The Basics of Diversity, Equity and Inclusion – Online Course

The first module of the course introduces the participants to the concepts of diversity, equity and inclusion. What do they mean from the perspective of employment and legislation and why is their promotion important in working life and the audiovisual industry? 

Time to complete: approximately 15 minutes.

The concepts related to diversity, equity and inclusion are changing and not yet fully established. For some terms, there may be several, similar translations, and sometimes it may seem like there are lots of terms. There are also many abbreviations, such as ‘DEI’, ‘D&I’ and ‘DEIB’ (b for belonging). This first module of the course explores some key concepts in the context of the audiovisual industry and working life.

DIVERSITY

Diversity is referred to as monimuotoisuus and diversiteetti in Finnish. Diversity can be used to describe the diversity or uniformity of individuals in the work community. We all have features that distinguish us from each other and, on the other hand, make us similar. 

​​​From the perspective of legislation, discussion around diversity in Finland tends to focus on gender equality. The Finnish Non-discrimination Act also recognises 13 characteristics related to diversity: age, origin, nationality, language, religion, belief, opinion, political activity, family relationships, state of health, disability, sexual orientation or other personal characteristics. Other factors that can separate people from others include educational background, skills and competence, wealth, working methods and values – and more, as you can probably imagine. 

When discussing diversity in the context of organisations, diversity is often examined through the lens of demographic and cognitive diversity and the diversity of experiences. ​​  

• Demographic diversity: for example, demographic differences and contributing factors, such as age, gender, ethnicity and sexual orientation.
• Cognitive diversity: for example, the different ways in which people think, the different perspectives people have and the different ways in which people approach problem-solving.
• Diversity of experiences: for example, people’s different work experiences and life experiences that shape their perspective.        

Intersectional thinking aims at recognising that nobody belongs to just one group or “silo” and that, instead, we all belong to different groups. Belonging to these groups affects our identity and how we are seen in society.  

 

EQUITY

LEGAL PERSPECTIVE

Legally speaking, equity​​ means that each individual is equally valuable regardless of the characteristics that distinguish the individual from others. Under the Non-discrimination Act, everyone in Finland is entitled to equal treatment and everyone should have equal opportunities for education, employment and access to different services.​ 

From a legal perspective, equality and non-discrimination mean the same thing, but the term equality (in Finnish ‘tasa-arvo’ or ‘sukupuolten välinen tasa-arvo’) is typically used to refer specifically to equality between genders, also including gender minorities such as transgender people, non-binary individuals, and intersex people. The term ’gender equality’ is sometimes used to describe this concept.

Equality can be formal, which means that all people are always treated in the same way. The problem with formal equality is that it fails to consider the fact that people come from different backgrounds and the same opportunities are not available to all. Because of this, the Finnish Non-discrimination Act is based on de facto equality, also known as equality of outcome. 

De facto equality aims at achieving equal outcomes, which is why it recognises that sometimes different treatment may be necessary to ensure equality for everyone regardless of their background. In the workplace, this can be seen, for example, in reasonable accommodations, which are changes and arrangements, such as assistive devices, intended for persons with disabilities required by law. You often hear people refer to this kind of thinking as equity. 

With de facto equality, the goal is to ensure equal outcomes for all or equity.

Equity aims to prevent discrimination and the resulting inequality in society. In the Finnish Non-discrimination Act, direct discrimination refers to treating a person worse than another because of their personal characteristics. Discrimination can also be indirect if an apparently neutral rule or criterion puts a person at a disadvantage compared with others on the grounds of personal characteristics. The Non-discrimination Act also prohibits other forms of discrimination, such as harassment. 

Minority and underrepresented group are words that are often used in the context of equity. Although these concepts may seem the same, there is a distinction. A minority often refers to a group that is smaller in number in relation to the majority population. The Non-discrimination Act, for instance, refers to minorities. Research has shown that minorities are more vulnerable to discrimination than the majority population. 

Underrepresented group, on the other hand, refers to a group of people that holds a smaller percentage in different areas of society, for example in working life or in a certain organisation. Underrepresented groups may not always be minorities in terms of numbers, but they may have less visibility or opportunities within a given context. For example, in a workplace where the majority of employees are women, women are not in a minority in terms of numbers. However, women are generally exposed to discrimination at work more often than men (for more information in Finnish, see this blog post by the Finnish Institute for Health and Welfare). 

