Describe the two major forms of workplace diversity.
2.2 Demonstrate how workplace prejudice and discrimination undermines organizational effectiveness.
2.3 Explain how four major theoretical perspectives contribute to our understanding of workplace diversity.
2.4 Describe the role diversity plays in the interactions between people.
The document discusses diversity in organizations and workplace discrimination. It covers two forms of workplace diversity: biological characteristics and other differentiating characteristics. Workplace discrimination undermines organizational effectiveness and can take many forms such as discriminatory policies, sexual harassment, intimidation, mockery, exclusion, and incivility. The document also examines how characteristics like age, sex, race, disabilities, tenure, religion, sexual orientation, cultural identity, intellectual abilities, and physical abilities are relevant to organizational behavior. Effective management of diversity is important for organizations.
Ethnolinguistics, Diversity, And Social JusticeAimee Brown
The document discusses the importance of diversity in the workplace. It defines diversity as including differences in age, ethnicity, gender, abilities, race, orientation, education and other attributes. A diverse workforce brings a variety of ideas and experiences, which can lead to innovative solutions and improved adaptability. Managing diversity effectively helps companies attract and retain the best talent, improve customer relations, and enhance business outcomes and competitiveness. However, poor management of diversity can create communication barriers and cultural resistance among employees.
Having diversity in the workplace is a very smart idea. A diverse.docxsusanschei
Having diversity in the workplace is a very smart idea. A diverse workforce combines workers from different backgrounds and experiences that together breed a more creative, innovative, and productive workforce (Kerby, 2012, para. 2). One of the major reasons why organizations are recruiting a more diverse workforce is so there are more options for candidates. By branching out to a diverse workforce, employers have access to a greater pool of candidates thereby improving the odds of hiring the best person (Rice, 2014, para. 1). Another reason is that there are more perspectives within the organization to create bigger and better view of how the organization is operated. It is good to have people with different backgrounds working together because it enables more creative views and thoughts. It also helps organizations because they aren’t accused of discrimination.
In order for recruiters to be able to bring on a more diversified workforce, they should understand diversity in general, they should also be more open when putting up ads for hiring. Not let them be geared towards certain individuals. They could also attend college fairs to get more people. For women, they can make sure that their policies cover things such as maternity leave.
There shouldn’t be any differences when it comes to training African Americans, Hispanics, and women. The training should be equal in all aspects. There should be no special treatments and everyone has the same training. The organization should add diversity training, sexual harassment training, cross-cultural training, and any other type of training to make sure that everyone knows that prejudices and discrimination is prohibited.
Kerby, S. and Burns, C. (2012). The Top 10 Economic Facts of Diversity in the Workplace. Retrieved from https://www.americanprogress.org/issues/labor/news/2012/07/12/11900/the-top-10-economic-facts-of-diversity-in-the-workplace/
Rice, E. (2014). The Importance of Recruiting A Diverse Workforce. Retrieved fromhttp://www.innovativeemployeesolutions.com/articles/the-importance-of-recruiting-a-diverse-workforce/
Werner, Jon M., Randy DeSimone. Human Resource Development, 5e, 5th Edition. Cengage Learning, 02/2008. VitalBook file.
C H A P T E R 3
Diversity and
Multiculturalism
HIRING MULTICULTURAL
On a Tuesday afternoon, as you are getting ready to go to lunch, you receive an e-mail from your human resources
(HR) manager about the need to hire a new project manager, and there is a $500 bonus for referring a friend who
successfully joins the company. Immediately, you e-mail your friend Daniel, because you know he would be great
for the job. Daniel is eventually hired for the position, and a few months later a new e-mail goes out asking for
friend recommendations for a new position. You and Daniel both recommend someone, and eventually that per-
son gets hired. Over the next year, hiring notices are not advertised externally as the organization has had good
luck with .
Distinguish between the different types of groups.
9.2 Describe the punctuated-equilibrium model of group development.
9.3 Show how role requirements change in different situations.
9.4 Demonstrate how norms exert influence on an individual’s behavior.
The document discusses the importance of diversity and managing diversity in organizations. It states that as the American workforce becomes more diverse, organizations must adapt to this changing environment. The document then discusses the growing importance of workplace diversity, the benefits of a diverse workforce, methods for increasing diversity, and strategies for effectively managing a diverse workforce. It emphasizes that diversity fosters creativity, innovation, and a better understanding of markets to help organizations succeed.
Describe the differences between person–job fit and person–organization fit.
5.2 Describe personality, the way it is measured, and the factors that shape it.
5.3 Describe the strengths and weaknesses of the Myers-Briggs Type Indicator (M B T I) personality framework, the Big Five model, and the Dark Triad.
5.4 Discuss how the concepts of core self-evaluation (C S E), self-monitoring, and proactive personality contribute to the understanding of personality.
Promoting organizational diversity in any organization requires each employee and the manager to develop a set of skills for their own professional development. As a result a dynamic group develops with a each member providing his or her own cultural identity to the team. Included in this team is not only an employee’s merit but the individual employee’s personality. Equipped with the knowledge of prejudice and discrimination a paradigm of diversity develops within the group. The result is a team of employees sharing and implementing ideas of cultural diversity among each other as well as with their clients.
The document discusses diversity in organizations and workplace discrimination. It covers two forms of workplace diversity: biological characteristics and other differentiating characteristics. Workplace discrimination undermines organizational effectiveness and can take many forms such as discriminatory policies, sexual harassment, intimidation, mockery, exclusion, and incivility. The document also examines how characteristics like age, sex, race, disabilities, tenure, religion, sexual orientation, cultural identity, intellectual abilities, and physical abilities are relevant to organizational behavior. Effective management of diversity is important for organizations.
Ethnolinguistics, Diversity, And Social JusticeAimee Brown
The document discusses the importance of diversity in the workplace. It defines diversity as including differences in age, ethnicity, gender, abilities, race, orientation, education and other attributes. A diverse workforce brings a variety of ideas and experiences, which can lead to innovative solutions and improved adaptability. Managing diversity effectively helps companies attract and retain the best talent, improve customer relations, and enhance business outcomes and competitiveness. However, poor management of diversity can create communication barriers and cultural resistance among employees.
Having diversity in the workplace is a very smart idea. A diverse.docxsusanschei
Having diversity in the workplace is a very smart idea. A diverse workforce combines workers from different backgrounds and experiences that together breed a more creative, innovative, and productive workforce (Kerby, 2012, para. 2). One of the major reasons why organizations are recruiting a more diverse workforce is so there are more options for candidates. By branching out to a diverse workforce, employers have access to a greater pool of candidates thereby improving the odds of hiring the best person (Rice, 2014, para. 1). Another reason is that there are more perspectives within the organization to create bigger and better view of how the organization is operated. It is good to have people with different backgrounds working together because it enables more creative views and thoughts. It also helps organizations because they aren’t accused of discrimination.
In order for recruiters to be able to bring on a more diversified workforce, they should understand diversity in general, they should also be more open when putting up ads for hiring. Not let them be geared towards certain individuals. They could also attend college fairs to get more people. For women, they can make sure that their policies cover things such as maternity leave.
There shouldn’t be any differences when it comes to training African Americans, Hispanics, and women. The training should be equal in all aspects. There should be no special treatments and everyone has the same training. The organization should add diversity training, sexual harassment training, cross-cultural training, and any other type of training to make sure that everyone knows that prejudices and discrimination is prohibited.
Kerby, S. and Burns, C. (2012). The Top 10 Economic Facts of Diversity in the Workplace. Retrieved from https://www.americanprogress.org/issues/labor/news/2012/07/12/11900/the-top-10-economic-facts-of-diversity-in-the-workplace/
Rice, E. (2014). The Importance of Recruiting A Diverse Workforce. Retrieved fromhttp://www.innovativeemployeesolutions.com/articles/the-importance-of-recruiting-a-diverse-workforce/
Werner, Jon M., Randy DeSimone. Human Resource Development, 5e, 5th Edition. Cengage Learning, 02/2008. VitalBook file.
