The document discusses diversity, inclusion, and cultural differences in organizations. It provides definitions of key concepts like diversity and inclusion. It also discusses relevant laws and regulations. The document advocates for focusing on similarities rather than differences between people. It also emphasizes the importance of leadership commitment, human capital development, and communications in creating an inclusive organizational culture.
This document discusses intercultural competence and cultural orientations in the workplace. It introduces the Intercultural Development Continuum, which ranges from a monocultural to an intercultural mindset. A monocultural mindset is characterized by denial, defense, and superiority over other cultures. An intercultural mindset involves deep exploration of differences, understanding other perspectives, and adapting one's behaviors. The document provides examples to assess whether a scenario demonstrates a monocultural, transitional, or intercultural orientation. It concludes that developing intercultural awareness allows for diversity to be understood and valued.
This document summarizes Rutgers University's strategic plan measures for diversity and inclusion, including initiatives to establish diversity offices, monitor faculty diversity, and provide underrepresented mentoring. It also outlines similar diversity efforts at peer institutions like Penn State, Texas A&M, Ohio State, and Iowa State. Aspirational peers discussed include the University of Michigan's diversity summit, University of Illinois' "Lunch on Us" events, UCLA's student pipeline program, and University of Wisconsin's diversity dialogues. The conclusion emphasizes Rutgers' ongoing work to implement the strategic plan's diversity goals through goal tracking and departmental efforts, while also learning from other institutions' examples.
This document outlines an original training program on embracing cultural diversity. It includes a needs assessment of both the person and task to determine what needs to be learned. The training objectives are to promote development, adjustment, and promotion. The training will be employer initiated, onsite, face-to-face, and facilitated with specific dates and times. A cultural anthropologist will be the proposed instructor, and training materials will include workbooks, videos, and exercises. The training will be evaluated through pre-tests, post-tests, and a six month follow up survey.
The document introduces the topics of diversity and inclusion. It defines diversity as valuing differences among people, and inclusion as creating an environment where all people feel valued and respected. The presentation aims to promote embracing diversity and inclusion. It discusses the importance of both concepts in reducing discrimination and stereotypes. Key differences between diversity and inclusion are also outlined, with diversity referring to representation of differences, and inclusion referring to creating an environment where all people feel welcomed and able to achieve their full potential.
This document defines diversity and discusses types of diversity including cultural, racial, religious, age, gender, and language diversity. It outlines benefits of diversity such as increased productivity and profits, as well as challenges like communication issues and hostility. Diversity management strategies like recruitment, training, and communication are presented. While diversity has benefits, it can also lead to issues like conflict and lower group cohesion if not implemented properly.
The document discusses workplace diversity and how to manage it effectively. It defines diversity as recognizing, appreciating, and utilizing the unique talents of all individuals. It also discusses the challenges of managing a diverse workforce, such as resistance to change, interpersonal conflicts, and retention issues. However, it notes that diversity can provide benefits like new ideas, better problem solving, and an improved company image. It provides tips for managing diversity, such as embracing multiculturalism, recruiting broadly, selecting employees fairly, providing training, and being flexible. The conclusion states that diversity increases innovation if managed properly.
This document discusses managing a multicultural workplace. It defines diversity and cultural competence, noting that diversity refers to the unique differences between individuals. Multicultural diversity specifically considers the cultural aspects of a diverse workforce. Cultural competence is the ability to interact effectively with those from different cultures beyond one's own biases. The document provides tips for overcoming cultural barriers, such as determining if cultural differences impact job requirements and learning about other cultures. It also lists nine ways to manage multicultural teams, such as embracing diversity, focusing on inclusion over diversity, and connecting rather than correcting cultural differences.
This document discusses intercultural competence and cultural orientations in the workplace. It introduces the Intercultural Development Continuum, which ranges from a monocultural to an intercultural mindset. A monocultural mindset is characterized by denial, defense, and superiority over other cultures. An intercultural mindset involves deep exploration of differences, understanding other perspectives, and adapting one's behaviors. The document provides examples to assess whether a scenario demonstrates a monocultural, transitional, or intercultural orientation. It concludes that developing intercultural awareness allows for diversity to be understood and valued.
