This document summarizes a diversity management workshop. The objectives of the workshop are to: 1) Cultivate respect and understanding between diverse individuals within the company. 2) Provide a platform for participants to engage in crucial diversity conversations. 3) Share knowledge on diversity and its impact on society, demographics, legislation, and the workplace. The workshop covers definitions of diversity, global and South African diversity perspectives, limiting values within the company's culture, and the Employment Equity Act. Interactive exercises are used to facilitate personal transformation and understanding between diverse groups within the organization.

1. Diversity Management Workshop

2. INTRODUCTION AND CHECK-IN
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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.

5. DivFood Values

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.

11. Elephant and Giraffe Story

21. CROSSING THE LINE
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22. HOW ARE YOU FEELING RIGHT NOW?

23. HOW DO YOU FEEL ABOUT THE
EXERCISE?

24. WHY WE HAVE MOVED?

25. Intrapersonal Level
Diversity
Management

26. CHANGE
Begins with
ME
“Be the change
you want to see in
the world”
Gandhi
The journey continues when we recognise “our own Baggage”
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27. WE ALL HAVE BAGGAGE
Thoughts,
feelings, beliefs,
attitudes, values,
needs, hurts,
experiences, etc.

28. THE ICEBERG
Behaviour My Early Messages
Our early
messages inform
our behaviour
towards others
(Thoughts,
Feelings, Values,
Attitudes etc.)
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29. REINCARNATION

30. REINCARNATION EXERCISE
Achievements / Successes Failures / Regrets
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Success is a result of:

31. Reincarnation Exercise
SEXUAL ORIENTATION
GENDER
RACE
ABLE-BODIED / DISABLED

32. REINCARNATION DEBRIEF
ACHIEVEMENTS
Personal Drive Unearned
Performance Privilege /
Competence Advantage

33. GROUP DISCUSSION
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34. DIVFOOD LIMITING VALUES
Values Behaviour Examples
Manifestation
• Blame
• Confusion
• Cost reduction
• Job insecurity

35. DIVERSITY GAME
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36. DAY 2
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37. RECAP
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38. Employment Equity Act
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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

46. Interpersonal Level
Diversity
Management

47. CYCLE OF PREJUDICE
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48. THE CYCLE OF PREJUDICE
Intra and Inter Personal
PREJUDICE
“They Can’t”
STEREOTYPE DISCRIMINATION
“They are” “We Won’t”
REACTION
“They Will”
Victim Offender
VICTIM OFFENDER
“Innocent” Victim through Primary Secondary
Victim Internalisation Offender Offender
Directly Indirectly
Responsible Responsible
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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)

50. Diversity
Management
Systemic/Organisational
Level

51. GROUP DISCUSSION
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52. WAY FORWARD
Give practical suggestions on how DivFood/ Employees can
implement:
Values Practical Examples
Suggestions
• Employee recognition
• Fairness/ Equality
• Support/ Trust
• Continuous
Improvement

53. POWER, RANK & PRIVILEGE
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54. RANK, POWER & PRIVILEGE
• Rank is a conscious or unconscious, social or
personal ability or power arising from who you
are, culture or community support.
• Whether you earned or inherited your rank, it
organises much of your communication
behaviour.
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55. RANK, POWER & PRIVILEGE
• Rank does not show in a mirror. It results in a
subtle state of mind.
• If you are part of a group which is the most
favoured in your culture, you imagine that you
are normal and anyone unlike you is marginal.
You ignore the role that belongs to your class
e.g. “I wasn't even around when your ancestors
were sold as slaves” etc.
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56. TYPES OF RANK
• RANK IS CONTEXTUAL
– Every group has its own rank structure.
– Powers assigned to an individual changes depending on specific
group or culture. E.g. CEO may have great deal of power at
work – but at home may feel powerless.
– Contextual rank is fluid.
– We notice our contextual rank when we move to another context
and are seen and valued differently.
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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.

61. RANK EXERCISE
• Describe the feeling / advantages in all
instances you had rank.
• Describe the feelings in instances you had
no rank.
• Do you sometimes abuse your rank? What
do you think it does to others who do not
have rank?
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62. THERE’S NOTHING NOBLE ABOUT
BEING SUPERIOR TO OTHER PEOPLE,
TRUE NOBILITY COMES FROM BEING A
BETTER PERSON THAN YOU WERE
YESTERDAY – Unknown.
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63. CHECK-OUT
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64. Workshop Feedback
• How do you feel about the workshop?
• What are your challenges?

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