Understanding and valuing diversity have come to be basic human development work. Much has been learned over the past 30 years in particular, about how to build creative, highly productive organizations based on the principle of valuing the diversity of the workforce. For some organi-zations, this work has been in progress for many years, while for others it is just beginning.

In the early days, primary goals were focused on implementing affirmative action programs and the elimination of sexism and racism in the workplace. While these goals remain we think much more broadly now about the scope of the work. Three important goals that diversity development programs have evolved to are:

á acknowledging and supporting the diversity which is present; that is, valuing the diversity and creative potential of all members of the organization,

á developing employees who are adaptable to change and value an ever widening range of creativity, and

á facilitating organization renewal through flatter, more egalitarian structures that support system-wide change.

Introducing a diversity development program involves much preparation and planning, such as an organization assessment and culture survey, interviewing key personnel, strategizing based on the history of the organization, engaging the support and commitment of management, and program design, facilitation, and evaluation. Everything builds to a process of engagement which enables us to more clearly see ourselves in relation to others who are different from us.

Program design and facilitation are core elements of diversity training. Consideration of the norms of the culture, recent incidents, past and current allied training programs are just a few of the important elements. Another key element is the vision of the process which is being under-taken. Understanding that diversity work is not a one-time program or point solution, but rather a process that is being entered is central to doing the work. Just as people go through stages of development and growth, organizations and systems go through stages, evolving so that next steps become more visible and are supported by key people. Long term planning can be difficult in the beginning, because the depth of the work needed to facilitate understanding the next step has often not been experienced or identified by decision-makers. Types of experiences that are useful in a specific training program are more easily identified and understood after participation in the early stages of diversity work. However, important markers of experience and design can be readily identified.

As currently practiced, at least four general stages or types of training can be identified in long-term diversity work:

Stage I - Developing General Diversity Awareness

Stage II - Addressing Cultural Dominance and Subordinance

Stage III - Building Multicultural Community

Stage IV - Understanding The Power Equity Group

A corollary type of training would be a session explaining company policies and the legal requirements and responsibilities of managers and employees in an inclusive workplace free of harassment. This type of training may precede these stages, but often employees do not sense the importance of what they are being told until they have some experience in a Stage I or II pro-gram. Organizational policies need review and reinterpretation at each stage.

Thinking in terms of stages of diversity work is useful to give a sense of flow and progress to the vision of the work. Thinking in terms of types recognizes that in some organizations a specific progression is not always called for because of the growth and development of personnel result-ing from current allied training programs. Stages for diversity work are considered in this article, knowing that some will look at these as types of diversity work to fit into their organization in different ways.

The four stages identified here support thinking in terms of a progression or journeys of change. Each stage reflects a growing depth and intensity of work. Until Stages I and II are defined and understood, Stage III diversity work doesnât jell, and much of Stage IV diversity work remains a mystery. Thinking in terms of a stages framework enables us to more clearly perceive a vision and focus for the type of program needed in the organization. What is done early becomes the foundation for what can be built on in later stages.

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