This document summarizes Rutgers University's strategic plan measures for diversity and inclusion, including initiatives to establish diversity offices, monitor faculty diversity, and provide underrepresented mentoring. It also outlines similar diversity efforts at peer institutions like Penn State, Texas A&M, Ohio State, and Iowa State. Aspirational peers discussed include the University of Michigan's diversity summit, University of Illinois' "Lunch on Us" events, UCLA's student pipeline program, and University of Wisconsin's diversity dialogues. The conclusion emphasizes Rutgers' ongoing work to implement the strategic plan's diversity goals through goal tracking and departmental efforts, while also learning from other institutions' examples.
This document outlines an original training program on embracing cultural diversity. It includes a needs assessment of both the person and task to determine what needs to be learned. The training objectives are to promote development, adjustment, and promotion. The training will be employer initiated, onsite, face-to-face, and facilitated with specific dates and times. A cultural anthropologist will be the proposed instructor, and training materials will include workbooks, videos, and exercises. The training will be evaluated through pre-tests, post-tests, and a six month follow up survey.
The document introduces the topics of diversity and inclusion. It defines diversity as valuing differences among people, and inclusion as creating an environment where all people feel valued and respected. The presentation aims to promote embracing diversity and inclusion. It discusses the importance of both concepts in reducing discrimination and stereotypes. Key differences between diversity and inclusion are also outlined, with diversity referring to representation of differences, and inclusion referring to creating an environment where all people feel welcomed and able to achieve their full potential.
This document defines diversity and discusses types of diversity including cultural, racial, religious, age, gender, and language diversity. It outlines benefits of diversity such as increased productivity and profits, as well as challenges like communication issues and hostility. Diversity management strategies like recruitment, training, and communication are presented. While diversity has benefits, it can also lead to issues like conflict and lower group cohesion if not implemented properly.
The document discusses workplace diversity and how to manage it effectively. It defines diversity as recognizing, appreciating, and utilizing the unique talents of all individuals. It also discusses the challenges of managing a diverse workforce, such as resistance to change, interpersonal conflicts, and retention issues. However, it notes that diversity can provide benefits like new ideas, better problem solving, and an improved company image. It provides tips for managing diversity, such as embracing multiculturalism, recruiting broadly, selecting employees fairly, providing training, and being flexible. The conclusion states that diversity increases innovation if managed properly.
This document discusses managing a multicultural workplace. It defines diversity and cultural competence, noting that diversity refers to the unique differences between individuals. Multicultural diversity specifically considers the cultural aspects of a diverse workforce. Cultural competence is the ability to interact effectively with those from different cultures beyond one's own biases. The document provides tips for overcoming cultural barriers, such as determining if cultural differences impact job requirements and learning about other cultures. It also lists nine ways to manage multicultural teams, such as embracing diversity, focusing on inclusion over diversity, and connecting rather than correcting cultural differences.
This document discusses cultural diversity, including what cultural diversity means, its aspects, and examples of cultural diversity in the UAE. It addresses both the challenges of cultural diversity, such as discrimination and culture clash, and the benefits, like uniqueness and innovation. The author reflects on what they have learned from their course about cultural diversity and includes a link to a relevant video.
Cross Cultural Training PowerPoint PresentationAndrew Schwartz
(ReadySetPresent Cross-Cultural Training PowerPoint Content)
155 slides include: 21+ slides on cross-cultural regional attributes: Asia, Africa, Europe, Middle East, North American, and Latin America, 22 slides on Religious belief systems & Practices, 7 slides on Non-verbal languages across cultures, 19 slides on noting the global challenges and looking for intercultural/cross-cultural opportunities, 9 tips dealing with cultural differences, 9 slides of tips and techniques on intercultural adjustments for expatriates, 15 slides on Intercultural Dialogue tips and techniques, 5 slides on negotiation across cultures, 8 slides on conflict resolution across cultures, how to’s and more.
Multicultural individuals can bring several benefits to global organizations. They can help build cohesion on multicultural teams, bring creativity and innovation, and positively influence intercultural negotiations. However, for organizations to fully leverage these benefits, they need to develop a culture that values multiculturalism, recruit and place multicultural individuals strategically, and provide training to help close skills gaps between mono- and multi-cultural employees.
