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Self-advocacy training in a context of diversity and inclusion: make your voice heard!
Equity, diversity, and inclusion training: 4 questions to ask yourself
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Imagine two scenarios: in the first, you are sitting in front of a PowerPoint presentation, someone is explaining unconscious biases to you; you listen, perhaps take a few notes, nod your head… then go back to your tasks.
In the second one, you are presented with a real-life situation: a fictional but very believable character is interrupted every time he speaks in a meeting, and then you are asked, “If you were his colleague, what would you do?”
You think. You hesitate. You project yourself.
And without even realizing it, you begin to integrate DEI issues in a much more concrete and sustainable way. Why? Because the brain much prefers experiential learning!
Emotion as a driver of change
In DEI, there is a lot of talk about knowledge: better understanding privileges, recognizing biases, naming systemic discrimination, but the real trigger for change, both in individuals and in organizations, is often emotion.
We don’t change our behavior because someone recites a definition to us; we change it because something shakes us up, because we recognize ourselves in it or feel concerned by it.
Numerous studies in neuroscience and change psychology confirm that human behavior only changes permanently when it is associated with a strong emotional experience. Dr.
In the DEI context, these emotions can arise from a situation of shared discomfort, a moment of vulnerability, or a personal story that echoes one’s own history. For example, hearing a colleague say that she remained silent in meetings because she was never listened to, and realizing that you may have contributed to that silence, provokes much more awareness than reading a scientific article on power relations.
What we experience, we remember.
There is a fundamental distinction between knowing and integrating. You can know that there are biases in recruitment processes without questioning the questions you ask in interviews. You can have taken training on microaggressions but continue to compliment “an employee of color who speaks French really well” as if it were surprising.
This gap between theoretical knowledge and real-world application is well documented. And that’s where experiential learning comes in: it bridges the gap between knowing and doing. It’s not just about imparting information, but about creating learning situations where people feel the impact of the dynamics of exclusion or privilege.
Unfortunately, this emotional connection is lacking in many traditional DEI approaches. According to the literature, many DEI training programs adopt a learning model based on information deficit, i.e., providing information to fill gaps in education. This model has proven to be ineffective in the long term, as these approaches treat people as passive recipients. Conversely, empowerment strategies that recognize people’s lived experiences have been shown to produce much more engaging and lasting results.
Let’s take a concrete example: an HR team undergoes traditional training on hiring biases. The following week, the same interview grids are used and the same subjective questions are asked. The result: little or no change. Conversely, a team participates in a mock interview with fictional profiles where biases are subtly integrated. As a team, they identify the biases and think about other ways of asking the questions. The following week, the evaluation grid is reviewed collectively. The learning has taken root because it has been experienced.
Experiential learning… through play!
Empowerment-based approaches aim to mobilize participants’ intrinsic motivations: their desire to do well, their desire for justice, their curiosity. They respect their autonomy, while providing them with concrete, adaptable, and transferable tools to progress.
Neuroscience researcher Falisha Karpati also explains that to change behavior, you have to change the environment in which it occurs, thereby breaking the chain of existing habits. This also applies to team dynamics: changing the format of meetings, the location, or the agenda can pave the way for new, more inclusive behaviors.
This logic guided the design of our card game Mettons que… (Let’s say that…), created at URelles. This game, which definitely takes employees out of their daily routine, offers scenarios rooted in the world of work, and some cards feature characters who could be you, your coworker, or even your niece.
For example:
- A pregnant intern
- A single father who is a manager
- A racialized employee on a closed work permit
Then, when we understand the scenarios, it often triggers a reflex:
“Oh, I’ve seen that before…”
“I admit I wouldn’t have known how to react…”
“It happened to my sister and no one helped her.”
And that’s where experiential learning happens. Not in the right word or the right answer, but in the discussion, in the shared discomfort, or in the recognition of what we didn’t know.
The game does not lecture. It sparks conversations. It creates space to reflect, listen, and adjust. And above all, it allows you to replay, restart, and continue, because when it comes to DEI, there is no end, only opportunities to go further.
What now? We still need to understand the resistance.
Experiential learning is a powerful lever for advancing organizational culture. But it does not guarantee that everyone will embrace it right away. Some people resist, distance themselves, or express cynicism. Sometimes this stems from a fear of being judged. Other times, it comes from a feeling of discomfort or loss of control.
In our next article, we will explore the mechanisms of resistance to DEI training, the reasons for some participants’ disengagement, and how to overcome them.