C H A P T E R 3
Diversity and
Multiculturalism
HIRING MULTICULTURAL
On a Tuesday afternoon, as you are getting ready to go to lunch, you receive an e-mail from your human resources
(HR) manager about the need to hire a new project manager, and there is a $500 bonus for referring a friend who
successfully joins the company. Immediately, you e-mail your friend Daniel, because you know he would be great
for the job. Daniel is eventually hired for the position, and a few months later a new e-mail goes out asking for
friend recommendations for a new position. You and Daniel both recommend someone, and eventually that per-
son gets hired. Over the next year, hiring notices are not advertised externally as the organization has had good
luck with .
Distinguish between the different types of groups.
9.2 Describe the punctuated-equilibrium model of group development.
9.3 Show how role requirements change in different situations.
9.4 Demonstrate how norms exert influence on an individual’s behavior.
The document discusses the importance of diversity and managing diversity in organizations. It states that as the American workforce becomes more diverse, organizations must adapt to this changing environment. The document then discusses the growing importance of workplace diversity, the benefits of a diverse workforce, methods for increasing diversity, and strategies for effectively managing a diverse workforce. It emphasizes that diversity fosters creativity, innovation, and a better understanding of markets to help organizations succeed.
Describe the differences between person–job fit and person–organization fit.
5.2 Describe personality, the way it is measured, and the factors that shape it.
5.3 Describe the strengths and weaknesses of the Myers-Briggs Type Indicator (M B T I) personality framework, the Big Five model, and the Dark Triad.
5.4 Discuss how the concepts of core self-evaluation (C S E), self-monitoring, and proactive personality contribute to the understanding of personality.
Promoting organizational diversity in any organization requires each employee and the manager to develop a set of skills for their own professional development. As a result a dynamic group develops with a each member providing his or her own cultural identity to the team. Included in this team is not only an employee’s merit but the individual employee’s personality. Equipped with the knowledge of prejudice and discrimination a paradigm of diversity develops within the group. The result is a team of employees sharing and implementing ideas of cultural diversity among each other as well as with their clients.
This document discusses managing diversity in the workplace. It defines diversity as acknowledging and respecting individual differences. It identifies primary dimensions of diversity like age and gender, and secondary dimensions like education and religion. It presents a four layer model of diversity including organizational, external, internal, and personality dimensions. The document emphasizes that understanding diversity across all these dimensions can help create a more inclusive workplace that values all employees.
Chapter 3 Diversity and MulticulturalismHiring MulticulturalO.docxchristinemaritza
Chapter 3: Diversity and Multiculturalism
Hiring Multicultural
On a Tuesday afternoon, as you are getting ready to go to lunch, you receive an e-mail from your human resources (HR) manager about the need to hire a new project manager, and there is a $500 bonus for referring a friend who successfully joins the company. Immediately, you e-mail your friend Daniel, because you know he would be great for the job. Daniel is eventually hired for the position, and a few months later a new e-mail goes out asking for friend recommendations for a new position. You and Daniel both recommend someone, and eventually that person gets hired. Over the next year, hiring notices are not advertised externally as the organization has had good luck with this hiring practice. Seems like a great way to recruit new people, doesn’t it? It can be, but it also can be a detriment to the diversity and multiculturalism of the workplace. How, you might wonder?
While not true across the board, people have a tendency to spend time with people who are like themselves, in race, income level, and other aspects of diversity such as sexual orientation. In fact, according to the National Institute of Child Health and Human Development and a study published in the American Journal of Sociology, it is much more likely that someone will name a person in their own race as a friend than someone of a different race.[1] Likewise, even from a young age, people tend to choose friends who are of the same race. As a result, when you recommend Daniel for a position, it is highly likely that Daniel is similar, from a diversity perspective, to you. Then, when Daniel recommends someone for a job, it is highly likely that he, too, is recommending someone with similar characteristics as you both. This obviously creates a lack of multicultural diversity in the workplace, which can mean lost profits for companies.
[1] James Moody, “Race, School Integration, and Friendship Segregation in America,” American Journal of Sociology 107, no. 3 (2001): 679–719.
3.1 Diversity and Multiculturalism
Learning Objectives
1. Define, explain, and identify your own power and privilege.
1. Provide reasoning as to why diversity is important to maintain profitability.
Many people use the terms diversity and multiculturalism interchangeably, when in fact, there are major differences between the two. Diversity is defined as the differences between people. These differences can include race, gender, sexual orientation, religion, background, socioeconomic status, and much more. Diversity, when talking about it from the human resource management (HRM) perspective, tends to focus more on a set of policies to meet compliance standards. The Equal Employment Opportunity Commission (EEOC) oversees complaints in this area. We discuss the EEOC in Section 3.3.1 "Equal Employment Opportunity Commission (EEOC)" and in greater detail in Chapter 4 "Recruitment" and Chapter 5 "Selection".
Multiculturalism goes deeper than diversity by ...
Chapter 3 Diversity and MulticulturalismHiring MulticulturalO.docxwalterl4
Chapter 3: Diversity and Multiculturalism
Hiring Multicultural
On a Tuesday afternoon, as you are getting ready to go to lunch, you receive an e-mail from your human resources (HR) manager about the need to hire a new project manager, and there is a $500 bonus for referring a friend who successfully joins the company. Immediately, you e-mail your friend Daniel, because you know he would be great for the job. Daniel is eventually hired for the position, and a few months later a new e-mail goes out asking for friend recommendations for a new position. You and Daniel both recommend someone, and eventually that person gets hired. Over the next year, hiring notices are not advertised externally as the organization has had good luck with this hiring practice. Seems like a great way to recruit new people, doesn’t it? It can be, but it also can be a detriment to the diversity and multiculturalism of the workplace. How, you might wonder?
While not true across the board, people have a tendency to spend time with people who are like themselves, in race, income level, and other aspects of diversity such as sexual orientation. In fact, according to the National Institute of Child Health and Human Development and a study published in the American Journal of Sociology, it is much more likely that someone will name a person in their own race as a friend than someone of a different race.[1] Likewise, even from a young age, people tend to choose friends who are of the same race. As a result, when you recommend Daniel for a position, it is highly likely that Daniel is similar, from a diversity perspective, to you. Then, when Daniel recommends someone for a job, it is highly likely that he, too, is recommending someone with similar characteristics as you both. This obviously creates a lack of multicultural diversity in the workplace, which can mean lost profits for companies.
[1] James Moody, “Race, School Integration, and Friendship Segregation in America,” American Journal of Sociology 107, no. 3 (2001): 679–719.
3.1 Diversity and Multiculturalism
Learning Objectives
1. Define, explain, and identify your own power and privilege.
1. Provide reasoning as to why diversity is important to maintain profitability.
Many people use the terms diversity and multiculturalism interchangeably, when in fact, there are major differences between the two. Diversity is defined as the differences between people. These differences can include race, gender, sexual orientation, religion, background, socioeconomic status, and much more. Diversity, when talking about it from the human resource management (HRM) perspective, tends to focus more on a set of policies to meet compliance standards. The Equal Employment Opportunity Commission (EEOC) oversees complaints in this area. We discuss the EEOC in Section 3.3.1 "Equal Employment Opportunity Commission (EEOC)" and in greater detail in Chapter 4 "Recruitment" and Chapter 5 "Selection".
Multiculturalism goes deeper than diversity by .
The PPT states how discrimination is done in jobs between men and women and deals with various other matters that an individual may deal with during their career and also actions that firms can take to avoid such problems
This PPT is based on workforce diversity which i gave in my college , hope you guys like it , you can also change the layouts of the slides because in the layouts my college name is mentioned , if your good then bang on . Thank you
The document discusses racial discrimination faced by 74 African American former employees at Hillshire Brands Company. The Equal Employment Opportunity Commission investigated claims of racist graffiti and slurs used by supervisors and coworkers. The EEOC found the claims to be substantiated and Hillshire Brands was ordered to pay $4 million to the employees. The company was also required to implement anti-discrimination and harassment prevention programs. The case highlights the racial discrimination that still exists and the importance of regulatory bodies like the EEOC in addressing workplace discrimination issues.