The document provides an overview of managing cultural conflicts in multicultural teams. It discusses several key challenges, including differences in communication styles, attitudes toward hierarchy, and decision-making norms across cultures. Managing cultural diversity effectively requires understanding these cultural differences, avoiding imposing one's own cultural perspectives, and empowering team members to resolve issues themselves.
This document discusses cultural intelligence, including its origin, definition, validity, and facets. Cultural intelligence refers to an individual's ability to adapt to new cultural contexts and can be measured. It has cognitive, motivational, and behavioral components. Developing cultural self-awareness and the ability to suspend judgement are important skills. Cultural intelligence is valuable in an increasingly globalized world with diverse communities.
Cross-cultural teams have become more important due to globalization and technologies that make communication easier. They provide multiple perspectives from different cultures to solve problems. However, they require proper leadership and focus on similarities rather than differences to be effective. Forming strong cross-cultural teams involves developing trust, providing collaboration tools, and encouraging diversity. Managing them requires recognizing cultural skills and adopting global leadership behaviors. Communication must be explicit and standards agreed upon to reduce misunderstandings from different cultural values and contexts.
Learning Objective: Diversity champions create a brand and image that supports and reflects competence and business value
What does it mean to be a diversity leader? Over the past several years, diversity has been a hot topic. However, as times change and business challenges increase, the term has become a stale reference to check off a list of politically correct requirements. As diversity champions, we are challenged to educate, energize, and excite our organization around diversity initiatives. These initiatives build the foundation of creativity, innovation, and transformative results. Diversity and inclusion leaders are key players on the executive leadership team with the specific responsibility of ensuring that human resources are honored, embraced, and ready to contribute great value. Diversity and inclusion leaders are trusted advisors who fundamentally create strategies that result in corporate cultural transformations to effectively support the mission and vision of the organization. To continue to be successful and safeguard the great work and efforts of those before you, you must create a brand and image that reflects high integrity and strong leadership capacity. This workshop will arm you with the skills you need to change your leadership image and effectively function as a vital part of the leadership vision.
At the end of this workshop, participants will be able to:
a. Explore key diversity and inclusion leadership and management skills.
b. Understand strategies for building the right brand and image.
c. Examine what it means to transform organizational culture.
d. Create a plan for excellence in diversity and inclusion leadership.
e. Explore business challenges that impact diversity and inclusion leaders.
Executive summary presentation from the book "Managing Across Cultures" from Susan Schneider and Jean-Louis Barsoux. How to manage international corporation, communicate across cultures etc.
This document discusses learner diversity and how one size does not fit all students. It notes that factors like disability, cultural background, motivation, family support, learning preferences, learning styles, interests, and more can affect how students learn. The document advocates considering these factors and utilizing universal design for learning to ensure curricula are accessible to all students.
D10_E5 Intercultural Communication Skills_Yuri Kagolovsky & Kathryn Brillingerocasiconference
This document provides an overview of intercultural communication skills and competencies. It discusses several key principles of successful intercultural communication, including that we are cultural beings influenced by our cultures in both conscious and unconscious ways, and that building intercultural skills is an ongoing process requiring cognitive, affective, and behavioral changes. It also examines different factors that can influence intercultural interactions such as language, discourse patterns, cultural norms and values, contextual situations, and personalities. Developing intercultural communication repair strategies is suggested to involve asking open questions rather than "why" questions that could come across as accusatory.
Worldwide Telecomunications Inc. CommunicationAshley Kruempel
This document discusses the benefits and challenges of cultural diversity in the workplace. It notes that as the U.S. workforce becomes more ethnically diverse, embracing cultural differences will be important for business success. While language barriers and miscommunication can occur, a diverse workforce also brings new ideas, skills, and global knowledge. The document recommends that companies address diversity through education, training, and leadership. Embracing diversity can increase productivity, profitability, and market share.