​​​Promoting equity in organisations

​​In the context of organisations, equity can be examined as conscious, proactive development that builds on the requirements of legislation, which aims to remove obstacles to success and create an environment for success for people from different backgrounds. 

​​​In other words, equity is a process that strives to enable equal opportunities and outcomes for diverse employees working in the workplace. This requires identifying and dismantling barriers that may place people in unequal positions in organisations. 

Workplaces can promote equity through concrete actions, such as by paying attention to recruitment, career progression, pay, division of tasks and other organisational practices and processes. Promotion of DEI in organisations is discussed in more detail in the last module of this course.

INCLUSION

Inclusion means that individuals can participate in activities and have a say regardless of their background or characteristics.

“Diversity is being invited to the party; inclusion is being asked to dance.”
– Verna Myers, diversity consultant 

In connection with inclusion, you often hear the word belonging, which can be considered to describe an individual’s experience of being included in a community. When a work community is genuinely inclusive, a sense of belonging can be seen as the end result.

Although diversity has been shown to have potential benefits for organisations, simply having a diverse staff without a genuine opportunity to participate does not guarantee that the employees will make better decisions or get new ideas. Inclusion makes it possible for workplaces to achieve the potential provided by diversity. For example, investments made by the employer to increase diversity may be wasted if no effort is made to promote inclusion after recruitment.

In the second module of the course, we examine why promoting diversity, equity and inclusion (DEI) is important and useful at work. You will learn how DEI affects the well-being of individuals, what Finnish legislation obliges employers to do, and how the development of DEI can benefit companies and especially the audiovisual industry. 

Time to complete: approximately 20 minutes.

BENEFITS FOR INDIVIDUALS

It may seem obvious that individuals have significant benefits from being treated in an equal and inclusive manner at work. A sense of inclusion and fairness promotes the well-being of individuals and enables them to, for instance, participate and realise their full potential in the workplace.

In an inclusive work community, all its members can feel welcome and appreciated. They feel that they can have a say regardless of their background, influence how common issues should be handled and progress in their career.

Psychological safety plays a key role in developing the experience of inclusion. In a psychologically safe community, each member can bring up new ideas, ask questions and challenge, ask for help and talk about failures without fear of negative consequences, such as exclusion. Everyone is allowed to be themselves and no one needs to use energy to conceal their background.

Discrimination, on the other hand, has significant negative impacts on the individual. Experiences of discrimination have a negative impact on the individual’s sense of security, limit their opportunities to participate and prevent the individual from feeling like they belong. Experiences of discrimination damage self-esteem and cause feelings of inferiority. Discrimination has also been found to be associated with poorer mental and physical health.

An inclusive and psychologically safe work environment benefits all individuals and not just minorities. Unconscious or conscious biases directed at other people can be directed at anyone, and we all have them. This is discussed in more detail in the third module of this course.

It is also important to note that we all change as we get older and gain new experiences. At the same time, it may change which group we feel we belong to and which group others think we belong to. We age and there may be changes in our health or family situation during our career.

LEGAL REQUIREMENTS

In Finland, many different laws determine how equity should be promoted. The principle of equality in the Constitution of Finland refers to both the prohibition of discrimination and the equality of everyone before the law. In addition, the Non-discrimination Act, the Criminal Code, the Act on Equality between Women and Men and labour legislation specify how discrimination is prohibited in different areas of life. 

Many international human rights treaties also prohibit discrimination and oblige people and organisations to take measures to safeguard equality. These include the European Convention on Human Rights, the European Social Charter, the UN Convention on the Rights of Persons with Disabilities and the UN International Convention on the Elimination of All Forms of Racial Discrimination. 

Naturally, employers have obligations under these laws, including the obligation to promote equality of their employees and the obligation to not discriminate against their employees or jobseekers. This means, for example, that in recruitment or casting, dividing work tasks or allocating resources, social interactions or other situations, no one should be placed in a worse position than others for reasons related to the person’s characteristics. The grounds for discrimination prohibited by law include age, nationality, language, religion or belief, disability, state of health, gender and gender identity or gender expression. 