Social and Cultural Diversity Paper Instructions Overv.docxpbilly1
Social and Cultural Diversity Paper Instructions
Overview
The Social and Cultural Diversity Paper (1,500 to 1,700 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. In addition, a self-care plan is developed for the mental health and wellness provider. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations and how to prevent burnout and compassion fatigue as a mental health and wellness provider.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a four-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Topic 4)
2) References (Due Topic 5)
3) First Draft (Due Topic 7)
4) Final Paper (Due Topic 8)
Content Guidelines
When constructing this paper, use a four-part structure according to the following guidelines:
Part 1: Personal Reflection
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1. Identify your personal biases and how those biases may present challenges to you as a mental health professional. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2. Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences.
3. Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4. How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2: Racism and Discrimination
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1. Distinguish between stereotypes, prejudice, and discrimination.
2. What does it mean to be a subtle racist? Please include a referenced definition and example.
3. Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3: Multicultural Competence
The third part of your paper requires you to review and reflect on multicultural com.
This chapter discusses valuing diversity in the workplace. It defines diversity as differences in age, gender, race, abilities and other primary and secondary dimensions. Prejudice and discrimination can form barriers, but organizations can overcome this by valuing all employees' talents and perspectives. The document recommends diversity training, equal opportunity practices, and addressing subtle forms of discrimination to create an inclusive culture and gain competitive advantages from a diverse workforce.
The document summarizes key concepts about group behavior from Chapter 9 of an organizational behavior textbook. It discusses different types of groups, including formal vs informal groups, and ingroups and outgroups. It also covers models of group development like punctuated equilibrium, how roles and norms influence behavior, and how status, size, cohesiveness, and diversity impact group performance and decision making. The learning objectives are to distinguish group types, describe models of group development, demonstrate how roles and norms influence individuals, and understand how other factors like status and diversity affect groups.
CH. 4. Is there an ironic dimension of whistle-blowing with respecMorganLudwig40
CH. 4. Is there an ironic dimension of whistle-blowing with respect to employee loyalty? Give two examples of this phenomenon.
First, there are professions who are protected by virtue of the law. According to Boatright and Smith, “An agent is a person who is engaged to act in the interest of another person (called the principal) and is authorized to act on that person behalf” (2017, pg. 69). Individuals such as lawyers work on behalf of their principal client”. If a member of society is arrested for armed robbery, the lawyer has an obligation to the principal to serve and protect their interest to the best of their ability. The client may not have the they adequate law knowledge and experience necessary to defend themselves. The principle must rely on the fiduciary duty of a lawyer to protect their self-interest. In this case, it is the duty of the lawyer to act on the behalf of the client as if they were defending themselves.
Second, there are the three types of employees which economist Albert O. Hirshcman describes to the relationship between a whistle-blower and a loyalty. Mr. Hirshcman describes the three types as Exit, Voice, and Loyalty.
The Exit type are those employees who are dissatisfied with the current condition and see no change for the better in the foreseeable future. Dissatisfied with the current situation these employees exit the company.
The Voice type speak up within the organization and wait for change. They follow the chain of command in hopes of change which may or may not occur.
Finally, the Loyalty type are employees within an organization who desire to remain and watch the organization flourish. Boatright and Smith say that “Loyalty is a factor that keeps people from exiting an organization, but, at the same time, activates the voice option” (2017, pg.175). It seems difficult to fathom that the most loyal are the whistle-blowers, however, due to their commitment, they want to see the company succeed.
CH> 7. What is the meaning of discrimination in employment, the legal distinction between disparate treatment and disparity impact, and what are the various forms of discrimination?
Discrimination in employment is a form of unjust “…decisions employers make hiring, promotion, pay, fringe benefits, and the other terms and conditions of employment…” (Boatright and Smith, 2017, pg. 135). Discrimination occurs when a group of people are excluded from having an employment opportunity due to a preconceived notion which stems from the employer.
Disparate treatment is a way to prove illegal employment discrimination. An employee who makes a disparate treatment claim alleges that he or she was treated differently than other employees who were similarly situated, and that the difference was based on a protected characteristic (Nolo, 2020).
Disparate impact is like disparate treatment when the effect produces the comparable results. In the case of Griggs v. Duke Power Company, Duke Power created regulations which were aimed a ...
This document discusses diversity in the workplace. It begins by outlining the primary and secondary dimensions of diversity, including factors like race, gender, age, abilities, and background. It then focuses on issues around race and ethnicity, defining types of racial and ethnic discrimination and the benefits of a diverse workforce. Specific strategies are provided for preventing racism, including anti-discrimination policies, diversity in hiring, training, and addressing instances of racism. Cultural diversity and trends in the modern workforce are also examined, along with common issues that arise from facilitating different cultural groups to work cohesively.
This document discusses organizational diversity and the challenges of managing a diverse workforce. It begins by defining key terms like diversity, stereotyping, prejudice, and discrimination. It then outlines demographic shifts showing increasing diversity and challenges like the glass ceiling that have historically faced women and minorities. Specific challenges discussed include avoiding negative effects of affirmative action, addressing sexual harassment, and balancing work and home responsibilities. The document concludes by discussing how organizations can both manage and celebrate cultural diversity through various programs and initiatives.
This document provides an overview of key concepts for teaching diversity and social justice, including media literacy, understanding different perspectives, addressing stereotypes and prejudice, and promoting social justice. It discusses how media messages are constructed, experienced differently, and contain embedded values and points of view. It also outlines types of diversity like gender, race, sexuality, and ability that impact cultural understanding and defines terms like stereotype, prejudice, discrimination, and oppression.
This document provides an agenda and notes for a social justice training session hosted by University Housing at UW-Milwaukee. The training covers topics such as defining social justice, privilege and oppression, identity, and how to discuss issues like coming out or sexual assault with residents. It includes introductions, group agreements, definitions of key terms, and discussion prompts. The goal is to educate housing staff on social justice concepts to create a safe space for students.
Diversity is a hot topic right now. Before you dive into diversity and inclusion conversations, it’s important to understand the terms and words you use in these crucial conversations. Every organization tries to adopt new equity analysis tools to see how they’re doing from the employee’s perspective.
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McCormick CURRENT CHALLENGES WITH TRADITIONAL DIVERSITY MANAGEMENT 12.8Dustin McCormick
The document discusses challenges with traditional diversity management approaches in international corporations. It argues that companies often fail to fully understand diversity and focus too narrowly on race and gender, overlooking other important aspects of diversity. This leads them to misinterpret the implications of diversity programs and fail to effectively implement them. As a result, in-groups and out-groups form among employees, fostering negative stereotyping and undermining individual talents and skills. The document examines potential solutions to remedy flawed views of diversity management.
Unit iv Inequality, Discrimination and Marginalisation in EducationThanavathi C
1) Education plays a critical role in reducing social inequalities by providing vocational training, developing skilled regional workers, and advancing research and partnerships. However, ensuring equal access to education remains a challenge.
2) Social inequalities exist in the form of gender, racial, ethnic, and caste-based discrimination. Caste systems in particular assign hereditary social statuses that determine life opportunities.
3) Marginalized groups face socioeconomic exclusion and lack access to resources and participation. Discrimination stems from a lack of appreciation for diversity and prejudice against perceived differences.
This document discusses the concept of diversity in the workplace and its benefits. It defines diversity as including differences in race, gender, age, religion and other demographic variables. It then argues that a diverse workforce can be more productive and help businesses succeed by appealing to a diverse customer base. The document also touches on avoiding employment discrimination, respecting individual differences, and the history of the Equal Rights Amendment.
Fixed coupon payments and final payment at maturity, except when the borrower defaults.
Possibility of gain (loss) from fall (rise) in interest rates
Depending on the debt issue, illiquidity can be a problem. (Illiquidity means it is possible that you cannot sell these securities quickly.)
