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| Acknowledgements | |
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| Approaching diversity | |
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| Who we are | |
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| Who you are | |
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| Assumptions | |
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| Diversity and diversity training as a 'special' case | |
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| Roles in managing diversity | |
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| The profile of a diversity trainer/manager | |
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| The challenge of self-development | |
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| How we hope you will use the book | |
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| Making the case for diversity | |
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| Learning intentions | |
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| Introduction | |
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| What diversity means | |
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| The business case for diversity | |
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| Diversity and the bottom line | |
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| The ethical case for diversity | |
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| The legal framework for diversity | |
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| The government modernization agenda | |
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| Globalization and the recruitment and retention of staff | |
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| Diversity/race equality/equal opportunities/community and race relations/fairness: where the focus should be | |
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| Organizational strategies | |
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| Conclusion | |
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| Key learning points | |
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| Learning to learn about diversity | |
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| Diversity: training or education? | |
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| Learning in the diversity context | |
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| What does 'good' diversity training look like? | |
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| Opening up variation for the learner | |
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| Involving minority groups in your training | |
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| Key learning points | |
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| A knowledge base for training diversity: some specific issues | |
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| Learning intentions | |
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| Introduction | |
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| Attitudes | |
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| Values | |
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| Beliefs and opinions | |
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| Behaviour | |
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| Stereotyping | |
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| Labelling | |
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| Prejudice | |
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| Discrimination | |
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| Issues of disability | |
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| Flexible and part-time working | |
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| Key learning points | |
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| Designing diversity training | |
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| Introduction | |
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| Needs analysis | |
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| Using standards | |
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| Designing for awareness | |
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| Aims, goals and learning intentions | |
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| Implementing a diversity programme | |
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| Key learning points | |
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| Diversity training: challenges and issues | |
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| Introduction | |
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| Confidentiality and taking risks | |
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| Institutional racism and discrimination | |
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| The journey analogy | |
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| Changing the way we see the world | |
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| Authority to engage with attitudes and values | |
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| Coping with trainer stress | |
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| Key learning points | |
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| Tactics for teaching and learning diversity | |
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| Introduction | |
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| Role play | |
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| Psychodrama | |
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| Theatre | |
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| Video | |
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| Discussion | |
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| Quizzes | |
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| The value of small group work | |
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| Issues for facilitators | |
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| Key learning points | |
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| Facilitating diversity training | |
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| Learning intentions | |
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| Dimensions of learning | |
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| What is facilitation? | |
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| Particular issues in facilitating diversity training | |
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| Key learning points | |
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| Evaluating and assessing diversity training | |
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| Learning intentions | |
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| Introduction | |
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| Evaluation | |
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| Evaluation models | |
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| Evaluation tools | |
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| Assessment | |
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| Putting evaluation into perspective | |
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| Key learning points | |
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| Diversity training in action | |
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| Learning intentions | |
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| Introduction | |
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| The Office of the Deputy Prime Minister | |
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| National Grid Transco | |
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| Key learning points | |
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| The management of black and minority ethnic staff: learning from good practice | |
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| Learning intentions | |
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| Acknowledgement | |
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| Introduction | |
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| Method | |
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| Conclusion | |
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| Key learning points | |
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| Useful models for diversity training | |
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| Group dynamics: Tuckman's model | |
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| The integration of cultures | |
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| Allport's scale of prejudice | |
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| Betari's Box | |
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| The paradigm of prejudice | |
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| Johari's Window | |
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| Models for analysis | |
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| Glossary | |
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| Selected websites | |
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| References | |
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| Index | |