Personal Reflection, Barriers to Inclusion and Organisational Reflection

Reflect about the barriers to inclusion at personal and organisational level.

Participants have drawn a line between themselves and the topic and have become aware of internalised bias Participants have explored general barriers to inclusion and are prepared to go into a session on how to overcome these barriers Participants have become aware of the level of inclusivity of their organisation



One big room

  • Sticky notes or papers with printed text as a role card and cards with an explanation of each person backstory.
  • 10 flipcharts
  • DIN A 4 sheets of paper (as many as participants at least)
  • Moderation cards, markers, tape

Activities step by step
Step 1: Aviation-Bias-Roleplay
35 Minutes

Chairs in the room are aligned in the way of an airplane. Each participant sits down on one chair and gets a role-card. under each chair, there is sticked another role-card related to the one the person on the chair got. The plane is about to crash and only 10 people can be saved from the plane crash. Based on the opened role-cards, the group has to decide which 10 people are being saved. There is a public vote in the end. Saved people get a “Saved!”-batch. After voting, the secret role cards are read out loud.

Step 2: Getting out of the roles
5 Minutes
Step 3: Reflection in small groups
15 Minutes

There needs to be reflection in small groups directly after the game.

  • “How did you feel before the game?”
  • “How did you feel during the game?”
  • “Did you feel your role valued? Why (not?)”
  • “How do you feel now?”
Step 4: Reflection in big group
10 Minutes
  • Where do you see parallels between this and real live (e.g. school system, jobs, society, organisations)?

Closing with an input of the Iceberg-model

Step 5: Implicit Association Test
20 Minutes

Participants are getting a Weblink to the IAT and complete the test on either Gender or Race to see how strongly they have internalised biases. After completing the test, the facilitators explain the background of the quiz. If there is the need, an open sharing of thoughts and emotions can take place.

Step 6: Examples
10 Minutes

Some examples of where non-acknowledgement of bias and lack of representation can be shared

Step 7: BREAK
30 Minutes
Step 8:
5 Minutes

Participants are coming back into the seminar room from their coffee break and comforting themselves in a prepared half-circle of chairs, sacks, on the floor, whatever. Music is playing.

Step 9: Energizer
5 Minutes
Step 10:
10 Minutes

Facilitators are welcoming the group back. The facilitators explain the first main question for this session: “What are barriers to inclusion?” To explore this question, the participants go into groups of two or three people and collect ideas, which barriers to inclusion can exist. They don’t discuss about reasons or solutions yet, it’s just about enumerating them. Afterwards, they come back to plenary and read out their findings. The facilitators meanwhile note the results on moderation-cards and stick them on a well-visible flipchart. They are clustered afterwards (preferably into 6 groups).

Step 11:
25 Minutes

Now the group is exploring these barriers more in detail. Therefore, the facilitators go through the list of clusters of barriers and participants can assign to one of them (of course they should pick what they feel most connected, most possible and willing to contribute or most interested in, but should keep in mind that no one should have to work alone and no cluster should be left empty). The aim is to design a flipchart with a) Most commonly targeted groups of people b) Why does this happen? c) 3 examples of situations where this exclusion happens.

Step 12:
20 Minutes

The groups present their flipcharts, but only tell one of the situations. The flipcharts are hung up well-visibly in the room.

Step 13:
15 Minutes

Everybody takes a DIN A4 piece of paper (People of one organisation can team up [quietly!] if they want to).

On this piece of paper they write/draw the name/logo of their organisation at the top.

Then they write down the groups of people they can find in their organisation and that can be victim of exclusion. Then, they write down the barriers of inclusion that people in the organisation could possibly be facing (look at the flipcharts in the room). Then, they enumerate the actions, the organisation has already taken to prevent these types of exclusion from happening and which actions are planned. This happens in silent work. Music may or may not be playing, depending on the group’s wishes.

Step 14: Gallery walk
15 Minutes

All the sheets get hung up on a wall and the participants walk around and look at them, read them, to get a feeling with which types of exclusion others are dealing and if there are good ideas for prevention.

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