This chapter discusses implementing strategies for international business. It covers types of strategic alliances like joint ventures and their challenges. Implementing strategies requires allocating resources and leadership. Strategies must also consider small business needs and those in emerging economies. Managing joint venture performance requires controlling knowledge transfer between partners and navigating government and cultural influences. E-commerce helps smaller companies implement global strategies. Overall, compatible partners and coordination are keys to successful strategic implementation across borders.
This document discusses managing diversity in the workplace. It defines diversity as acknowledging and respecting individual differences. It identifies primary dimensions of diversity like age and gender, and secondary dimensions like education and religion. It presents a four layer model of diversity including organizational, external, internal, and personality dimensions. The document emphasizes that understanding diversity across all these dimensions can help create a more inclusive workplace that values all employees.
Chapter 3 Diversity and MulticulturalismHiring MulticulturalO.docxchristinemaritza
Chapter 3: Diversity and Multiculturalism
Hiring Multicultural
On a Tuesday afternoon, as you are getting ready to go to lunch, you receive an e-mail from your human resources (HR) manager about the need to hire a new project manager, and there is a $500 bonus for referring a friend who successfully joins the company. Immediately, you e-mail your friend Daniel, because you know he would be great for the job. Daniel is eventually hired for the position, and a few months later a new e-mail goes out asking for friend recommendations for a new position. You and Daniel both recommend someone, and eventually that person gets hired. Over the next year, hiring notices are not advertised externally as the organization has had good luck with this hiring practice. Seems like a great way to recruit new people, doesn’t it? It can be, but it also can be a detriment to the diversity and multiculturalism of the workplace. How, you might wonder?
While not true across the board, people have a tendency to spend time with people who are like themselves, in race, income level, and other aspects of diversity such as sexual orientation. In fact, according to the National Institute of Child Health and Human Development and a study published in the American Journal of Sociology, it is much more likely that someone will name a person in their own race as a friend than someone of a different race.[1] Likewise, even from a young age, people tend to choose friends who are of the same race. As a result, when you recommend Daniel for a position, it is highly likely that Daniel is similar, from a diversity perspective, to you. Then, when Daniel recommends someone for a job, it is highly likely that he, too, is recommending someone with similar characteristics as you both. This obviously creates a lack of multicultural diversity in the workplace, which can mean lost profits for companies.
[1] James Moody, “Race, School Integration, and Friendship Segregation in America,” American Journal of Sociology 107, no. 3 (2001): 679–719.
3.1 Diversity and Multiculturalism
Learning Objectives
1. Define, explain, and identify your own power and privilege.
1. Provide reasoning as to why diversity is important to maintain profitability.
Many people use the terms diversity and multiculturalism interchangeably, when in fact, there are major differences between the two. Diversity is defined as the differences between people. These differences can include race, gender, sexual orientation, religion, background, socioeconomic status, and much more. Diversity, when talking about it from the human resource management (HRM) perspective, tends to focus more on a set of policies to meet compliance standards. The Equal Employment Opportunity Commission (EEOC) oversees complaints in this area. We discuss the EEOC in Section 3.3.1 "Equal Employment Opportunity Commission (EEOC)" and in greater detail in Chapter 4 "Recruitment" and Chapter 5 "Selection".
Multiculturalism goes deeper than diversity by ...
Chapter 3 Diversity and MulticulturalismHiring MulticulturalO.docxwalterl4
Chapter 3: Diversity and Multiculturalism
Hiring Multicultural
On a Tuesday afternoon, as you are getting ready to go to lunch, you receive an e-mail from your human resources (HR) manager about the need to hire a new project manager, and there is a $500 bonus for referring a friend who successfully joins the company. Immediately, you e-mail your friend Daniel, because you know he would be great for the job. Daniel is eventually hired for the position, and a few months later a new e-mail goes out asking for friend recommendations for a new position. You and Daniel both recommend someone, and eventually that person gets hired. Over the next year, hiring notices are not advertised externally as the organization has had good luck with this hiring practice. Seems like a great way to recruit new people, doesn’t it? It can be, but it also can be a detriment to the diversity and multiculturalism of the workplace. How, you might wonder?
While not true across the board, people have a tendency to spend time with people who are like themselves, in race, income level, and other aspects of diversity such as sexual orientation. In fact, according to the National Institute of Child Health and Human Development and a study published in the American Journal of Sociology, it is much more likely that someone will name a person in their own race as a friend than someone of a different race.[1] Likewise, even from a young age, people tend to choose friends who are of the same race. As a result, when you recommend Daniel for a position, it is highly likely that Daniel is similar, from a diversity perspective, to you. Then, when Daniel recommends someone for a job, it is highly likely that he, too, is recommending someone with similar characteristics as you both. This obviously creates a lack of multicultural diversity in the workplace, which can mean lost profits for companies.
[1] James Moody, “Race, School Integration, and Friendship Segregation in America,” American Journal of Sociology 107, no. 3 (2001): 679–719.
3.1 Diversity and Multiculturalism
Learning Objectives
1. Define, explain, and identify your own power and privilege.
1. Provide reasoning as to why diversity is important to maintain profitability.
Many people use the terms diversity and multiculturalism interchangeably, when in fact, there are major differences between the two. Diversity is defined as the differences between people. These differences can include race, gender, sexual orientation, religion, background, socioeconomic status, and much more. Diversity, when talking about it from the human resource management (HRM) perspective, tends to focus more on a set of policies to meet compliance standards. The Equal Employment Opportunity Commission (EEOC) oversees complaints in this area. We discuss the EEOC in Section 3.3.1 "Equal Employment Opportunity Commission (EEOC)" and in greater detail in Chapter 4 "Recruitment" and Chapter 5 "Selection".
Multiculturalism goes deeper than diversity by .
The PPT states how discrimination is done in jobs between men and women and deals with various other matters that an individual may deal with during their career and also actions that firms can take to avoid such problems
This PPT is based on workforce diversity which i gave in my college , hope you guys like it , you can also change the layouts of the slides because in the layouts my college name is mentioned , if your good then bang on . Thank you
The document discusses racial discrimination faced by 74 African American former employees at Hillshire Brands Company. The Equal Employment Opportunity Commission investigated claims of racist graffiti and slurs used by supervisors and coworkers. The EEOC found the claims to be substantiated and Hillshire Brands was ordered to pay $4 million to the employees. The company was also required to implement anti-discrimination and harassment prevention programs. The case highlights the racial discrimination that still exists and the importance of regulatory bodies like the EEOC in addressing workplace discrimination issues.
Social and Cultural Diversity Paper Instructions Overv.docxpbilly1
Social and Cultural Diversity Paper Instructions
Overview
The Social and Cultural Diversity Paper (1,500 to 1,700 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. In addition, a self-care plan is developed for the mental health and wellness provider. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations and how to prevent burnout and compassion fatigue as a mental health and wellness provider.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a four-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Topic 4)
2) References (Due Topic 5)
3) First Draft (Due Topic 7)
4) Final Paper (Due Topic 8)
Content Guidelines
When constructing this paper, use a four-part structure according to the following guidelines:
Part 1: Personal Reflection
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1. Identify your personal biases and how those biases may present challenges to you as a mental health professional. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2. Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences.
3. Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4. How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2: Racism and Discrimination
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1. Distinguish between stereotypes, prejudice, and discrimination.
2. What does it mean to be a subtle racist? Please include a referenced definition and example.
3. Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3: Multicultural Competence
The third part of your paper requires you to review and reflect on multicultural com.
This chapter discusses valuing diversity in the workplace. It defines diversity as differences in age, gender, race, abilities and other primary and secondary dimensions. Prejudice and discrimination can form barriers, but organizations can overcome this by valuing all employees' talents and perspectives. The document recommends diversity training, equal opportunity practices, and addressing subtle forms of discrimination to create an inclusive culture and gain competitive advantages from a diverse workforce.
The document summarizes key concepts about group behavior from Chapter 9 of an organizational behavior textbook. It discusses different types of groups, including formal vs informal groups, and ingroups and outgroups. It also covers models of group development like punctuated equilibrium, how roles and norms influence behavior, and how status, size, cohesiveness, and diversity impact group performance and decision making. The learning objectives are to distinguish group types, describe models of group development, demonstrate how roles and norms influence individuals, and understand how other factors like status and diversity affect groups.
