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Glocalise your Diversity and Inclusion

Glocalisation refers to the concept of adapting global ideas, processes or products to local environments and contexts. Businesses have been adapting a glocal mindset for years, understanding that international success is best achieved when local perspectives are accounted for and products are adapted to appeal to local cultures.

Organisations should be adopting a glocal mindset not just when it comes to the expansion of their products, but also when it comes to the expansion of their Diversity and Inclusion initiatives. A glocalised Diversity and Inclusion strategy would allow for local cultures to either adapt a centralised strategy to their own culture and values, or to create their own strategy altogether to appeal to the local perspective.

In “Is Glocalisation the future of D&I”, Adrian Hyyrylainen-Trett explores three models that multinational organisations use to address, elevate and celebrate the multicultural and multifaceted nature of their teams.

The first model, “When in Rome” speaks to creating an individual strategy based on the local culture, values and environment. This would be a decentralised approach that gave full autonomy to local regions to create a strategy that fit their local perspectives.

The next model, “Embassy”, speaks to creating a sub-set of the central HQ Strategy. This would be an adaptation of the central strategy based on local culture and values, with some key common values weaved throughout.

The final model, “Advocate”, speaks to a position in which the organisation believes that there are some universal values that supersede local perspectives, such as LGBTQ+ rights or the rights of women. In these instances, organisations would like to use their power to influence behaviour, rather than compromise on what is believed to be objective truth.

While these models have power in enabling an organisation to unify under a global approach, I believe that the rigidity of these models does not allow for real, authentic and diverse innovation. Any diversity strategy will most likely be an amalgamation of aspects of each of these models, or at the very least have room to allow for an agile shift from one model to another.

Rather than wedding an organisation to a particular model, I argue that there is a body of work an organisation needs to undertake to appropriately understand the values, meaning and principles that underpin any diversity work. A framework in this manner would allow an organisation to interrogate their current diversity strategy with a view to build a global strategy with local perspectives.

The “Glocal Engagement Framework” is a framework developed by Fay Patel particularly aimed at glocalisation within a higher education context. Fay describes the Glocalisation Engagement Framework as “a learning and teaching quality paradigm embracing equity, inclusivity and diversity as a sustainable, forward looking international higher education paradigm”.

Source: Fay Patel 2019

The Framework aims to encourage communities to find common ground, and to cultivate new shared meaning in order to action change. It especially aims to encourage the “respectful and negotiated exchange of cultural wealth”. The framework is made up of Global Engagement Dimension (GED) and Principles of Global Engagement (PGE). The GED is based on the values that determine the fairness of any actioned outcome, while the PGE is based on Klyukano’s principles of intercultural communication which allow for the successful, fair and just development of a new shared meaning.

The Global Engagement Dimensions aim to ensure that any outcome is fair and just. These dimensions have been developed by Patel and address the core traits that one must hold to create any truly glocal strategy. The Dimensions focus on traits such as Intellect, Morality, Emotion and Action.

Intellect refers to knowledge, education and wisdom. Emotion refers to sensitivity and compassion. Morality refers to integrity, virtue and fairness, and action refers to the desire to change situations.

The Principles of Glocal Engagement refer to the values that underpin a genuine, respectful exchange of cultural wealth. These values have been adapted from Kluykanov’s Intercultural Communication Principles which outlines principles that allow for constructive, continually negotiated and sustainable interaction between people with diverse cultures, traditions and identities.

Source: Fay 2017

Fay describes the framework in a higher education context as “a forward thinking, proactive framework. In committing to mutually acceptable norms of engagement (respect, voice and trust, for example), stakeholders engage respectfully in the consensus seeking dialogue.”

I believe we can adapt this framework to work in a Diversity and Inclusion context. A diversity strategy that genuinely seeks to support the global employee group whilst adequately addressing local perspectives will benefit from a strategy that is based on a glocalised framework, i.e. a framework that speaks to the engagement of multiple stakeholders with multiple global perspectives, mutually agreeing on a shared vision.

I will use an example to showcase how the Glocalised Engagement Framework (GEF) can be used in practice. In this instance, the GEF will be used to test whether a strategy is truly glocal in nature. I believe that the GEF can also be used to create a strategy in the first place, to ensure that a glocalised approach is at the very heart of the strategy.

Let’s take international law firm Herbert Smith Freehill’s 2018- 2021 Global Diversity Strategy as our example. Herbert Smith Freehill’s diversity strategy focuses on the inclusion strand of D&I, with the aim to “place the creation of a truly inclusive culture front and centre of our strategy”.

