3. OBJECTIVES OF THE WORKSHOP
• To cultivate respect and understanding between individuals
who come from diverse backgrounds within Nampak
DivFood.
• To provide a platform for participants to engage in Diversity
crucial conversations.
• To share knowledge on Diversity and its impact on the
society, demographics, legislation and the workplace.
• To create a common understanding of the barriers and the
limiting values that impact on valuing Diversity within
Nampak DivFood.
• To highlight the business imperative of managing Diversity.
• To include employees in mapping a way forward towards
creating an inclusive and values driven culture within
DivFood.
4. DivFood Mission Statement
Divfood exists to exceed stakeholder
expectations in providing
Food and Diversified Metal Can
Packaging Solutions.
6. WHAT IS DIVERSITY?
…… a collective mixture of
differences and similarities
Dr. Roosevelt Thomas
7. AN INTEGRATED APPROACH TO DIVERSITY
MANAGEMENT
Intra/Interpersonal
Level
Diversity
Management
Client/Customer/ Organisational/Systemic
Stakeholder Level Level
Client/Customer/Stakeholder Organisational (Systemic)
Intra/Interpersonal Level
Level Level
-The Business Case -The Individual -Policies
-Customer Interface -One-on-One -Systems
-Environmental Analysis -One-on-Group -Procedures
-The Imperatives -Teams -Practices
To facilitate personal
To highlight the Business To integrate diverse values
transformation and to cultivate
Imperative of managing diversity, into the culture, systems,
respect and understanding
underpinned by the need for policies and procedures of
between diverse groups in
every business to excel. your organisation.
your organisation.
8. A GLOBAL PERSPECTIVE:
THE EARTH’S POPULATION
If we could shrink the earth's population to a village of precisely
100 people, it would look something like this:
60 would be Asian
12 would be European
15 would be from the Western Hemisphere
(9 Latin American, 5 North American, and 1 Oceanian)
13 would be African
50 would be female
50 would be male
80 would be non-Caucasian
20 would be Caucasian (white)
67 would be non-Christian
33 would be Christian
Source: UN Department of Economic and Social Affairs, Population Division, "World Population Prospects: The 2000 Revision."
Source: U.S. Bureau of the Census International Data Base, Table 094: Midyear Population by Age and Sex 2001.
9. A SOUTH AFRICAN PERSPECTIVE:
If we could shrink South Africa‘s population to a village of 100
people, it would look like this:
78 African, 11 White, 8 Coloured, 3 Indian
23 Speak IsiZulu, 17 IsiXhosa, 14 Afrikaans, 10 Setswana, 10 English,
8 Sepedi, 8 Sesotho, 10 Other
73 Christian, 21 of the 73 belongs to the ZCC or other independant
churches
33 is younger than 16 years
5 is older than 65 years
13 is HIV positive
50 would not use bank services
68 of people older than 16 years would not have matric
8 would have a degree
Source: Rapport, 4 May 2008
10. HOW IS DIVERSITY DEFINED IN SOUTH AFRICA?
SA Constitution: Chapter 2, Section 9
No one may unfairly discriminate directly or
indirectly against anyone on one or more
grounds, including race, gender, sex,
pregnancy, marital status, ethnic or social
origin, colour, sexual orientation, age,
disability, religion, conscience, belief, culture,
language and birth.
39. Purpose of the Employment Equity Act
• As a result of apartheid and other discriminatory laws and practices, there
were disparities in employment; occupation; and income within the national
labour market.
• Those disparities create such pronounced disadvantages for certain
categories of people that they cannot be redressed simply by repealing
discriminatory law.
• Thus the introduction of the Employment Equity Act with the primary
purpose of achieving employment equity through:
– Elimination of unfair discrimination;
– Implementation of special measures to advance blacks, women
and people with disabilities.
• Act recognises that mere removal of discrimination will not lead to
advancement of designated groups and that employment equity measures
(including affirmative action) need to ensure equality is achieved in
substantive way.
40. Th e
E mp l o y me n t
E q u it y A c t
What you need to
know:
41. Designated Employers
• The Employment Equity Act stipulates the Employment Equity
must be implemented by designated employers, which are
defined as organisations that:
Employ more than 49 employees (50+ employees)
• Employ less than 49 employees but annual turnover exceeds
amounts stipulated in the schedule for annual turnover of a
small business per sector.
Remember:
An employer who is NOT designated may opt for voluntary
compliance and may do so by notifying the Director General of
the Department of Labour of its intentions.
42. Designated Groups
• The Employment Equity Act was instituted to provide
opportunities for groups identified as “Designated groups”
means black people (i.e. Africans, Coloureds and Indians),
women and people with disabilities who are natural persons
and:
– Are citizens of the Republic of South Africa by birth or descent; or
– Are citizens of the Republic of South Africa by naturalisation before the
commencement date of the Constitution of the Republic of South Africa
Act of 1993; or
– Became citizens of the Republic of South Africa after the
commencement date of the Constitution of the Republic of South Africa
Act of 1993, but who, not for Apartheid policy that had been in place
prior to that date, would have been entitled to acquire citizenship by
naturalisation prior to that date.
43. Defining People with Disabilities:
• People with disabilities means:
“People who have a long term or recurring physical or mental
impairment which substantially limits their prospects of entering
into, or advancement in employment”
• Includes sight; hearing; physical and mental disabilities (e.g..
blind, deaf, in wheelchair, chronic depression, etc.)