This document discusses intercultural teams and their development. It begins by defining culture and explaining the cultural iceberg model, which distinguishes surface-level cultural traits from deeper, underlying cultural values and assumptions. The document then discusses intercultural teams, noting they combine individuals from different cultures who retain their uniqueness, like a salad bowl. Benefits include innovative ideas and global work, while challenges include cultural differences, language barriers, and varying work styles. The document outlines stages of intercultural competence development for teams, from denial of differences to acceptance and adaptation. It concludes that awareness of cultural impacts and behaviors can help intercultural team members overcome challenges.
Civic Health: The Intersection of Opera and Society | David FraherOPERA America
This document discusses creating public value through connecting the arts to core public values. It proposes a strategic message framework to advance this goal across arts organizations. The framework centers on the core message that sharing and engaging with creative experiences helps connect people to others and themselves. It identifies key benefits like self-expression, learning, well-being, and bringing people together. The document outlines next steps like translating the framework into tools, building partnerships, training, and evaluation to disseminate the message and build public will for supporting the arts.
The document summarizes the Up with People Global Education program, which brings together 100 participants aged 18-29 from 20 countries for a 6-month program combining world travel, community service, and leadership training. Participants develop global citizenship skills and networks of international friends while hosting with families in different cultures. The program partners with local organizations and develops participants' leadership and career skills through seminars, internships, and producing an inspirational musical show to benefit local communities and non-profits.
Vernacular, interstitial and dominant spaces refers to the different types of spaces where learning occurs at university. The document discusses how learning happens not just in dominant, institutionally-provided spaces but also in informal, learner-generated spaces between and across dominant spaces. It argues universities should value and foster natural informal learning in interstitial spaces as this is how students often learn through their lived experiences and connections with others.
This document outlines a presentation on fostering global competence in the world language classroom and beyond. It discusses defining global competence, introducing a model for thinking about global competence as an instructional practice. It provides an example of a co-curricular partnership project between a world language class and international student organization to develop students' global competence through experience interacting with others from different cultures and countries.
Global project management: Communication, collaboration and management across borders
Drawing inspiration from the 17th-century samurai Miyamoto Musashi who developed the Nitoryu style of handling two swords at the same time, this workshop will address the challenge of being assertive, quick, and to the point in one culture, while succeeding in being unassertive, patient, and somewhat indirect in another.
Learning outcomes
• Understand the framework for effective cross-cultural project management
• Discover tools and techniques in
Trust building, conflict resolution, influencing, negotiating
Communication channels management
Project meetings organization
Use of the English language
Selection of Human Resources
Knowledge sharing
for a project team that spans different locations, time zones, cultures and languages.
Topics
• Cultural dimensions analysis
• Global project leadership
• Communication
• Project structure
• Collaborative tools
This document discusses identity and how it relates to language learning. It provides definitions of identity as who we are, our background, beliefs, and how we perceive the world. Identity is also related to how learners see the world over time and possibilities for the future. The document discusses what kind of learners we are and reasons for language learning. It notes that a learner's motivation and investment in classroom practices are important. The concept of translanguaging as a cognitive process of negotiation and dynamic bilingualism is introduced. Translanguaging can have educational benefits by creating equality and helping students become global citizens who can function across cultures. The document discusses analyzing examples of translanguaging in photographs of the linguistic landscape.
The document discusses diversity, inclusion, and cultural differences in organizations. It provides definitions of key terms like diversity and inclusion and outlines various laws related to equal employment opportunities. The document also discusses approaches to diversity like intervention theory, creating diversity and inclusion initiatives, and focusing on commonalities rather than differences to capitalize on human diversity for organizational success. Challenges and strategies for addressing cultural differences are also presented.
The new look of workforce diversity final versionCecily Rodriguez
This document discusses diversity and inclusion in the workplace. It provides definitions of key terms like diversity, inclusion, and diversity initiatives. It also outlines several frameworks that are important for building an inclusive culture, including legal, business, cultural, and demographic frameworks. Challenges to inclusion like bias, lack of cultural awareness, and an overly narrow view of "cultural fit" are also examined. The overall message is that understanding different perspectives and leveraging diversity can help organizations be more successful and inclusive.