In addition, employers should support the access to employment and work performance of persons with disabilities by making reasonable accommodations. The Occupational Safety and Health Act, on the other hand, obliges the employer to actively assess, prevent and intervene in matters that compromise safety and health at work. This also applies to psychosocial issues. 

Promoting diversity, equity and inclusion (DEI) is also central to social responsibility. In order to achieve sustainable development goals, various international and national standards and regulations based on the respect for human rights have been laid down. Regulation related to responsible business operations at the EU level (such as the Corporate Sustainability Reporting Directive (CSRD)) already obliges the largest companies to measure and report on their impacts on their personnel and society.  
 
In addition, many financiers in the audiovisual industry already require at least plans for responsible activities. In addition to environmental and financial responsibility, the requirements increasingly include themes of social responsibility, such as measures to promote the well-being and equality of personnel.

DEVELOPING SUSTAINABLE WORKING LIFE

Promoting diversity, equity and inclusion can be seen as a moral obligation and pursuit of fairness. In addition, the promotion of DEI in working life is increasingly seen as the development of organisational values, business operations and competitiveness. 

It has been demonstrated that, when promoted systematically, diversity and inclusion can have a positive impact on different areas of organisations and networks, such as 

• innovativeness and creativity
• financial viability 
• risk management 
• reaching new customer groups 
• attractiveness of the workplace 
• employee satisfaction 
• reputation of the organisation. 

(See for example Finnish Institute of Occupational Health, Deloitte) 

Diverse personnel bring diverse competences, experiences, different world views and perspectives, new operating methods and language skills. Team members from different backgrounds bring new perspectives and challenge each other to think critically. 

​​However, organisations cannot see the benefits of diversity, equity and inclusion if the theme is not developed systematically and strategically. In the best-case scenario, organisations develop the theme together with employees and stakeholders. For instance, diversity in itself does not necessarily produce creativity or competitiveness if people from different backgrounds do not feel like they belong and they are not treated equally. In the absence of inclusion and equity, the members of a diverse work community may not reach their full professional potential.

DIVERSITY, EQUITY, INCLUSION AND THE AUDIOVISUAL INDUSTRY

The implementation of diversity, equity, and inclusion has been studied little in the Finnish audiovisual industry. Most studies have been conducted on the diversity of the workforce, especially related to gender equality. The Finnish Film Foundation and Yle (available in Finnish), for instance, compile statistics and publish information on the gender distribution of producers, directors and screenwriters of the productions they fund. Unfortunately, there is still little information available on the diversity of other workers, but it is known that many professions in the sector are strongly gendered (abstract available in English). 

In 2024, the Union of Film and Media Employees Finland SET ry studied the experiences of film and television industry workers of the realisation of equality in the industry (available in Finnish). The results of the survey showed that the industry has a lot of positive attitudes towards promoting equality, diversity and non-discrimination. On the other hand, many discrimination cases were reported in the survey, and the respondents indicated that discrimination had rarely been addressed.

A significant proportion of the experiences of discrimination reported in the survey conducted by SET had occurred in social interaction. The respondents reported forms of discrimination including belittling, exclusion and sexual harassment. The respondents had also experienced problems in areas such as the distribution of work tasks and career progression opportunities. These findings are similar to the ones made by Raija Talvio (abstract available in English), who together with her working group has examined the status of female filmmakers in film financing negotiations. 

Studies on the film and television industry have identified recruitment practices that emphasise recruitment through networks as a challenge for increasing diversity. Small networks and limited job search channels make it difficult to increase diversity in organisations. Informal recruitment processes may also hinder the realisation of equality.

However, many organisations and individuals in the audiovisual industry are constantly working to promote equality and to develop operating methods. Good industry practices are discussed in more detail in the last module of this course. The fact that you participate in this online course is also an important part of the wider development in the industry.

It is also important for everyone working in the audiovisual industry to recognise that the industry has a special impact on the surrounding world. People in the industry should pay attention to the themes of diversity, equity and inclusion because films, television series, advertisements and other audiovisual media shape how the viewers see the world.

The annual ​​​​diversity statistics (available in Finnish) commissioned by Audiovisual Producers Finland – APFI ry from the Metropolia University of Applied Sciences show that even though the number of characters representing minorities is small and has not significantly increased in recent years, the intersectionality and multidimensional nature of these characters has increased. 