CH. 4. Is there an ironic dimension of whistle-blowing with respecMorganLudwig40
CH. 4. Is there an ironic dimension of whistle-blowing with respect to employee loyalty? Give two examples of this phenomenon.
First, there are professions who are protected by virtue of the law. According to Boatright and Smith, “An agent is a person who is engaged to act in the interest of another person (called the principal) and is authorized to act on that person behalf” (2017, pg. 69). Individuals such as lawyers work on behalf of their principal client”. If a member of society is arrested for armed robbery, the lawyer has an obligation to the principal to serve and protect their interest to the best of their ability. The client may not have the they adequate law knowledge and experience necessary to defend themselves. The principle must rely on the fiduciary duty of a lawyer to protect their self-interest. In this case, it is the duty of the lawyer to act on the behalf of the client as if they were defending themselves.
Second, there are the three types of employees which economist Albert O. Hirshcman describes to the relationship between a whistle-blower and a loyalty. Mr. Hirshcman describes the three types as Exit, Voice, and Loyalty.
The Exit type are those employees who are dissatisfied with the current condition and see no change for the better in the foreseeable future. Dissatisfied with the current situation these employees exit the company.
The Voice type speak up within the organization and wait for change. They follow the chain of command in hopes of change which may or may not occur.
Finally, the Loyalty type are employees within an organization who desire to remain and watch the organization flourish. Boatright and Smith say that “Loyalty is a factor that keeps people from exiting an organization, but, at the same time, activates the voice option” (2017, pg.175). It seems difficult to fathom that the most loyal are the whistle-blowers, however, due to their commitment, they want to see the company succeed.
CH> 7. What is the meaning of discrimination in employment, the legal distinction between disparate treatment and disparity impact, and what are the various forms of discrimination?
Discrimination in employment is a form of unjust “…decisions employers make hiring, promotion, pay, fringe benefits, and the other terms and conditions of employment…” (Boatright and Smith, 2017, pg. 135). Discrimination occurs when a group of people are excluded from having an employment opportunity due to a preconceived notion which stems from the employer.
Disparate treatment is a way to prove illegal employment discrimination. An employee who makes a disparate treatment claim alleges that he or she was treated differently than other employees who were similarly situated, and that the difference was based on a protected characteristic (Nolo, 2020).
Disparate impact is like disparate treatment when the effect produces the comparable results. In the case of Griggs v. Duke Power Company, Duke Power created regulations which were aimed a ...
This document discusses diversity in the workplace. It begins by outlining the primary and secondary dimensions of diversity, including factors like race, gender, age, abilities, and background. It then focuses on issues around race and ethnicity, defining types of racial and ethnic discrimination and the benefits of a diverse workforce. Specific strategies are provided for preventing racism, including anti-discrimination policies, diversity in hiring, training, and addressing instances of racism. Cultural diversity and trends in the modern workforce are also examined, along with common issues that arise from facilitating different cultural groups to work cohesively.
This document discusses organizational diversity and the challenges of managing a diverse workforce. It begins by defining key terms like diversity, stereotyping, prejudice, and discrimination. It then outlines demographic shifts showing increasing diversity and challenges like the glass ceiling that have historically faced women and minorities. Specific challenges discussed include avoiding negative effects of affirmative action, addressing sexual harassment, and balancing work and home responsibilities. The document concludes by discussing how organizations can both manage and celebrate cultural diversity through various programs and initiatives.
This document provides an overview of key concepts for teaching diversity and social justice, including media literacy, understanding different perspectives, addressing stereotypes and prejudice, and promoting social justice. It discusses how media messages are constructed, experienced differently, and contain embedded values and points of view. It also outlines types of diversity like gender, race, sexuality, and ability that impact cultural understanding and defines terms like stereotype, prejudice, discrimination, and oppression.
This document provides an agenda and notes for a social justice training session hosted by University Housing at UW-Milwaukee. The training covers topics such as defining social justice, privilege and oppression, identity, and how to discuss issues like coming out or sexual assault with residents. It includes introductions, group agreements, definitions of key terms, and discussion prompts. The goal is to educate housing staff on social justice concepts to create a safe space for students.
Diversity is a hot topic right now. Before you dive into diversity and inclusion conversations, it’s important to understand the terms and words you use in these crucial conversations. Every organization tries to adopt new equity analysis tools to see how they’re doing from the employee’s perspective.
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McCormick CURRENT CHALLENGES WITH TRADITIONAL DIVERSITY MANAGEMENT 12.8Dustin McCormick
The document discusses challenges with traditional diversity management approaches in international corporations. It argues that companies often fail to fully understand diversity and focus too narrowly on race and gender, overlooking other important aspects of diversity. This leads them to misinterpret the implications of diversity programs and fail to effectively implement them. As a result, in-groups and out-groups form among employees, fostering negative stereotyping and undermining individual talents and skills. The document examines potential solutions to remedy flawed views of diversity management.
Unit iv Inequality, Discrimination and Marginalisation in EducationThanavathi C
1) Education plays a critical role in reducing social inequalities by providing vocational training, developing skilled regional workers, and advancing research and partnerships. However, ensuring equal access to education remains a challenge.
2) Social inequalities exist in the form of gender, racial, ethnic, and caste-based discrimination. Caste systems in particular assign hereditary social statuses that determine life opportunities.
3) Marginalized groups face socioeconomic exclusion and lack access to resources and participation. Discrimination stems from a lack of appreciation for diversity and prejudice against perceived differences.
This document discusses the concept of diversity in the workplace and its benefits. It defines diversity as including differences in race, gender, age, religion and other demographic variables. It then argues that a diverse workforce can be more productive and help businesses succeed by appealing to a diverse customer base. The document also touches on avoiding employment discrimination, respecting individual differences, and the history of the Equal Rights Amendment.
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This chapter discusses implementing strategies for international business. It covers types of strategic alliances like joint ventures and their challenges. Implementing strategies requires allocating resources and leadership. Strategies must also consider small business needs and those in emerging economies. Managing joint venture performance requires controlling knowledge transfer between partners and navigating government and cultural influences. E-commerce helps smaller companies implement global strategies. Overall, compatible partners and coordination are keys to successful strategic implementation across borders.
6.1 To understand the reasons companies engage in international business
6.2 To become familiar with the strategic formulation process
6.3 To learn the steps in global strategic planning, including assessing entry strategies for different markets
6.4 To understand the need for strategic planning for emerging markets
Chapter Three-Understanding the Role of Culture.pptxBeamlak5
To understand how culture affects all aspects of international management
3.2 To be able to distinguish the major value dimensions which define cultural differences among societies or groups
3.3 To understand the interaction between culture and the use of the Internet
3.4 To be able to develop a working cultural profile typical of many people within a certain society as an aid to anticipating attitudes toward work, negotiations, and so on
13.1 Contrast leadership and power.
13.2 Explain the three bases of formal power and the two bases of personal power.
13.3 Explain the role of dependence in power relationships.
13.4 Identify influence tactics and their contingencies.
14.1 Describe the three types of conflict and the three loci of conflict.
14.2 Outline the conflict process.
14.3 Contrast distributive and integrative bargaining.
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14.6 Describe the social factors that influence negotiations.
14.7 Assess the roles and functions of third-party negotiations.
Summarize the conclusions of trait theories of leadership.
12.2 Identify the central tenets and main limitations of behavioral theories.
12.3 Contrast contingency theories of leadership.
12.4 Describe the positive leadership styles and relationships.
Define organizational behavior (O B).
1.2 Show the value of systematic study to O B.
1.3 Identify the major behavioral science disciplines that contribute to O B.
1.4 Demonstrate why few absolutes apply to O B.
1.5 Identify managers’ challenges and opportunities in applying O B concepts.
1.6 Compare the three levels of analysis in this text’s O B model.
Contrast the three components of an attitude.