Their Leading for Inclusion strategy takes us through four key pillars of inclusion. These pillars range from Talent to Clients to Innovation and Values, ending with a section on how they will measure success.

Herbert Smith Freehill’s strategy is rooted in values of connectedness, collaboration and leadership. The strategy does reach each of the Glocal Engagement Dimensions as set out by Patel. The strategy clearly displays Intellect by outlining the ‘why’ behind the strategy, such as the benefit of inclusive teams and the centrality of inclusion to reach authentic diversity. The strategy also displays an appreciation of emotion as it discusses the impact of diversity on the psychological safety of individuals within an organisation, “there is a high level of psychological safety within an inclusive organisation”. The strategy’s sense of morality can be seen in their values to connect, collaborate, excel and lead. And their resolve to build and change situations can be seen not only in the creation of the strategy, but in the fact that they have publicly shared their strategy online.

Glocal Engagement Dimensions (Patel 2017)Herbert Smith Freehill Diversity Strategy
Intellect – Ability to demonstrate knowledge, education and wisdomYes – a reference to the “why” behind the strategy and knowledge of the context behind the need for diversity
Emotion – Sensitivity, understanding, intuition and compassionYes – a discussion of the positive psychological impact of developing an inclusive organisation
Morality – Act with integrity, virtue and fairnessYes – a focus on values to connect, collaborate, excel and lead
Action – Resolve to build and change situationYes – creation of a strategy which is shared widely online to inspire other organisations

So far, Herbert Smith Freehill have ticked every box of the Glocal Engaement Dimensions. This is a fantastic start, and their actioned outcomes are much more likely to be fair, inclusive and diversified. However, on greater interrogation, it becomes clear that the strategy Herbert Smith Freehill have created is global rather than glocal in nature. When we run the strategy through the lens of the Principles of Glocal Engagement, it misses some crucial principles that would root a diversity strategy in a glocal context. While the strategy focuses on some brilliant routes to collaboration through networks and client relationship building, encouraging a building of shared meaning and a shared vision, there is little to show for the local contexts in which this global strategy will be carried out.

For example, “Multiple Global Perspectives” (Principle 6) and “Ground[ing] oneself in Context”( Principle 4) are lacking in this strategy, thus firmly positioning this strategy as a global, centralised strategy with little tailored local implementation. There is little information about the make-up of Herbert Smith Freehill’s global team, the local cultures that make up the company, and current diversity data. The strategy, which is at one point referred to as “Global one-firm inclusive culture”, seems firmly rooted in a non-glocalised approach. However, that is not to say that the strategy is not brilliant in many ways. By taking the strategy through the Glocalised Engagement Framework, we can see the individual strands of the strategy that may need a little more work, and the areas that are well thought out and destined for success. The Glocalised Engagement Framework in this manner is a brilliant framework that allows for a nuanced, well-analysed strategy.

The Principles of Glocal Engaement below refer to the stakeholders most involved in the benefits / impact of the Diversity Strategy.

Principles of Glocal Engagement (Patel 2017)Herbert Smith Freehill Diversity Strategy
1 – Draw mutually acceptable boundary linesYes – developed a governance structure to ensure that there is clear accountability.
2 – Negotiation and sharing of relevant informationYes – a focus on the role that ERG networks have to increase engagement and share information.
3 – Cultivate new shared meaningYes – an established definition of Diversity and Inclusion from their perspective. “Defining what we mean”, ensuring shared meaning.
4 – Position or ground oneself in a contextNo – very little information about the context in which HSF have built this strategy, who it will affect, how it will vary in a global context, an appreciation of local nuances.
5 – Find common ground among stakeholdersYes – a focus on client collaboration and network profiling.
6 – Consider multiple global perspectivesNo – little discussion about perspectives from a global nature and the potential impact this might have on the global nature of the strategy.
7 – Consider ongoing interaction in negotiating shared meaningYes – working with networks to develop their annual plans based on wider strategy, allowing for local nuance whilst still feeding into wider strategy.
8 – Transaction component of global community building related to exchange of cultural wealth and indigenous knowledgeYes – found in the ‘Values’ pillar, to connect, collaborate and lead. The aim here is to share cultural wealth via networks and clients.
9 – Cooperative nature and integration of global community buildingYes / No – a focus on collaboration but little discussion of the global nature of community building.
10 – Long term mutually respectful relationshipYes – a governance and accountability structure in place to ensure that targets are met, and that the strategy rooted in collaboration is followed.