The diversification of production teams and the contents they produce go hand in hand: the diversity of TV and film makers is reflected in the contents when different people get to share their views, ideas and stories. This can be seen both as a fair development and as a competitive advantage.

In the third module of the course, we discuss the mechanisms that challenge the promotion of diversity, equity and inclusion in working life. After completing this module, you will know what unconscious biases are, how they can be identified and how their impact can be mitigated.  

Time to complete: approximately 15 minutes. 

WHAT IS STOPPING US?

​​It is usually easy for people to understand and recognise the importance of inclusion and equity when they learn more about the theme. However, it is more challenging to identify the factors that prevent us from promoting inclusion and equity in the workplace. 

Barriers to promoting diversity, equity and inclusion and identifying discrimination may include:

• Believing that equality already exists in our society​​. For instance, we often see the Nordic countries as trailblazers of equality, which does not mean that there are no areas for improvement. This kind of thinking is referred to as Nordic Exceptionalism, and it means that our understanding of the welfare state, equality, a high standard of living and stable democracy can make it more difficult to identify problems in society.
• It may be difficult for a person who is a part of the mainstream society or who belongs to a visible majority to identify discrimination that others experience.
• Way of thinking: “I act in an equal manner because I treat everyone the same.” Treating everyone the same is not always enough or guarantee an equal outcome. The good intentions and aspirations of an individual also do not guarantee that there are no challenges to the realisation of equality. On the contrary, this kind of thinking may prevent us from identifying potential barriers to equality.
• Way of thinking: “We have no problems with minorities in our workplace because we do not employ persons belonging to any minority.” Each workplace has persons belonging to minorities or underrepresented groups, even if they are not clearly visible.​​
• Way of thinking: “There are no problems in our workplace because we have people from different minorities.” A workplace being diverse due to employees from visible minorities does not automatically mean that inclusion or equity are realised. In most cases, they require active attention and improvement.
• Unconscious biases that influence our decisions and behaviour.

As you can see, there are many kinds of obstacles to promoting inclusion and equity. Next, we will focus on unconscious biases, the identification of and intervention in which are a key step in promoting DEI in our work environment.

Our unconscious perceptions of the world impact our behaviour more than we usually notice.

UNCONSCIOUS BIASES

We all have existing conscious or unconscious perceptions of things and other people. These impact how we see our environment and how we act.  

Unconscious biases are the result of the way our brain naturally handles and classifies information. They are automatic assumptions and attitudes that affect our thinking and decision-making without us noticing it. We are not born with biases. Instead, they start to develop in childhood roughly at the age of three. Their development is shaped by factors such as education, the media and the cultural environment. 

Unconscious biases can be favourable or unfavourable perceptions of groups of people or individuals that we form based on the different backgrounds people come from. They may involve stereotypes that are repetitive and generalised beliefs about different people groups. Stereotypes may steer us to make observations about other people that are based on our pre-existing perceptions of different people groups.

If biases are not observed or actively dismantled, they may lead to unfair acts, such as discrimination. No one is immune to biases, and it is difficult to get rid of them for good. However, recognising ways of thinking and understanding mechanisms can reduce the impact of biases on how we act and make decisions, and thus mitigate the unequal and discriminatory impact of biases.

 

The video by BBC Stories explores gender stereotypes and their subconscious impact on how we act. If you cannot play the video, try accepting cookies on the Avaus website or watch the video ‏‏here. The video is in English. For instructions for using automatic subtitles on YouTube, please visit this link.

THE IMPACT OF BIASES ON BEHAVIOUR AND DECISION-MAKING

​​Because unconscious biases are related to the way our brains intrinsically strive to automate thinking, different stressful situations can expose us to making assumptions or make it more difficult to notice them. Factors such as being in a rush, work stress, physical stress (such as feeling hungry and tired) and difficult feelings, such as frustration, fear and feeling threatened, make it difficult to detect unconscious biases.

From the perspective of equity and inclusion, problems arise if unconscious biases make us behave in a way that leads to unequal choices or outcomes. At work, this may be seen, for instance, in opportunities for career progression or in social interactions. It is particularly important that those working in management and supervisory roles can critically examine and reflect on how their biases can affect decision-making and activities, as they influence the work of others in the organisation, ​​the allocation of resources and career progression of people.