The Influence of Culture and Gender on Negotiations {Lecture Notes}FellowBuddy.com
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
This document discusses cultural diversity, including what cultural diversity means, its aspects, and examples of cultural diversity in the UAE. It addresses both the challenges of cultural diversity, such as discrimination and culture clash, and the benefits, like uniqueness and innovation. The author reflects on what they have learned from their course about cultural diversity and includes a link to a relevant video.
Cross Cultural Training PowerPoint PresentationAndrew Schwartz
(ReadySetPresent Cross-Cultural Training PowerPoint Content)
155 slides include: 21+ slides on cross-cultural regional attributes: Asia, Africa, Europe, Middle East, North American, and Latin America, 22 slides on Religious belief systems & Practices, 7 slides on Non-verbal languages across cultures, 19 slides on noting the global challenges and looking for intercultural/cross-cultural opportunities, 9 tips dealing with cultural differences, 9 slides of tips and techniques on intercultural adjustments for expatriates, 15 slides on Intercultural Dialogue tips and techniques, 5 slides on negotiation across cultures, 8 slides on conflict resolution across cultures, how to’s and more.
Multicultural individuals can bring several benefits to global organizations. They can help build cohesion on multicultural teams, bring creativity and innovation, and positively influence intercultural negotiations. However, for organizations to fully leverage these benefits, they need to develop a culture that values multiculturalism, recruit and place multicultural individuals strategically, and provide training to help close skills gaps between mono- and multi-cultural employees.
The document provides an overview of managing cultural conflicts in multicultural teams. It discusses several key challenges, including differences in communication styles, attitudes toward hierarchy, and decision-making norms across cultures. Managing cultural diversity effectively requires understanding these cultural differences, avoiding imposing one's own cultural perspectives, and empowering team members to resolve issues themselves.
This document discusses cultural intelligence, including its origin, definition, validity, and facets. Cultural intelligence refers to an individual's ability to adapt to new cultural contexts and can be measured. It has cognitive, motivational, and behavioral components. Developing cultural self-awareness and the ability to suspend judgement are important skills. Cultural intelligence is valuable in an increasingly globalized world with diverse communities.
Cross-cultural teams have become more important due to globalization and technologies that make communication easier. They provide multiple perspectives from different cultures to solve problems. However, they require proper leadership and focus on similarities rather than differences to be effective. Forming strong cross-cultural teams involves developing trust, providing collaboration tools, and encouraging diversity. Managing them requires recognizing cultural skills and adopting global leadership behaviors. Communication must be explicit and standards agreed upon to reduce misunderstandings from different cultural values and contexts.
Learning Objective: Diversity champions create a brand and image that supports and reflects competence and business value
What does it mean to be a diversity leader? Over the past several years, diversity has been a hot topic. However, as times change and business challenges increase, the term has become a stale reference to check off a list of politically correct requirements. As diversity champions, we are challenged to educate, energize, and excite our organization around diversity initiatives. These initiatives build the foundation of creativity, innovation, and transformative results. Diversity and inclusion leaders are key players on the executive leadership team with the specific responsibility of ensuring that human resources are honored, embraced, and ready to contribute great value. Diversity and inclusion leaders are trusted advisors who fundamentally create strategies that result in corporate cultural transformations to effectively support the mission and vision of the organization. To continue to be successful and safeguard the great work and efforts of those before you, you must create a brand and image that reflects high integrity and strong leadership capacity. This workshop will arm you with the skills you need to change your leadership image and effectively function as a vital part of the leadership vision.
At the end of this workshop, participants will be able to:
a. Explore key diversity and inclusion leadership and management skills.
b. Understand strategies for building the right brand and image.
c. Examine what it means to transform organizational culture.
d. Create a plan for excellence in diversity and inclusion leadership.
e. Explore business challenges that impact diversity and inclusion leaders.
Executive summary presentation from the book "Managing Across Cultures" from Susan Schneider and Jean-Louis Barsoux. How to manage international corporation, communicate across cultures etc.
This document discusses learner diversity and how one size does not fit all students. It notes that factors like disability, cultural background, motivation, family support, learning preferences, learning styles, interests, and more can affect how students learn. The document advocates considering these factors and utilizing universal design for learning to ensure curricula are accessible to all students.