3.2 Summarize the relationship between attitudes and behavior.
3.3 Compare the major job attitudes.
3.4 Identify the two approaches for measuring job satisfaction.
3.5 Summarize the main causes of job satisfaction.
3.6 Identify four outcomes of job satisfaction
1. The document discusses the conceptual framework for financial reporting, which provides the objectives and fundamental concepts that guide standard setting and financial reporting.
2. The conceptual framework consists of three levels: the objectives of financial reporting, the qualitative characteristics and elements that comprise fundamental concepts, and recognition and measurement concepts as operational guidelines.
3. The basic objective is to provide financial information to present and potential investors, lenders and creditors that is useful for decision making about allocating resources to the entity. Key fundamental concepts include relevance, faithful representation, comparability, and understandability as qualities of useful financial information.
CHPTER 3: Multiple Linear Regression
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In simple regression we study the relationship between a dependent variable and a single explanatory (independent variable); assume that a dependent variable is influenced by only one explanatory variable.
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This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
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Capgemini’s Digital Transformation Framework
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Cognizant’s Digital Transformation Framework
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McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
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This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
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5. Agile Innovation Framework
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20. Design for Six Sigma (DFSS)
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Welcome to this Organizational Behavior course that uses the 19th edition of the textbook, Organizational Behavior by Robbins and Judge. This is considered among the most widely used OB textbooks in the world. Robbins and Judge are recognized as definitive aggregators of OB concepts, applications, and practices. The course and this book will provide you with a resource that will benefit you throughout your degree program and your professional life.
After studying this chapter, you should be able to:
Describe the two major forms of workplace diversity.
Demonstrate how workplace prejudice and discrimination undermines organizational effectiveness.
Explain how four major theoretical perspectives contribute to our understanding of workplace diversity.
Describe the role diversity plays in the interactions between people.
Discuss the implications of cross-cultural matters for organizational behavior (OB).
Describe how organizations manage diversity effectively.
Everyone brings differences to the organizations where they work. These differences can create energy and excitement in the workplace, but they can also cause conflict. So, it is important that we have an understanding of how diversity works in organizations.
When we look at the workplace, we recognize two levels of diversity. Surface-level diversity represents the characteristics that are easily observed such as race, gender, and age. Deep-level diversity represents the aspects that are more difficult to see at first glance such as values, personality, and work preferences.
Biographical characteristics such as age, gender identity, race, and ethnicity are some of the most obvious ways employees differ. We define race as the heritage people use to identify themselves; ethnicity is the additional set of cultural characteristics that often overlaps with race.
Stereotypes of older workers as being behind the times, grumpy, and inflexible are changing. In fact, industries like health care, education, government, and nonprofit service often welcome older workers. But older workers are still perceived as less adaptable and less motivated to learn new technology. Despite the stereotypes, the majority of studies have shown “virtually no relationship between age and job performance.”
Gender identity and sexual orientation also don’t affect job performance or leadership. With regard to gender identity, we mean peoples’ deeply held sense of or identification with their own gender. Bear in mind that gender identity does not necessarily match one’s sex at birth, is not visible to others, and cannot be neatly categorized. By sexual orientation, we mean peoples’ patterns of enduring physical, emotional, and/or romantic attraction toward others.
This OB Poll shows that differences in pay, benefits, and rewards concerning gender are strong and substantial, with recent estimates that they are up to fourteen times the size of performance differences.
Long Description:
The horizontal axis is labeled years and ranges from 1979 to 2019 in increments of 2. The vertical axis is marked with the percentage and ranges from 50 percent to 90 percent in increments of 5 percent. The approximate data from the graph is as follows. The line starts from 62.5 percent in 1979 and grows with an increasing and fluctuating trend till 81.5 percent in 2019. The small and wide peaks are at 77 percent in 1993, 80.5 percent in 2005, and 82.5 percent in 2011.
Sexism, racism, and ageism are examples of prejudice toward gender identities, races and ethnicities, and age. Prejudice is an attitude representing broad, generalized feelings toward a group or its members that maintains the hierarchy between that group and other groups.
When prejudice involves positive feelings it is benevolent prejudice.
Implicit bias refers to prejudice that may be hidden outside one’s conscious awareness.
Managing diversity effectively requires working to eliminate unfair discrimination, or actions and behaviors that create, maintain, or reinforce some groups’ advantages over other groups and their members. Discrimination can take many forms as shown in the next slide in Exhibit 2.1.
Discrimination can go beyond an individual and involve the organization. Disparate impact occurs when employment practices have a discriminatory effect on a legally protected group of people.
Bear in mind that while disparate impact is unintentional (it focuses on the discriminatory “impact” of neutral employment practices), disparate treatment is intentional and represents employment practices intended to have a discriminatory effect on a legally protected group of people.
In general, organizations go to great lengths to avoid disparate impact, which can present substantial legal challenges if it occurs.
This Exhibit lists definitions and examples of different types of discrimination. Increasing legal scrutiny and social disapproval have reduced most overt forms of discrimination, but less obvious discrimination, like incivility or exclusion, continues to exist. This type of discrimination can be difficult to eliminate because it’s less easily observed, and because it’s not always intentional. Even so, it can have serious negative implications for an organization including reduced productivity, increased turnover, and increased conflict among employees.
Microaggressions, or the automatic, subtle, stunning exchanges between people that negatively impact those with minority or marginalized backgrounds can be just as detrimental as more overt forms of discrimination.
This Exhibit lists definitions and examples of different types of discrimination. Increasing legal scrutiny and social disapproval have reduced most overt forms of discrimination, but less obvious discrimination, like incivility or exclusion, continues to exist. This type of discrimination can be difficult to eliminate because it’s less easily observed, and because it’s not always intentional. Even so, it can have serious negative implications for an organization including reduced productivity, increased turnover, and increased conflict among employees.
Microaggressions, or the automatic, subtle, stunning exchanges between people that negatively impact those with minority or marginalized backgrounds can be just as detrimental as more overt forms of discrimination.
Social categorization can lead to the fragmentation of work groups and teams. As people associate with those more similar to themselves, form subgroups with those people, and judge others as belonging to outgroups, groups and teams can fracture, leading to lower team performance.
Unfortunately, social categorization can also result in people making inferences about what others are like or are interested in that are not true, or they may even lead you to misclassify them as belonging to that group. These incorrect inferences are at the root of much of the prejudicial thinking that acts as a barrier to diverse and inclusive workplaces.
Stereotype threat has serious implications for the workplace. Stereotype threat can occur during preemployment tests and assessments, performance evaluations, and everyday workplace exchanges. It can lead to underperformance on tests, performance evaluations, training exercises, negotiations, and everyday interactions with others as well as to disengagement, poor job attitudes, a reluctance to seek feedback, and poor performance in the employees experiencing the threat.
Sometimes, people are concerned with being judged by or treated negatively based on attributes or characteristics that are not visible. These people are aware that there are negative connotations associated with these characteristics and so try to hide or conceal them. Stigma represents attributes that cannot be readily seen, are concealable, and convey an identity that is devalued in certain social contexts.
System justification thrives when people believe that they have low personal control, that the situation is inescapable, and that they depend on or are grateful to the system (and do not want to jeopardize the relationship).
Social dominance orientation (SDO) reflects whether people desire and support this hierarchy and whether they believe that some groups are inferior and others are superior. Many researchers have suggested that an individual’s SDO is one of the most important predictors of whether they hold prejudicial beliefs or discriminate against others.
Intersectionality highlights the complexity in understanding diversity in organizations and recognizes that social categories themselves may not be enough to understand individuals’ unique contributions to their organizations.
Intersectionality can unfortunately lead to enhanced negative effects for people with multiple stigmatized characteristics, also referred to as double jeopardy.
OB theorists have suggested the metaphor of a cultural mosaic: that people are made up of multiple characteristics, attributes, and identities that can be used to describe people.
As shown in the next slide, the tiles of a person’s mosaic can be biographical or demographic (e.g., age, race, ethnicity, gender identity), geographical (e.g., the climate, temperature, location), or associative (e.g., employer, religion, political affiliation, hobbies).
Exhibit 2.2 shows an illustration of cultural mosaic theory.