44. Suitably Qualified Persons
• The Act makes reference to “suitably qualified” persons. A person is
considered suitably qualified as a result of any one or combination of:
– Formal Qualification;
– Prior Learning (NQF)
– Relevant Experience.
• A person is also considered suitably qualified if he/she has the
capacity to acquire, within a reasonable time, the ability to do the job
(“potential”).
45. Requirements of the Employment Equity
Act
In order to avoid harsh legal sanctions, designated employers are required to:
– Establish a consultative forum or utilize an existing forum
– Display a summary of the Employment Equity Act (EEA3)
– Formulate own targets linked to 5 year time frame
– Consult with all stakeholders
– Implement special measures to advance previously disadvantaged
– Achieve equitable representation among all designated groups
– Audit all policies, systems and procedures to remove discriminatory barriers
– Maintain complete transparency with all employees
– Assigning of a Senior Manager to act as custodian (specific guidelines in amendments)
– Set up mechanisms to monitor & evaluate progress
49. BREAKING THE CYCLE OF PREJUDICE
Systemic
Response
PREJUDICE (Question
Interpersonal
values on
Responsibility
(Question
“They Can’t” which Policies/
Procedures are
assumptions) based).
STEREOTYPE DISCRIMINATION
“They are” “We Won’t”
Behavioural
Responsibility REACTION Behavioural
(Courage
And Response
Strength “They Will” (Ownership of
to act contrary reacting to
to expected situations
stereotype) one cannot
Victim Offender control)
57. 100%
White
Male
Heterosexual
Married
Christian/Jewish
Middle/Upper Class
Educated
58. -40%
White
Male
Homosexual
Single
Christian/Jewish
Middle/Upper Class
Educated
59. Rank is Contextual – in
some cases, he would -30%
have higher rank and in
others, lower +30%
Black
Male
Heterosexual
Married
Christian/Other
Middle/Upper Class
Educated
60. EXERCISE
List areas/instances where you have rank List areas/instances where you do not
in your community/family and Nampak Div have rank in your community/family and
Food. Nampak DivFood.
65. THANK YOU
“I do not want my house to be walled in on all sides and my windows to be stuffed. I want the
culture of all lands to be blown about my house as freely as possible. But I refuse to be blown
off my feet by any.”
Mahatma Gandhi
66. OUR MODEL FOR ENSURING SUSTAINABILITY MEASURING IMPACT
Building the Foundation: Scoping EFFECTIVE CHANGE
Step 10
Enrolling & Onboarding sponsors
Strategic engagement about the project
- Why this initiative? Step 9 Post
Intervention
- Examining current realities that impact the organisation
Assessment
- Defining the ideal end-state
Step 8 Embedding
- Commitment to the demands/dynamism of the Change process
EDUCATION & SKILLING the New
- Role clarification & expectations of stakeholders
Elimination Change
- Explaining the methodology and tools Step 7
of Systemic Vision
- Preparing for “start-up” Barriers
Step 6 Monitoring &
Performance
PREPARATION, CUSTOMISATION & POSITIONING Measurement
Step 5 Roll-out of
Change
Vision
Step 4 Leading for (workshops)
Impact Integrate new
behaviours into
Step 3 Change mainstream of
organisational life
Vision Customise & Develop Minimum
conduct workshops minimum requirements
Step 2 Pre with staff requirements for achieved
Intervention Align with “Quick-wins” Reward new
Change vision Align with PMS behaviour &
Assessment Individual & BU Develop KPA’s Change in visible action
Step 1 Establish
commitments for Change Policies, against non-
Custodians Providing tools Champions Procedures, and compliance
& Allies for systemic & KPA’s for leaders Systems address Change benefits
individual Change and line managers barriers clear to all
Communicat
ion Strategy
Support Conversations and Coaching Process
Awareness Examine the
campaign results of Refresher & Individual Group Coaching Integration
Details of Appoint survey/assessme Empower leaders Circles
process Change nts on Change & Follow up Coaching
Communication, Champions & Develop a Transformation
Values vision to direct Crucial Change benefits
tools & channels ensure adequate
Ongoing the Change conversations Group clear to all
support from Alignment Refresher to re- discussions with Sharing success
feedback to decision makers Personal effort Skills to drive
energize selected Business stories
stakeholders Work with Assessments Re-evaluate Change Measure the shift
Follow-up on Assist with Units (upon Crate new
Collaborate existing Culture Survey scoping elements Creating a pool & impact
commitments individual request) dynamism &
with existing structures Feedback of to ensure of leaders with Map the
Mechanisms for commitments & Challenges and resilience & agility
communication Transfer of results to all ongoing expertise on landscape for exit
additional support challenges Successes
structures skills stakeholders alignment Change strategy
Notas do Editor
Read Slide Any surprises? (If Caucasian/ US or European/ Christian – all minorities) Debrief : This course will help us begin to realize how important it is to recognize that we tend to view the world through our own lenses – formed by our environment and experiences, and how important it will be to “ clean our lenses ” and think about how others may see the world.
Read Slide Any surprises? (If Caucasian/ US or European/ Christian – all minorities) Debrief : This course will help us begin to realize how important it is to recognize that we tend to view the world through our own lenses – formed by our environment and experiences, and how important it will be to “ clean our lenses ” and think about how others may see the world.