ICP has compiled a database of all the Diversity Training resources in its library. This allows for immediate access to a wealth of programs, activities, and handouts which can help to promote understanding of diversity and peaceful conflict resolution. ICP has resources for many environments, including corporations, classrooms, and colleges. If interested in finding the perfect activity to fit your educational needs, please contact Shalom Staub with questions.

For people who want do their own searches at the ICP office, we charge a modest fee for set up and basic staff consultation.

For people who are at a distance and request ICP staff to search and identify resource materials, we welcome your inquiry and will offer you a quote for identifying diversity resource materials that will meet your needs.  In the initial conversation, we will ask you to describe the participants in your program and the focus of your effort.  We will then work with your details and identify specific activities and resources that match your stated need.  We can deliver materials to you by mail or fax, and staff would be available to help you further tailor these resources to your situation.

Below is a list of the searchable terms under our database. These are divided into three categories: Intended Outcome refers to the message, value, or competency that the activity teaches, Target Audience indicates for whom the activity is designed, and Learning Modality lists the techniques used to get the message across to the participants.

Intended Outcomes
±Awareness of Bias- Indicates that the participants will gain insight into their own biases, stereotypes, prejudices, etc. which influence their everyday behavior and may inhibit their path to success.

±Awareness of Culture- Indicates that the participants will leave will an understanding and/or respect for the presence and power of culture (i.e. norms, values, etc.) in everyday life.

±Awareness of Self- These activities help to increase participants’ knowledge and awareness of their identity, and the role it plays in their everyday life. Awareness of Bias usually fits within this category, as revealing and understanding these inherent propensities to stereotype are key to increasing one’s awareness of self.

±Closure- These activities help a group to positively reflect on their experiences from the training and motivate themselves to work further with diversity issues.

±Communication- Indicates that the participants will learn about communication styles, effective and ineffective methods of distributing gathering, and understanding information, and/or techniques for improving their own methods for interacting with others in a multitude of situations.

±Conflict Resolution- These activities address conflict: its nature, the emotions that come with conflict, the many factors that create conflict, and strategies for handling conflict effectively, both in general and in a variety of specific situations.

±Creating a Diversity Strategy- These activities help to create, or aide in establishing the mechanisms to create, effective organization-wide programs to incorporate diversity training into the workplace culture.

±Creating Workplace Competencies- The purpose of these activities is to help cultivate skills within individuals to implement their diversity training. Communication skills, conflict resolution, problem solving, etc. are all related to this category. These activities teach the methods by which trainees can integrate their learning into their everyday business life.

±Define ____________- (e.g. diversity, multiculturalism, etc.) These activities help a group reach a common, workable, applicable definition of the frequently obtuse and abstract terms necessary for further understanding of diversity issues.

±Define Workplace Culture- These activities or assessments allow participants the opportunity to explore the norms, values, and rules under which their workplace operates. Doing so can help to highlight strengths and weaknesses of organizations in a variety of areas, including but not limited to handling diversity issues, conflict resolution, incorporating new ideas, etc.

±Icebreaker- These activities can help to break down the barriers that inhibit a group from expressing themselves and taking part in further training activities.

±Identify Diversity Issues- Through these activities, participants will be able to express their opinions on the manner in which their organization currently handles issues relating to diversity. Surveys and dialogues make up the bulk of this category; these can frequently be used as starting points for further, more focused diversity training.

±Power of Assumptions- Indicates that participants will be exposed to activities that challenge their commonly held assumptions about human behavior. Frequently, these activities demonstrate the pitfalls of assuming similarity in a business atmosphere, but a wide variety of topics are covered within this genre.

±Sensitivity towards Others- These activities help to cultivate a sense of appreciation for difference in participants, and assist them in becoming more successful in their interactions within a diverse environment.

±Understanding of _____________ Issues- (e.g. homosexual/bisexual issues, Asian issues, etc.) Through these activities, participants gain a new or deepened perspective on the issues facing a specific group of people, helping them to sensitize themselves to their needs.

Target Audience

±Educators- This category pertains to activities that could easily be adapted from a corporate/business environment to help teachers and administrators become aware of diversity and organizational issues. This category does not necessarily indicate that an activity would be useful in a classroom setting.

± Managers- (can include Diversity Taskforces and Executives)- This category includes those activities that pertain to the overall workplace experience, as well as those that focus on helping managers to devise strategic plans, conduct organizational assessments, and improve their management style.

±Employees- This category simply means that the intended audience need not be simply managerial. Not all of these activities are applicable to all groups of employees; trainers should be highly aware of their audience and its familiarity with and capacity for handling diversity issues when preparing their curriculum.

±College Class- This category includes activities that are designed for high-level exploration of diversity concepts and applications, but are not geared specifically for a workplace or non-higher educational environment.

±Classroom Activities- This category includes those activities that could easily be adapted for and included in a teacher’s curriculum. Teachers will need to assess what their curricular needs are, and to what degree their students are capable of handling a particular activity.

Learning Modality

± Arts and Crafts- An activity in which participants work with existing works of art, such as music, visual art, etc. or create works related to diversity issues through media such as clay, play-doh, drawing, etc.

± Assessment- A survey, questionnaire, etc. that allows participants to indicate their opinions on a variety of individual, managerial, or organizational issues

± Case Study- These activities require participants to examine individual cases in order to identify diversity themes and develop strategies.

± Dialogue- These activities involve conversation between the trainer and the participants about diversity issues.

± Experiential- Refers to those activities that are designed to affect participants on an immediate, personal level and help them gain the experiences necessary to make their own discoveries about diversity. Examples of this include physical activities, interviews, etc. A wide variety of topics fall under this category; the user is advised to browse the experiential category if interested in this type of activity.

± Full Day Seminar- Those activities that are designed to last for a full day (6-8 hours).

± Game- An activity that uses a fun/entertaining experience to teach diversity themes.

± Half Day Seminar- Those activities that last over 2 hours and under 3.5 hours.

±Handout- Resources with useful information for participants, to be distributed.

±Lecturette- A mini-lecture to be delivered by the trainer.

± Partner Work- Activities that involve participants working in pairs.

± Role Play- In these activities, participants assume the roles of someone with a particular communication style, culture, etc. for purposes of revealing what may not be immediately obvious about a situation.

± Small Groups- These activities involve splitting up a group of participants into small sections.

±Worksheet- Those activities that require participants to answer questions or solve problems on paper.

±Writing- This indicates that participants will, either individually or as a group, be creating an original work (e.g. a list, a story, a mission statement, etc.)