This example serves to showcase how a Glocalised Engagaement Framework can be used to test the glocal nature of a strategy. It is through this framework that we can understand the nuanced nature of the strategy and can identify the key areas that require further development. A Glocalised Engagement Framework can thus be used to rethink certain aspects of a strategy whilst also celebrating the aspects that are working well.

Organisations that wish to expand their global strategy into authentic, local implementation, should adopt a glocal approach, using the Glocalised Engagement Framework as a route for interrogation and adaptation. As a result, Diversity and Inclusion strategies have the potential to be far-reaching, powerful in their capacity to effect change, and serve to unify organisations through consistent collaboration, negotiation and compassion.  

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Sexism should have no place in university sports teams

This article was originally featured in The Guardian. You can read the original article here

From ‘no-muffing’ events to sexist chants: sports societies can be hives of sexist activity and it’s time things changed.

In my college bar at Cambridge University, I tried to say hi to a friend. He didn’t speak to me. I could see his mouth attempt to move, and I could also see his friend’s penetrative stare stop him in his tracks.

We stood in awkward silence until my friend pulled me away, whispering in my ear that this was part of a rugby social game. The game is called “no muffing”. Its rules are as follows: no speaking to a female unless she is your waitress. If you break this, you get punched in the face.

 

Cambridge sports teams are not alone in having incredibly sexist themes to their social events. There’s the rugby group in Oxford, whose social secretary sent an e-mail to the team encouraging them to spike a fresher’s drink. The title of the e-mail was “Free Pussy”.

Also reported last year, was the college rugby club at Durham University playing the “it’s not rape if…” game. And the group of hockey lads at Stirling university singing a sexist and racist chant on a bus. The very same chant was used in a Varsity rugby match at Cambridge University months later.

We have been bombarded with images and news stories showing the ugly side of sports teams. Their activities, laden with sexist overtones, are reflective of a wider culture of hypermasculinity and sexism at university. Students are starting to recognise that this needs to change.

A student from DeMontfort University, Leicester, regards the people in the rugby and football societies as “disgusting”. The student says: “When they’re out on the town they seem to think they have the right to touch or grope any girl they want.”

Laura Bates, founder of the Everyday Sexism Project, says: “Sports culture reveals that there’s a huge amount of pressure on boys, a hypermasculinity that they’re pressured to perpetuate.

“Some young boys have said that they would really like to stand up and be able to support girls, but when they’ve tried, they’ve been ridiculed’.

For many, sports teams are a place of security, especially when suddenly unsettled by the switch from home to university life. One boy at Cambridge University described being part of a sports team as the “easiest way of being accepted”.

Yet he also mentioned the pressure that ensued once becoming part of the team, saying he was “sucked into” the lad banter.

This lad banter usually entails the humiliation of women. I spoke to one member of a university rowing team who said: “When we row we instantly rate the girls rowing near us. I know it’s chauvinistic, but I don’t give a shit”.

Another dismissed the idea of the “no muffing” game as being offensive: “it was pretty harmless, the confusion on the girls was funny”.

Bates describes the effects of this sort of attitude: “It dehumanises women. In order to prove yourself as a man you also have to show this disrespect of women.”

This is a problem that has been recognised by many university sports teams, and it is being increasingly addressed through workshops and conferences. A programme set up by students and graduates in Oxford called ‘The Good Lad Workshop’ aims to tackle the existence of lad culture in sports.

“Traditionally sports teams and groups of men are seen to be quite masculine,” says Dave Llewellyn, who runs the programme.

“When people actually sit down and chat they realise that everyone is on the same page, that no one is endorsing this behaviour. They just do it because they think that’s what everyone else does.

“I think in some cases there are students who feel ostracised by some behaviour and so don’t join a team or don’t stay as part of a team and I think that’s disappointing.”

In Stirling University there are efforts to address the struggles and barriers that women face in sport, culminating in the Women in Sport conference in October.

Rebecca Gracey, organiser of the conference says: “There is no denying that at time the atmosphere within [sports] clubs can be negative and offensive to others. The real aim and vision is to have a level playing field and slowly but surely we are seeing small steps in achieving this.”

It’s time that university sports teams critically assess the image that they give off to prospective participants. Sports teams have the potential to be powerfully inclusive, welcoming and community-forming environments.

University sports teams need to divest of the cult of masculinity that alienates other men and degrades women. They need to start making steps towards creating a safe environment that isn’t based on humiliation, intimidation or pressure.

