• Demonstrate an ability to see the dynamics of identity, power, hierarchy and diversity in organisational systems.
• Appreciate the role identity plays in the lived experience of power and privilege in organisational systems.
• Understand the structural as well as agentic determinants of the human experiences of dominance and suppression, inclusion and exclusion.
• Develop a strategy to further inclusion, engagement and partnership across organisational hierarchies and units.

This is an immersive, experiential learning course in which we will explore the dynamics of identity and power as they unfold across visible and invisible hierarchies, and across diversity in organisational systems. The course will also explore how identity-based tensions rooted in hierarchies and in differing ideologies can emerge in conflicts and how the information in these conflicts can be used to create powerful emerging solutions to organisational problems.

The course will be based on two full-day immersive learning experiences, both of which are actually used in many Fortune 500 corporations in their leadership and organisational development initiatives. These immersive experiences will then be unfolded over debriefs in 5 half-day sessions. The course will be run in 2 modules along with introductory and concluding sessions. The entire course including the two experiential workshops can be run virtually if needed. Following are the details:

Introduction: One half day session (3 teaching hours) introducing participants to the various themes of the course and preparing them for the experiential workshops.

Module 1: Power and Hierarchy (one full-day session of 6 teaching hours followed by two half-day sessions of 3 teaching hours each)

This module will kick-off with a full-day immersive experiential workshop where participants take on roles of either top executives, middle managers, workers or customers of an organisation, interacting in a chaotic, fast-paced environment, experiencing situations that regularly occur in ‘real-life’ work positions. Participants get to experience and reflect upon the structural conditions of complexity and accountability of top executives, the ‘being torn’ condition of middle managers as they strive to please both sides, the condition of vulnerability of workers and the condition of neglect that customers often encounter. It gets them out of their heads and into their guts, actually experiencing the structural demands of various roles in an organisational ecosystem. The learning from the experience will then be unfolded over two half-day sessions using various theoretical lenses of looking at power and identity. We will also apply the learning from the above to an actual business case.

Module 2: Power and Diversity (one full-day session of 6 teaching hours and three half-day sessions of 3 teaching hours each)

This module will also begin with a full-day immersive experiential workshop where participants create and enact two very different cultures and the coming together of these cultures at work, experiencing in real time the dynamics of inclusion and exclusion, dominance and suppression that are often intertwined with the ‘coming together’ of two differing ideological systems. This is followed by a detailed facilitated fishbowl debrief where participants reflect on their experiences of the above. In the workshop debrief, we will explore the dynamics of dominance and otherness, of unconscious bias, of trust in diverse settings, and how all these affect inclusion, equity, and collaboration in work settings. We will unfold the learning from the above experience over three half-day sessions using various theoretical lenses of looking at the dynamics of diversity at the workplace and apply this learning to an actual business case as well as to participants’ own work in team settings.

Conclusion: One half day session (3 teaching hours) bringing together the various themes of the course

Total: 33 teaching hours

Indicative Literature:

• Auerbach, Y. (2009). The Reconciliation Pyramid—A Narrative-Based Framework for Analyzing Identity Conflicts. Political Psychology, 30(2), 291-318.
• Blight, J. G., & Lang, J. M. (2004). Lesson Number One:"Empathize With Your Enemy". Peace & Conflict, 10(4), 349-368.
• Brewer, M. B. (2010). Social identity complexity and acceptance of diversity. In Crisp, R. J. (ed.) The Psychology of social and cultural diversity. Chichester: Wiley- Blackwell Publishing, 9-33.
• Gómez, Á., & Vázquez, A. (2015). The power of ‘feeling one’ with a group: Identity fusion and extreme pro-group behaviours. Revista De Psicología Social, 30(3), 481-511.
• Greer, L. L., Homan, A. C., De Hoogh, A. H. B., & Den Hartog, D. N. (2012). Tainted Visions: The Effect of Visionary Leader Behaviors and Leader Categorization Tendencies on the Financial Performance of Ethnically Diverse Teams. Journal of Applied Psychology, 97(1), 203–213.
• Hammack, P. L. (2008). Narrative and the cultural psychology of identity. Personality And Social Psychology Review, 12(3), 222-247.
• Hermans, H. M., Konopka, A., Oosterwegel, A., & Zomer, P. (2016). Fields of tension in a boundary-crossing world: Towards a democratic organization of the self. Integrative Psychological & Behavioral Science, doi:10.1007/​s12124-016-9370-6, 1-13.
• Hess, T. M., Auman, C., Colcombe, S. J., & Rahhal, T. A. (2003). The Impact of Stereotype Threat on Age Differences in Memory Performance. The Journals of Gerontology: Series B: Psychological Sciences and Social Sciences, 58(1), P3–P11.
• Hirsh, J. B., & Kang, S. K. (2016). Mechanisms of identity conflict: Uncertainty, anxiety, and the behavioral inhibition system. Personality And Social Psychology Review, 20(3), 223-244.
• Hopkins, N., & Reicher, S. (2011). Identity, culture and contestation: Social identity as cross-cultural theory. Psychological Studies, 56(1), 36–43.
• Kates, A. & Galbraith, J.R. (2007). Designing Your Organization: Using the STAR Model to Solve 5 Critical Design Challenges. Jossey-Bass/Wiley.
• Oshry, B. (1994). In the Middle. Power & Systems, Boston.
• Oshry, B. (1999). Leading Systems: Lessons from the Power Lab. Berret-Koehler, San Francisco.
• Oshry, B. (2007). Seeing Systems: Unlocking the Mysteries of Organizational Life. Berret-Koehler, San Francisco.
• Oshry, B. (2018). Context, Context, Context: How Our Blindness to Context Cripples Even the Smartest Organizations. Triarchy Press, Axminster.
• Rohleder, P. (2014). Othering. In T. Teo (Ed), Encyclopedia of Critical Psychology, Springer Science & Business Media, New York, pp. 1306-1308.
• Sam, D.L & Berry, J.W. (2010). Acculturation: When Individuals and Groups of Different Cultural Backgrounds Meet. Perspectives on Psychological Science, Vol 5. 472-481.
• Shih, M., & Pittinsky, T. L. (1999). Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science (0956-7976), 10(1), 80.
• Steele, C. M., & Aronson, J. (2000). Stereotype threat and the intellectual test performance of African Americans. In C. Stangor (Ed.), Stereotypes and prejudice: Essential readings. (pp. 369–389).
• Stone, J., Lynch, C. I., Sjomeling, M., & Darley, J. M. (1999). Stereotype threat effects on Black and White athletic performance. Journal of Personality and Social Psychology, 77(6), 1213–1227.
• Turner, J.C. (2005). Explaining the Nature of Power: A Three-Process Theory. European Journal of Social Psychology. 35. 1-22.
• Žižek, S. (1996). Fantasy as a political category: A Lacanian approach. Journal For The Psychoanalysis of Culture & Society, 1(2), 77-86.