Attention should be paid to biases especially in recruitment. A recruiter may, for instance, unconsciously favour applicants that resemble the recruiter. This is known as affinity bias. Recruiters may also unconsciously favour applicants they associate with positive stereotypes, or they may underestimate how competent an applicant is if they associate them with negative stereotypes. This is known as perception bias, and it may be reflected in assumptions related to the applicant’s abilities or suitability that are based on their name, gender, age, or background.

In the halo effect, a positive impression of a person impacts our perception of that person as a whole, which means that we may end up examining the person’s other abilities and characteristics through a more positive lens. In horns or stigma effect on the other hand, a characteristic considered or assumed to be negative affects our assessment of a person as a whole.

There are different effects and biases, and you can learn more about them if you want to.

Checklist for Unconscious Bias

What kind of bias or assumption should you be aware of in the scenario?

The last module of the course focuses on ways in which individuals, communities and organisations can promote diversity, equity and inclusion. Completing this module will give you ideas to promote DEI themes in your work environment. 

Time to complete: approximately 10 minutes.

Systematic development to promote diversity, equity and inclusion in the organisation is achieved when development is seen in structures, processes and practices (structural inclusion) and in people’s inclusion skills and attitudes (interpersonal inclusion). Structural and interpersonal inclusion is needed for the change to be effective.

DEVELOPMENT OF DEI IN ORGANISATIONS

Diversity, equity and inclusion, or DEI, are promoted at the organisational level by developing structures, processes, practices and culture in the long term. This is an ongoing process that will never be completed. Especially in the project-oriented audiovisual industry, it is important to pay attention to systematicness to ensure that good practices and the gained competences are utilised in future projects. In order to ensure continuity and effectiveness, it is essential that the management of the organisation is committed to promoting DEI.

In addition, there is evidence that inclusive management can increase an individual’s experience of inclusion by up to 70 percentage points and have a positive impact on areas such as the experiences of fairness, appreciation and psychological safety. It has also been found to increase collaboration between teams and performance and to improve the quality of decision-making. It is a good idea to involve the organisation’s employees and stakeholders in the development process from the beginning.

Steps for developing DEI

1. Defining DEI in the context of your organisation. What does DEI mean to us and what does DEI involve in our organisation? What are the organisation’s values and strategic objectives?
2. Taking stock of the current situation for instance by examining current practices and guidelines and conducting surveys or interviews with employees or stakeholders. This can be done with the help of several tools and models that are available online, such as the assessment tool published by the Finnish Non-Discrimination Ombudsman (available in Finnish) or the Diversity and inclusion self-assessment tool of FIBS. 
3. Setting concrete objectives and metrics enable knowledge-based decision-making and development. Metrics may include employee experiences, which are examined by means of surveys.
4. Planning measures and division of responsibilities.
5. Implementation of measures.
6. Further development of the measures and impact assessment.

The project-based nature of the audiovisual industry makes it possible to flexibly test new practices in new projects. When a new practice has been carefully designed and time has been reserved for assessing its impact after production (e.g. through collecting employees’ experiences in final feedback), the experiment provides a good basis for developing the operations again in the next production.

IDEAS FOR PRACTICES THAT SUPPORT EQUITY AND INCLUSION

Many good practices promoting DEI are already in place in the film and television industry. This includes initiatives such as employing experts as script consultants and intimacy coordinators. The Feminist ​​Pocket Dramaturge and the Equality Tool for the Audiovisual Industry have been widely adopted, and many casting directors have the skills to increase diversity in casting.  Although the use of anonymous recruitment is still rarely seen, there have been more anonymous grant applications and competitions in recent years. Developing the principles of safe space for productions and appointing harassment contact persons also promote equity and inclusion.  