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What happened when I started a feminist society at my school

I am 17 years old and I am a feminist. I believe in gender equality, and am under no illusion about how far we are from achieving it. Identifying as a feminist has become particularly important to me since a school trip I took to Cambridge last year.

A group of men in a car started wolf-whistling and shouting sexual remarks at my friends and me. I asked the men if they thought it was appropriate for them to be abusing a group of 17-year-old girls. The response was furious. The men started swearing at me, called me a bitch and threw a cup coffee over me.

For those men we were just legs, breasts and pretty faces. Speaking up shattered their fantasy, and they responded violently to my voice.

Shockingly, the boys in my peer group have responded in exactly the same way to my feminism.

After returning from this school trip I started to notice how much the girls at my school suffer because of the pressures associated with our gender. Many of the girls have eating disorders, some have had peers heavily pressure them into sexual acts, others suffer in emotionally abusive relationships where they are constantly told they are worthless.

I decided to set up a feminist society at my school, which has previously been named one of “the best schools in the country”, to try to tackle these issues. However, this was more difficult than I imagined as my all-girls school was hesitant to allow the society. After a year-long struggle, the feminist society was finally ratified.

What I hadn’t anticipated on setting up the feminist society was a massive backlash from the boys in my wider peer circle. They took to Twitter and started a campaign of abuse against me. I was called a “feminist bitch”, accused of “feeding [girls] bullshit”, and in a particularly racist comment was told “all this feminism bull won’t stop uncle Sanjit from marrying you when you leave school”.

Our feminist society was derided with retorts such as, “FemSoc, is that for real? #DPMO” [don’t piss me off] and every attempt we made to start a serious debate was met with responses such as “feminism and rape are both ridiculously tiring”.

The more girls started to voice their opinions about gender issues, the more vitriolic the boys’ abuse became. One boy declared that “bitches should keep their bitchiness to their bitch-selves #BITCH” and another smugly quipped, “feminism doesn’t mean they don’t like the D, they just haven’t found one to satisfy them yet.” Any attempt we made to stick up for each other was aggressively shot down with “get in your lane before I par [ridicule] you too”, or belittled with remarks like “cute, they got offended”.

I fear that many boys of my age fundamentally don’t respect women. They want us around for parties, banter and most of all sex. But they don’t think of us as intellectual equals, highlighted by accusations of being hysterical and over sensitive when we attempted to discuss serious issues facing women.

The situation recently reached a crescendo when our feminist society decided to take part in a national project called Who Needs Feminism. We took photos of girls standing with a whiteboard on which they completed the sentence “I need feminism because…”, often delving into painful personal experiences to articulate why feminism was important to them.

When we posted these pictures online we were subject to a torrent of degrading and explicitly sexual comments.

We were told that our “militant vaginas” were “as dry as the Sahara desert”, girls who complained of sexual objectification in their photos were given ratings out of 10, details of the sex lives of some of the girls were posted beside their photos, and others were sent threatening messages warning them that things would soon “get personal”.

We, a group of 16-, 17- and 18-year-old girls, have made ourselves vulnerable by talking about our experiences of sexual and gender oppression only to elicit the wrath of our male peer group. Instead of our school taking action against such intimidating behaviour, it insisted that we remove the pictures. Without the support from our school, girls who had participated in the campaign were isolated, facing a great deal of verbal abuse with the full knowledge that there would be no repercussions for the perpetrators.

It’s been over a century since the birth of the suffragette movement and boys are still not being brought up to believe that women are their equals. Instead we have a whole new battleground opening up online where boys can attack, humiliate, belittle us and do everything in their power to destroy our confidence before we even leave high school.

It is appalling that an institution responsible for preparing young women for adult life has actively opposed our feminist work. I feel like the school is not supporting its girls in a crucial part of their evolution into being strong, assertive, confident women. If that’s the case for a well-established girls’ school, what hope does this generation of women have in challenging the misogyny that still pervades our society?

If you thought the fight for female equality was over, I’m sorry to tell you that a whole new round is only just beginning.

• Altrincham Grammar made the following comment about the feminist society:

“Altrincham Grammar School for Girls has supported Jinan in setting up the society, providing administrative assistance, guidance and proactively suggesting opportunities to help members to explore this issue which they feel passionately about.

“We are committed to protecting the safety and welfare of our students, which extends to their safety online. We consider very carefully any societies that the school gives its name and support to.

“As such, we will take steps to recommend students remove words or images that they place online that could compromise their safety or that of other students at the school.”