D10_E5 Intercultural Communication Skills_Yuri Kagolovsky & Kathryn Brillingerocasiconference
This document provides an overview of intercultural communication skills and competencies. It discusses several key principles of successful intercultural communication, including that we are cultural beings influenced by our cultures in both conscious and unconscious ways, and that building intercultural skills is an ongoing process requiring cognitive, affective, and behavioral changes. It also examines different factors that can influence intercultural interactions such as language, discourse patterns, cultural norms and values, contextual situations, and personalities. Developing intercultural communication repair strategies is suggested to involve asking open questions rather than "why" questions that could come across as accusatory.
Worldwide Telecomunications Inc. CommunicationAshley Kruempel
This document discusses the benefits and challenges of cultural diversity in the workplace. It notes that as the U.S. workforce becomes more ethnically diverse, embracing cultural differences will be important for business success. While language barriers and miscommunication can occur, a diverse workforce also brings new ideas, skills, and global knowledge. The document recommends that companies address diversity through education, training, and leadership. Embracing diversity can increase productivity, profitability, and market share.
This document discusses intercultural teams and their development. It begins by defining culture and explaining the cultural iceberg model, which distinguishes surface-level cultural traits from deeper, underlying cultural values and assumptions. The document then discusses intercultural teams, noting they combine individuals from different cultures who retain their uniqueness, like a salad bowl. Benefits include innovative ideas and global work, while challenges include cultural differences, language barriers, and varying work styles. The document outlines stages of intercultural competence development for teams, from denial of differences to acceptance and adaptation. It concludes that awareness of cultural impacts and behaviors can help intercultural team members overcome challenges.
Civic Health: The Intersection of Opera and Society | David FraherOPERA America
This document discusses creating public value through connecting the arts to core public values. It proposes a strategic message framework to advance this goal across arts organizations. The framework centers on the core message that sharing and engaging with creative experiences helps connect people to others and themselves. It identifies key benefits like self-expression, learning, well-being, and bringing people together. The document outlines next steps like translating the framework into tools, building partnerships, training, and evaluation to disseminate the message and build public will for supporting the arts.
The document summarizes the Up with People Global Education program, which brings together 100 participants aged 18-29 from 20 countries for a 6-month program combining world travel, community service, and leadership training. Participants develop global citizenship skills and networks of international friends while hosting with families in different cultures. The program partners with local organizations and develops participants' leadership and career skills through seminars, internships, and producing an inspirational musical show to benefit local communities and non-profits.
Vernacular, interstitial and dominant spaces refers to the different types of spaces where learning occurs at university. The document discusses how learning happens not just in dominant, institutionally-provided spaces but also in informal, learner-generated spaces between and across dominant spaces. It argues universities should value and foster natural informal learning in interstitial spaces as this is how students often learn through their lived experiences and connections with others.
This document outlines a presentation on fostering global competence in the world language classroom and beyond. It discusses defining global competence, introducing a model for thinking about global competence as an instructional practice. It provides an example of a co-curricular partnership project between a world language class and international student organization to develop students' global competence through experience interacting with others from different cultures and countries.
Global project management: Communication, collaboration and management across borders
Drawing inspiration from the 17th-century samurai Miyamoto Musashi who developed the Nitoryu style of handling two swords at the same time, this workshop will address the challenge of being assertive, quick, and to the point in one culture, while succeeding in being unassertive, patient, and somewhat indirect in another.
Learning outcomes
• Understand the framework for effective cross-cultural project management
• Discover tools and techniques in
Trust building, conflict resolution, influencing, negotiating
Communication channels management
Project meetings organization
Use of the English language
Selection of Human Resources
Knowledge sharing
for a project team that spans different locations, time zones, cultures and languages.
Topics
• Cultural dimensions analysis
• Global project leadership
• Communication
• Project structure
• Collaborative tools
This document discusses identity and how it relates to language learning. It provides definitions of identity as who we are, our background, beliefs, and how we perceive the world. Identity is also related to how learners see the world over time and possibilities for the future. The document discusses what kind of learners we are and reasons for language learning. It notes that a learner's motivation and investment in classroom practices are important. The concept of translanguaging as a cognitive process of negotiation and dynamic bilingualism is introduced. Translanguaging can have educational benefits by creating equality and helping students become global citizens who can function across cultures. The document discusses analyzing examples of translanguaging in photographs of the linguistic landscape.