Workers may also hold cultural mosaic beliefs (CMB) that influence their support for diversity, acceptance, and inclusion of people from different backgrounds. Furthermore, workers may choose to emphasize some of the tiles in their mosaics more so than the others, depending upon the setting (e.g., at home versus at work).
Long Description:
Bellamy is linked to the following mosaics: 20 years old, black, transgender woman, restaurant employee and two empty mosaics.
Hector is linked to the following mosaics: cisgender man, Latinx, 49 years old, restaurant employee and three empty mosaics.
Restaurant employee mosaic which is connected to both Bellamy and Hector is highlighted. Bellamy and Hector are reversible which is shown by double headed arrow between them.
A common dilemma that managers and team leaders is how to build a team to increase performance and cohesion and reduce conflict. Research shows only a modest link between actual diversity and perceived diversity. Other studies indicate that members seek to balance a need to belong and a need to be distinctive in groups.
Despite the inconclusive nature of research on group composition, a number of findings have emerged about surface-level, deep-level, and functional diversity in groups and teams. Surface-level diversity appears to increase group conflict, especially in the early stages of a group’s tenure, which often lowers group morale and raises group turnover.
At a deeper level, groups in which members’ values or opinions differ tend to experience more conflict, but leaders who can get the group to focus on the task at hand and encourage group learning are able to reduce these conflicts and enhance discussion of group issues. Functional diversity may improve team performance and innovation, but these effects are contingent on several factors. For example, functional diversity can influence team creativity by facilitating knowledge sharing. Further, new ventures led by functionally diverse teams of founders tend to be more successful in competitive environments.
Research on fault lines has shown that they are generally detrimental to group functioning and performance. Subgroups may compete, which takes time away from core tasks and harms group performance, especially when the group is under threat.
Are fault lines ever a good thing? One study suggested that fault lines regarding skill, knowledge, and expertise may be beneficial in a results-driven organizational culture. Why? A results-driven culture focuses people’s attention on what is important to the company rather than on problems arising from subgroups.
Studies show that problems stemming from strong fault lines may be overcome when the roles are crosscut, when the group is given a common goal to strive for, and when similar pairs are recruited within a diverse group.
One of the most widely referenced approaches for analyzing variations among cultures was introduced in the late 1970s by Geert Hofstede. Hofstede’s framework focuses on five dimensions of culture: power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance, and long-term versus short-term orientation. More recently, Hofstede has proposed an additional dimension: indulgence versus restraint.
How do different countries score on Hofstede’s dimensions? Exhibit 2.3 shows the ratings of the countries for which data are available.
Long Description:
The table has 5 columns: power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance, and long- versus short-term orientation. Each of these column is further divided into two columns: index and rank. The data from the table in the format country: power distance index, power distance rank, individualism versus collectivism index, individualism versus collectivism rank, masculinity versus femininity index, masculinity versus femininity rank, uncertainty avoidance index, uncertainty avoidance rank, long- versus short-term orientation index, long- versus short-term orientation rank is as follows.
Argentina: 49, 35 to 36, 46, 22 to 23, 56, 20 to 21, 86, 10 to 15, no data, no data.
Australia: 36, 41, 90, 2, 61, 16, 51, 37, 31, 22 to 24.
Austria: 11, 53, 55, 18, 79, 2, 70, 24 to 25, 31, 22 to 24.
Belgium: 65, 20, 75, 8, 54, 22, 94, 5 to 6, 38, 18.
Brazil: 69, 14, 38, 26 to 27, 49, 27, 76, 21 to 22, 65, 6.
Canada: 39, 39, 80, 4 to 5, 52, 24, 48, 41 to 42, 23, 30.
Chile: 63, 24 to 25, 23, 38, 28, 46, 86, 10 to 15, no data, no data.
Colombia: 67, 17, 13, 49, 64, 11 to 12, 80, 20, no data, no data.
Costa Rica: 35, 42 to 44, 15, 46, 21, 48 to 49, 86, 10 to 15, no data, no data.
Denmark: 18, 51, 74, 9, 16, 50, 23, 51, 46, 10.
Ecuador: 78, 8 to 9, 8, 52, 63, 13 to 14, 67, 28, no data, no data.
El Salvador: 66, 18 to 19, 19, 42, 40, 40, 94, 5 to 6, no data, no data.
Finland: 33, 46, 63, 17, 26, 47, 59, 31 to 32, 41, 14.
France: 68, 15 to 16, 71, 10 to 11, 43, 35 to 36, 86, 10 to 15, 39, 17.
Germany: 35, 42 to 44, 67, 15, 66, 9 to 10, 65, 29, 31, 22 to 24.
Great Britain: 35, 42 to 44, 89, 3, 66, 9 to 10, 35, 47 to 48, 25, 28 to 29.
Greece: 60, 27 to 28, 35, 30, 57, 18 to 19, 112, 1, no data, no data.
Guatemala: 95, 2 to 3, 6, 53, 37, 43, 101, 3, no data, no data.
Hong Kong: 68, 15 to 16, 25, 37, 57, 18 to 19, 29, 49 to 50, 96, 2.
India: 77, 10 to 11, 48, 21, 56, 20 to 21, 40, 45, 61, 7.
Indonesia: 78, 8 to 9, 14, 47 to 48, 46, 30 to 31, 48, 41 to 42, no data, no data.
Iran: 58, 29 to 30, 41, 24, 43, 35 to 36, 59, 31 to 32, no data, no data.
Ireland: 28, 49, 70, 12, 68, 7 to 8, 35 47 to 48, 43, 13.
Israel: 13, 52, 54, 19, 47, 29, 81, 19, no data, no data.
Italy: 50, 34, 76, 7, 70, 4 to 5, 75, 23, 34, 19.
Jamaica: 45, 37, 39, 25, 68, 7 to 8, 13, 52, no data, no data.
Japan: 54, 33, 46, 22 to 23, 95, 1, 92, 7, 80, 4.
South Korea: 60, 27 to 28, 18, 43, 39, 41, 85, 16 to 17, 75, 5.
Malaysia: 104, 1, 26, 36, 50, 25 to 26, 36, 46, no data, no data.
Mexico: 81, 5 to 6, 30, 32, 69, 6, 82, 18, no data, no data.
The Netherlands: 38, 40, 80, 4 to 5, 14, 51, 53, 35, 44, 11 to 12.
New Zealand: 22, 50, 79, 6, 58, 17, 49, 39 to 40, 30, 25 to 26.
Norway: 31, 47 to 48, 69, 13, 8, 52, 50, 38, 44, 11 to 12.
Pakistan: 55, 32, 14, 47 to 48, 50, 25 to 26, 70, 24 to 25, 0, 34.
Panama: 95, 2 to 3, 11, 51, 44, 34, 86, 10 to 15, no data, no data.
Peru: 64, 21 to 23, 16, 45, 42, 37 to 38, 87, 9, no data, no data.
Philippines: 94, 4, 32, 31, 64, 11 to 12, 44, 44, 19, 31 to 32.
Portugal: 63, 24 to 25, 27, 33 to 35, 31, 45, 104, 2, 30, 25 to 26.
Singapore: 74, 13, 20, 39 to 41, 48, 28, 8, 53, 48. 9.
South Africa: 49, 35 to 36, 65, 16, 63, 13 to 14, 49, 39 to 40, no data, no data.
Spain: 57, 31, 51, 20, 42, 37 to 38, 86, 10 to 15, 19, 31 to 32.
Sweden: 31, 47 to 48, 71, 10 to 11, 5, 53, 29, 49 to 50, 33, 20.
Switzerland: 34, 45, 68, 14, 70, 4 to 5, 58, 33, 40, 15 to 16.
Taiwan: 58, 29 to 30, 17, 44, 45, 32 to 33, 69, 26, 87, 3.
Thailand: 64, 21 to 23, 20, 39 to 41, 34, 44, 64, 30, 56, 8.
Turkey: 66, 18 to 19, 37, 28, 45, 32 to 33, 85, 16 to 17, no data, no data.
United States: 40, 38, 91, 1, 62, 15, 46, 43, 29, 27.
