Representation always matters. Ignoring it, downplaying it, and choosing not to prioritize it is no longer an option. When representation is the priority and people can make the correlation that they’re in “here,” they will respond accordingly. Levels of trust rise. Your learning content is both relatable and credible. People’s learning experience and retention of the learning improves.
CAST.org states it this way, when referring to Universal Design for Learning (UDL) Guidelines:
Learners differ in the ways they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences; and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also, learning, and transfer of learning occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is no one means of representation that will be optimal for all learners, so providing options for representation is essential. As is providing a place where they feel safe: Safe to be. Safe to express opinions. Safe to speak up at all. Safe to live their culture and values without fear.
Representation can be a differentiator in a variety of different ways. A few examples of areas affected when representation is present: branding and brand identity, level of employee engagement and participation, ability to gauge employee interest, level of investment in company messaging and initiatives—and more. Also, while it is difficult to measure or report on efficacy when representation is working, it is most definitely possible to measure when it isn’t present or working.
What Is Meant By Representation, Exactly?
Answer: At its essence, it is staff recognizing that there are people here who look like them (“here” meaning present in the physical location, office, etc., and also in materials, initiatives, etc.). It is where they feel that they belong. The list of what staff might consider “like me” is unique to each individual member of your staff. And the list may continue to grow. In fact, when you search online for ways people self-identify, you will find the number of attributes listed to be 20, 40, 48, 65, and more.
Besides the more obvious attributes, such as skin color and age group, some others to consider include:
- Background
- Belief system
- Cultural identity
- Ethnicity
- Gender identification
- Industry
- Job
- Leadership level
- Level of education
- Likes and dislikes
- Nationality
- Perceived morality
- Physical attributes
- Shared ideology
- Shared interests
- Skin color
- Perceived social strata
- Traits
- Values
- And so many more!
Whether for an event, a course, whatever, what do you do first when planning the content? How might this process shift to begin to plan differently, meaning in a more representational way? Maybe begin by asking: Who do we represent? Then, from there, ask:
- Who do we hope to attract?
- Who benefits most from the learning experience?
- Who do we hope to coax?
- Who do we hope to elicit responses from?
- Who do we hope to engage?
- Who do we hope will evaluate what we present?
- Who do we hope to incentivize?
- Who do we hope will invest?
- Who do we hope to jolt?
- Who do we hope to learn more from?
- Who do we hope will participate?
- Who do we hope to prepare for something to come?
- (Insert your own here)
How Might Staff Recognize Themselves in Your Learning Content?
Answer: At the risk of oversimplifying something complex: in many different ways. But don’t let “complex” and “many” deter you from beginning to be more intentional and choosing to continue to improve. Some ideas…
- Stories teach. How might you weave more stories and narratives in?
- “A picture is worth 1,000 words” is still true.
- Choose representational images.
- Vary the types of images used.
- Think of ways to make ways that staff might self-identify other than through photos (cultural icons, geographical locations, traditions, color choices—the list is practically endless)
- Words matter, too. Use as many as it takes to be fulsome.
- Proceed with intention.
- Describe more fully.
- Explain more clearly.
- Media selection may speak for you. Be certain that the media is aligned with your intent.
- Book references
- Games
- Cultural references and icons chosen
- Video content
- Blog posts
Why Does Any of This Even Matter?
Answer: People won’t participate or engage when they don’t feel comfortable.
- The phrase, “hard to be what you can’t see,” exists. When people perceive that there is no intent to be inclusive and representational, they feel different, and their ability to feel comfortable is diminished.
- When people feel they belong, they will begin to trust what is put before them.
- Confidence rises—in your learning content and its expected outcomes. Also in your organization, its culture, and engagement.
- Over time, representation helps to reduce negative attitudes and stereotypes.
- Assuming that everyone celebrates the same things in the same ways that you do holds the potential for erecting barriers unnecessarily.
How Overt Do You Need to Be?
Answer: Very.
- Intention matters. Don’t leave it up to chance.
- Make the messaging clear and obvious.
- Do what you can to bridge any gaps in understanding.
What Are the Risks to Doing Nothing?
Answer: More than you might think. That’s why choosing to continue to improve and grow through the experience matters greatly.
Do We Have to Do Everything, Everywhere, All at Once?
Answer: Yes and no. Variation is your friend. So is intentionally planning to be representational from the outset.
What’s Next?
Answer: Today is a new day. Begin to learn and set your intention to be more representational from this day forward. If you do, you can’t miss!
