Value diversity
Raise awareness of inclusion and a diverse mix of profiles.
Why this programme
Challenges where team diversity is a measurable advantage: clues that only different profiles can bring together, points of view that complement each other. Awareness comes through experience, not through lecturing.
As we embark on this great collective journey, we pledge that no one will be left behind.
What your teams experience
- Blind spots: one image, ten interpretations, and the team that gathers the most different perspectives wins.
- Preconceptions: a quick-fire true or false on stereotypes, with the facts as answers.
- The hidden asset: each member shares an unexpected skill, which the team must put to use.
- The inclusion charter: complete, as a team, an inclusion charter in your own words.
Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.
What the company gains
Awareness gained through first-hand experience, and a charter enriched by the participants, ready to be adopted.
people experience significant disability, 16% of the world's population, or 1 in 6 people.
How we tailor it to you
Your wording, departments, figures and photos are built into the challenges and cinematic sequences, to the letter. The look follows your brand guidelines. Teams are formed on the spot or based on your organisation chart. The session report is delivered to you after the event.
The sources of this programme
Every game, measure and reminder in this programme builds on published research. The facilitator cites it in the debriefs, and you can check every reference.
- Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142(11), 1227-1274. 10.1037/bul0000067
- Legault, L., Gutsell, J. N., & Inzlicht, M. (2011). Ironic effects of antiprejudice messages. Psychological Science, 22(12), 1472-1477. 10.1177/0956797611427918
- Dobbin, F., & Kalev, A. (2016). Why diversity programs fail. Harvard Business Review, 94(7-8). hbr.org/2016/07/why-diversity-programs-fail
- Lai, C. K., et al. (2016). Reducing implicit racial preferences: II. Intervention effectiveness across time. JEP: General, 145(8), 1001-1016. 10.1037/xge0000179
- Chang, E. H., et al. (2019). The mixed effects of online diversity training. PNAS, 116(16), 7778-7783. 10.1073/pnas.1816076116
- van Knippenberg, D., De Dreu, C. K. W., & Homan, A. C. (2004). Work group diversity and group performance: An integrative model. JAP, 89(6), 1008-1022. 10.1037/0021-9010.89.6.1008
- Shore, L. M., et al. (2011). Inclusion and diversity in work groups. Journal of Management, 37(4), 1262-1289. 10.1177/0149206310385943
- Chung, B. G., Ehrhart, K. H., Shore, L. M., Randel, A. E., Dean, M. A., & Kedharnath, U. (2020). Work group inclusion: Test of a scale and model. Group & Organization Management, 45(1), 75-102. 10.1177/1059601119839858
- Nishii, L. H. (2013). The benefits of climate for inclusion for gender-diverse groups. AMJ, 56(6), 1754-1774. 10.5465/amj.2009.0823
- Woolley, A. W., Chabris, C. F., Pentland, A., Hashmi, N., & Malone, T. W. (2010). Evidence for a collective intelligence factor in the performance of human groups. Science, 330(6004), 686-688. 10.1126/science.1193147
- Ng, T. W. H., & Feldman, D. C. (2008). The relationship of age to ten dimensions of job performance. JAP, 93(2), 392-423. 10.1037/0021-9010.93.2.392
- Willis, J., & Todorov, A. (2006). First impressions: Making up your mind after a 100-ms exposure to a face. Psychological Science, 17(7), 592-598. 10.1111/j.1467-9280.2006.01750.x
- Zell, E., Krizan, Z., & Teeter, S. R. (2015). Evaluating gender similarities and differences using metasynthesis. American Psychologist, 70(1), 10-20. 10.1037/a0038208
- Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. JPSP, 90(5), 751-783. 10.1037/0022-3514.90.5.751
The foundations shared by all our programmes (20 references)
The mechanics of our sessions: team play, the debrief, the before-and-after measure, spaced reminders.
- Klein, C., DiazGranados, D., Salas, E., et al. (2009). Does team building work? Small Group Research, 40(2), 181-222. 10.1177/1046496408328821
- Salas, E., DiazGranados, D., Klein, C., et al. (2008). Does team training improve team performance? A meta-analysis. Human Factors, 50(6), 903-933. 10.1518/001872008X375009
- McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., & Beauchamp, M. R. (2017). The effectiveness of teamwork training on teamwork behaviors and team performance. PLoS ONE, 12(1), e0169604. 10.1371/journal.pone.0169604
- Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231-245. 10.1177/0018720812448394
- Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105. 10.1177/0149206309352880
- Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
- Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354-380. 10.1037/0033-2909.132.3.354
- Howard, G. S. (1980). Response-shift bias. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
- Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making. JPSP, 48(6), 1467-1478. 10.1037/0022-3514.48.6.1467
- Mesmer-Magnus, J. R., & DeChurch, L. A. (2009). Information sharing and team performance: A meta-analysis. JAP, 94(2), 535-546. 10.1037/a0013773
- Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use on campus. JPSP, 64(2), 243-256. 10.1037/0022-3514.64.2.243
- Aronson, E., et al. (1978). The Jigsaw Classroom. Sage (ouvrage).
- Galton, F. (1907). Vox populi. Nature, 75, 450-451. 10.1038/075450a0
- Kahneman, D., Fredrickson, B. L., Schreiber, C. A., & Redelmeier, D. A. (1993). When more pain is preferred to less: Adding a better end. Psychological Science, 4(6), 401-405. 10.1111/j.1467-9280.1993.tb00589.x
- Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (ouvrage).
- Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x
- Lichtenstein, S., Fischhoff, B., & Phillips, L. D. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic & A. Tversky (dir.), Judgment under Uncertainty, 306-334. Cambridge University Press (ouvrage).
- Surowiecki, J. (2004). The Wisdom of Crowds. Doubleday (ouvrage).
- Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616. 10.3758/MC.36.3.604
Before you book
What is digital team building?
A team building session in which teams play challenges on participants' phones while a big screen shows the running order, the scores and the cinematic sequences. A facilitator runs the room from start to finish. Everything happens in person.
Do we need to install an app?
No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.
Is there a limit on the number of participants?
No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.