Uruguay: 61, 26, 36, 29, 38, 42, 100, 4, no data, no data.
Venezuela: 81, 5 to 6, 12, 50, 73, 3, 76, 21 to 22, no data, no data.
Yugoslavia: 76, 12, 27, 33 to 35, 21, 48 to 49, 88, 8, no data, no data.
Regions:
Arab countries: 80, 7, 38, 26 to 27, 53, 23, 68, 27, no data, no data.
East Africa: 64, 21 to 23, 27, 33 to 35, 41, 39, 52, 36, 25, 28 to 29.
West Africa: 77, 10 to 11, 20, 39 to 41, 46, 30 to 31, 54, 34, 16, 33.
The Global Leadership and Organizational Behavior Effectiveness (GLOBE) research program is an ongoing cross-cultural investigation of leadership and national culture. The GLOBE framework builds upon Hofstede’s work identifying nine dimensions on which national culture differ.
While sharing similar names, the different cultural dimensions identified in the GLOBE study are not identical to those identified in Hofstede’s research.
Exhibit 2.4 shows the linkages between dimensions from the GLOBE framework and Hofstede’s Framework. Both studies have a lot in common and lead to similar conclusions.
The findings of these studies are incredibly important to be aware of in this day and age. With the advent of globalization, companies often engage in multinational projects, work in multinational teams, and send their employees to work in different cultures that may be radically different than what they are used to. Understanding what is valued (and what is not valued) in each culture is very “valuable” information to have today.
Exhibit 2.4 shows the linkages between dimensions from the GLOBE framework and Hofstede’s Framework. Both studies have a lot in common and lead to similar conclusions.
The findings of these studies are incredibly important to be aware of in this day and age. With the advent of globalization, companies often engage in multinational projects, work in multinational teams, and send their employees to work in different cultures that may be radically different than what they are used to. Understanding what is valued (and what is not valued) in each culture is very “valuable” information to have today.
Culturally tight countries like Japan have historically experienced a great deal of threat, which has led to the emergence of clear, strong norms. On the other hand, loose countries like the United States tend to be more ambivalent toward restrictions to autonomy and liberty.
Cultural tightness tends to influence whether high-performance HR systems are more or less effective. In tight cultures, there are strong norms in place, and so workers are motivated to follow them—as such, when rigorous hiring systems, training programs, reward systems, and participative decision-making practices are enacted by organizations, they tend to be successful because workers tend to implement the practices.
Discrimination based on religion is prohibited in the United States; however, it continues to be an issue in the workplace. Muslims in particular may face discrimination, but bias against other religious beliefs exists as well. In fact, religious discrimination claims represent an increasing share of all discrimination claims in the United States.
Several factors should be targeted to help the adjustment process for expatriates.
Feelings of empowerment along with the motivation to interact with those of other cultures were found in to be related to adjustment, satisfaction, and reduced intentions to leave prematurely.
Those with previous culture-specific work experience as well as higher self-esteem and self-efficacy tend to adjust and be promoted more quickly.
Several other factors work in concert to affect different forms of adjustment, including language ability, relational skills, role clarity and autonomy, organizational support, and familial support.
Finally, cultural tightness–looseness matters: Nearly all expatriates will have a difficult time adapting to tight countries because they have to adapt to strongly observed, heavily enforced norms.
CQ has been found to be associated with expatriate career aspirations and adjustment, job performance, psychological health and well-being, cross-cultural leadership, negotiation performance, and OCB in organizations. CQ has motivational effects that influence worker performance. For instance, individuals with high CQ feel more comfortable voicing their ideas with culturally dissimilar peers and supervisors.
The theory and research we have reviewed up to this point paint a bigger picture of prejudice, discrimination, and cultural misunderstanding that a mere understanding of diversity may fall short of addressing. Instead, organizations would do well to broaden their scope to focus on what can be done to ameliorate inequity, unfairness, and exclusion.
This has led organizations to focus on diversity, equity, and inclusion (DEI) as three strategic and principled goals to strive toward.
First, a focus on diversity involves celebrating rather than denigrating the differences between people and enhancing the representation of diverse, marginalized people in the workforce.
Second, a focus on equity involves striving to provide access to the same opportunities for all workers, recognizing that some people are afforded privileges and advantages while others are confronted with barriers and obstacles.
Third, a focus on inclusion involves creating an environment in which all people feel valued, welcomed, and included.
Overall, the evidence on the common ingroup identity model has been promising. It has even been demonstrated to have an effect on implicit bias, with experiments showing a reduction in bias scores on the IAT. However, although common ingroup identity is a powerful tool, it’s important to avoid using it in a way that inadvertently overshadows people’s diverse identities.
Contact may be one of the most promising ways in which majority group members begin to think differently about diversity and become aware of and psychologically invested in the interests of minority groups. In addition, virtual and imagined contact have an impact on prejudice reduction, inclusion, and anxiety reduction and can even lead to future, direct contact.
Primarily, leaders should assume four primary roles in diversity leadership: (1) advocate for diversity as a resource, (2) promote positive intergroup interactions, (3) stimulate discussions and conversations among those of different backgrounds to manage the organizations’ knowledge, and (4) encourage continuous reflection on the organizations’ diversity practices, processes, and goals.
To promote inclusion, leaders need to first focus on themselves with a sense of humility, authenticity, and understanding of their own diverse characteristics. Then, leaders can facilitate belongingness and convey the value of uniqueness.
Finally, managers can do much to promote equity in their organizations by clearly demonstrating expectations and communicating policies to employees so they can understand how and why certain practices are followed.
The hiring process is one of the most important places to apply diversity management efforts. Hiring managers need to value fairness and objectivity in selecting employees and focus on the productive potential of new recruits.
Most diversity training programs have three distinct components. First, they teach people about the legal framework for equal employment opportunity and encourage fair treatment of all people regardless of their demographic characteristics. Second, they teach people how a diverse workforce is better able to serve a diverse market of customers and clients. Third, they foster personal development practices that bring out the skills and abilities of all workers, acknowledging how differences in perspective can be a valuable way to improve performance for everyone.
Management will not be as effective unless managers consider the organization’s culture and climate for diversity.
As with DEI initiatives in general, diversity cultures and climates simultaneously emphasize prejudice and discrimination reduction, enhancing representation, and advocating for inclusion.
Managers can craft evidence-based practices, a DEI-friendly culture and climate in their organization, take strategic action toward DEI goals, and still fall flat. Managers would do well to consider and address these challenges in their own diversity management initiatives.
First, authenticity plays a huge role.
Second, many leaders and managers half-heartedly committed to DEI will engage in tokenism, or a perfunctory effort to enhance representation to make it seem like their company values diversity. Feeling tokenized can have detrimental effects for the worker or manager in that position and can be perceived by the public as inauthentic.
Third, diversity management can lead to several paradoxical effects.
Fourth, organizations do not exist in a vacuum.
Strive to be aware of and sensitive to the complex implications of diversity in your organization.
Assess and challenge your own beliefs, prejudices, and stereotypes to increase your awareness of bias.
Take efforts to root out illegal, discriminatory practices, both overt and subtle, in your organization.
Look beyond readily observable biographical characteristics and consider individuals’ capabilities before making management decisions.
Educate your colleagues, subordinates, and others about both the ethical and business case for diversity to increase buy-in for diversity management.
Identify the potential impact of diversity dynamics in your groups and teams and be mindful of them when administering assessments, building teams, and resolving conflict.
The more you understand and consider differences between cultural values, norms, and identities, the better you will be able to adapt to and manage cross-cultural dynamics in your organization.
Implement evidence-based best practices when developing your organization’s diversity management initiatives, focusing on diversity, equity, and inclusion.
Strive to develop a diverse culture and climate where employees feel that diversity, equity, and inclusion are valued and put into practice and feel safe to contribute as their authentic selves.
Be mindful of the fact that diversity management may not be successful right away. There are many barriers to its effectiveness, some avoidable (e.g., authenticity and tokenism) and some unavoidable (e.g., systemic bias, your organization’s cultural context).