for 

the organisation. 

• Diversity seen as a long-term business objective. iii 

• Values reflect needs of all employees. iv 

• Employees aware of what it means to adhere to 

the values at a practical level, ie clear standards 

of behaviour have been outlined and 

communicated. Current and potential employees 

are assessed against these indicators. 

Overall Assessment 

4. Strong aspect 3. Almost there 2. Getting there 1. Way off 

All indicators Some indicators still Action just starting No indicators 

actioned need tightening up on some indicators actioned 



15 








i 

ii 

v 

TOOL 2 WORKSHEET 1 

2

THE MOSAIC VISION WORKSHEET 1 

2 

2 

Objective processes 


i Are best-practice processes being implemented for selecting, inducting and 

developing employees? 

ii Are the processes regularly audited to ensure fairness, eg is monitoring data 

kept re success rates; are the exercises trialled before use; are interview 

questions checked for objectivity? 

iii Are fair selection and appraisal-skills training compulsory for all managers 

running the systems? 

iv Are the criteria for vacant positions clearly communicated to all? 

v Do new employees undergo a thorough and formal induction process? 

vi Are mentors assigned to new employees to facilitate induction? 


• HR processes – eg recruitment, selection, 

induction, performance appraisal – audited and 

reaudited to ensure objectivity and best practice. 

• Processes regularly reviewed for fairness. ii 

• Managers are trained in the operation of the HR 

processes. 

• The criteria for vacant positions are clearly 

communicated to everyone. 

• A detailed induction process is provided. v 

• Mentoring is offered to new employees. vi 







16 








i 

iii 

iv

3 

Skilled Workforce: aware and fair 


i Has diversity awareness training been provided for all? 

ii Did this training incorporate sessions on prejudice and stereotyping, 

harassment and the policy for counteracting it? 

iii Are all employees aware of what harassment is, the organisation’s policy on 

harassment and their rights and responsibilities under the policy? 

iv Is people management training provided for all managers? Is this 

compulsory? 

v Are managers appraised for their people management capability? 


• Diversity awareness training has been provided 

for all employees. 

• Training incorporates information on prejudice 

and stereotyping and how to overcome them. 

• Everyone is aware of what constitutes 

harassment and the organisation’s policy for 

dealing with cases. 

• Managers are skilled in people management. iv 

• Managers are appraised on their people 

management capability. 







17 








i 

ii 

iii 

v 


2


2 

4 



i Does the organisation offer flexible working arrangements for all 

employees? 

ii Has this policy been communicated to everyone? 

iii Are managers required to consider each request for flexible working on its 

own merit? 

iv Are benefits offered on a flexible basis, ie a cafeteria approach where 

employees select the benefit that best meets their needs? 

v Are managers flexible in the way they manage staff – recognising and 

accepting different ways of working? 

vi Are managers supported in effectively managing the impact of flexible 

working on other team members? 


• Flexible working arrangements are on offer for 

all staff (not just for those with family 

commitments). 

• The organisation’s policy on flexible working 

arrangements has been communicated to 

everyone. 

• All requests for flexible work options are 

considered and investigated for feasibility by 

managers. 

• Flexible benefits are offered to staff, ie a 

cafeteria approach. 

• A flexible management style is advocated – no 

one ‘way of working’ is seen to be the best 

way. 

• Managers effectively anticipate and manage the 

impact of flexible working on the wider team. 







18 








i 

ii 

iii 

iv 

v 

vi

5 

Inclusive 


i Is access to training under the diversity strategy open to all who have a 

development need in that area? 

ii Is the focus on an individual’s output (ie the quality of their work) rather 

than their input (ie the amount of hours they spend at their desk)? 

iii Are the views of all employees sought and taken into consideration? 

iv Do the diversity initiatives favour any one group over another? 

v Is behaviour examined, particularly by senior management, to see whether 

it favours one group over others? 


• Diversity training focuses on development needs, 

not group membership. 

• Individuals are assessed on the quality of their 

work, not the amount of hours they spend 

working. 

• All employees’ views are sought and group 

differences examined to identify any specific 

issues. 

• Initiatives advocated do not exclude any 

employee because of their group membership. 

• Employees are encouraged to reflect on their 

behaviour and whether it is inclusive; this is role 

modelled by senior management. 







19 








i 

ii 

iii 

iv 

v 


2


2 

6 



i Are incidents of harassment or discrimination dealt with immediately by 

either management or co-workers? 

ii Are the views of employees actively sought and respected by management? 

iii Is the predominant management style consultative and participative? 

iv Are employees encouraged to experiment, ie does the organisation 

encourage learning from mistakes? 

v Are responsibilities and projects allocated on an objective basis rather than 

on a ‘who you know’ basis? 


• Open, trusting environment free from 

harassment and discrimination. 

• Devolved decision-making. ii 

• Participation and consultation encouraged. iii 

• Experimentation valued and encouraged. iv 

• Objective and fair allocation of duties and 

projects. 







20 








i 

v

Where are we in relation to MOSAIC? 

Overall assessment 

Rating (enter 1, 2, 3 or 4 Actions needed 

as appropriate) 


Objective processes 

Skilled workforce: aware 

and fair 


Individual focus 




21 








TOOL 2 WORKSHEET 2 2

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