Other means may include

• Improving and strengthening competence and awareness of DEI themes, especially among supervisors and forepersons. In addition to training, awareness can be increased by making DEI topics part of the everyday life of the work community.
• Involving employees in DEI initiatives, for example through feedback practices and in-house working groups.
• Developing recruitment practices:​​​​​​ The Avaus Guide to Responsible Recruitment provides information on matters that a person doing recruitment in the audiovisual industry must legally take into account as well as introduces various best practices for promoting equality. Checklist for unconscious bias supports equality in recruitment.
• Developing orientation practices: Including DEI themes and related practices as part of, for instance, orientation or a production kick-off. The Avaus Orientation Guide contains tips for planning and resourcing orientation while also taking personalisation and inclusion into account.
• Practices with subcontractors: In audiovisual productions, a single workplace can have many different companies and employers at the same time. In general, the production company, which concludes contracts with subcontractors, has overall control and responsibility on the filming location. It is a good idea to plan and agree in advance how the instructions and practices of each employer will be communicated to the partner companies and how the assessment of the measures will be carried out.
• Practices to promote equal pay and career progression: For example, conducting a pay survey to identify any unexplained pay differences. 
• Practices for developing well-being at work: Considering inclusion, for example, in monitoring the well-being of the work community and in practices that prevent excessive stress, strengthening early support for work ability (available in Finnish) and cooperation with occupational health professionals to develop the workplace.
• Supporting psychological safety:​​​​​​ Studies have shown that strengthening psychological safety in the work community supports learning, creativity, efficiency and satisfaction. Read more in the article by Avaus.
• Intervention practices: Policies and instructions that promote, for instance, intervention in inappropriate behaviour or discrimination, such as the principles of safe space, appointment of harassment contact persons, establishing reporting procedures and channels, and disseminating information about these actions.
• Building inclusive workplaces and making accommodations: For instance, assessing the accessibility of the workplace (available in Finnish) and the organisation’s practices for making accommodations.
• Practices for healthy work-life balance: The balance between work and other aspects of life is important for the well-being of the individual. Working time arrangements, making flexible arrangements to meet individual needs and training of supervisors can help balance work and leisure time. These arrangements can make it easier to draw a line between work and leisure time for example for persons with childcare or elderly care responsibilities.
• Accessibility and inclusion of internal and external communications: For instance, how inclusive are the language and images used on websites, in marketing materials, job advertisements, internal communication, and works and the combined impact thereof? Do they reinforce or dismantle stereotypes?
• Language-specific practices: For instance, taking gender diversity into account in words, such as in the titles used by the organisation (cameraman – cameraperson, stuntman – stunt person etc.) and critical evaluation of language requirements (available in Finnish).

PROMOTING INCLUSION AS AN INDIVIDUAL

At the end of the day, all organisations consist of individuals. As an individual, your own development process starts with examining your own ideas and how you act. When you challenge yourself to recognise the situations in which unconscious biases steer your decision-making, it is also possible to develop the ways in which you act.

As stated in the first module of this course, legally speaking, equality means that all people are equal regardless of their background, appearance, age, gender and other personal characteristics. The key is to strive to respect the people around you.

Each member of a working group or team is responsible for ensuring that the atmosphere is safe and that everyone can come to work as themselves. Show interest in others and try to always take others into consideration. Sometimes it is good to keep in mind that you do not always have to agree with others.

Address any problems you see and strive to actively promote change with small everyday actions. One way to make a change is to lead by example. If you accidentally use a gendered job title like ‘cameraman’, you can correct your mistake and say that you meant ‘camera person’. This helps others identify possible biases they may have and shows them how you can easily correct a mistake. Examples shown by those in a management position, in particular, have a major impact.

There are two essential sides to learning inclusion skills: learning new things and letting go of old ways of thinking. Mistakes are a natural part of learning. Fear of failure is understandable, but there is no need to be afraid of mistakes. If you ever find yourself in a situation where you are not sure what to do, it is OK to ask politely. Keep in mind, however, that no one is obliged to train others unless it is in their specific job description.

If you ever make a mistake or receive feedback on how you could make your actions more inclusive, try the following

1. Be aware – Stop and recognise your mistakes, do not downplay them.
2. Apologise – Show that you understood that you had caused upset.
3. Explain what you will do in the future – Describe how you will do things differently in the future. 
4. Move on – Do not get stuck in a loop of apologising and defending yourself but move on.

FINALLY

No individual, community or organisation will ever complete the promotion diversity, equity and inclusion. The most important thing is to take steps forward, as you have done by taking part in this course.  

This concludes our course. Thank you for completing the course! 

The next step is to actively seek opportunities that allow you to promote the realisation of diversity, equity and inclusion in life. The Avaus toolkit provides many practical tools that you can use at work every day.

Go to the toolkit

This course has been developed together with the experts of the deidei agency.

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