The document discusses diversity, inclusion, and cultural differences in organizations. It provides definitions of key terms like diversity and inclusion and outlines various laws related to equal employment opportunities. The document also discusses approaches to diversity like intervention theory, creating diversity and inclusion initiatives, and focusing on commonalities rather than differences to capitalize on human diversity for organizational success. Challenges and strategies for addressing cultural differences are also presented.
The new look of workforce diversity final versionCecily Rodriguez
This document discusses diversity and inclusion in the workplace. It provides definitions of key terms like diversity, inclusion, and diversity initiatives. It also outlines several frameworks that are important for building an inclusive culture, including legal, business, cultural, and demographic frameworks. Challenges to inclusion like bias, lack of cultural awareness, and an overly narrow view of "cultural fit" are also examined. The overall message is that understanding different perspectives and leveraging diversity can help organizations be more successful and inclusive.
The Influence of Culture and Gender on Negotiations {Lecture Notes}FellowBuddy.com
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
This 13-page report identifies your group’s DiSC® culture and explores what that means for your group. It helps you determine and explore the advantages and disadvantages of your group’s DiSC culture, discuss its effect on group members, and examine its influence on decision making and risk taking.
This report is created from 3 or more individual completed Everything DiSC profiles (sold separately). Works with Everything DiSC Workplace, Management, Productive Conflict or Sales.
The document discusses how advancing diversity is important for businesses to stay competitive and align with personal values, as executives from 24 companies noted. It provides the example of how PepsiCo's former CEO Steve Reinemund focused on improving diversity and inclusion, which led to a 38.8% increase in employees feeling the culture was more inclusive. The purpose is to introduce CEOs who have contributed to more diverse and inclusive workplace cultures and how that has impacted work life.
This document discusses diversity, inclusivity, and accessibility as major themes of the 2019 Cannes Lions International Festival of Creativity. It provides an overview of key discussions, trends, and presentations around increasing representation in the marketing industry. Intersectionality, intrinsic inclusivity, perennial engagement, elevating women's voices, and reimagining inclusion to be more accessible were some of the major trends covered at the festival to promote more diverse and inclusive organizations, campaigns, and creative work.
As part of our Workforce Leadership series, we've been making these flashcards in lieu of PPT slides. If you would like some, feel free to make them from the content here.
This document provides an overview of diversity, equity, inclusion and belonging (DEIB). It defines key terms like diversity, equity, inclusion and belonging. Diversity refers to differences in identities, while inclusion refers to people feeling valued and respected. Equity means ensuring all people have what they need to be successful. Belonging refers to feeling one belongs and is accepted. The document discusses how DEIB benefits organizations by increasing retention, productivity and employer branding according to research. It emphasizes the importance of moving beyond just diversity to focus on inclusion and belonging.
Between Friends-Module 1.1-DEIBSlideshowinclusion2
This document provides an overview of diversity, equity, inclusion, and belonging (DEIB). It defines key terms like diversity, equity, inclusion, and belonging. Diversity refers to differences in identities, while equity aims for fair treatment. Inclusion values all perspectives and belonging refers to feeling valued and welcomed. The document also discusses the business case for DEIB, noting that strong belonging can increase retention by 40%, boost productivity by 45%, and benefit employer branding by 51%.
Cultural Diversity in the Workplace by The Cultural Diversity CommitteeAtlantic Training, LLC.
This document discusses cultural diversity in the workplace. It defines culture as the cumulative knowledge, experiences, beliefs, and values held by a group. It emphasizes that cultural competence, understanding and appreciation of differences and similarities, is an ongoing process. Diversity in the workplace provides strength but also challenges individuals to respond effectively to a diverse environment. Valuing individual and group cultural differences is critical to achieving organizational goals. Forming diverse teams with different skill sets and backgrounds enhances creativity and decreases conflicts.
DBA 7420, Organizational Behavior and Comparative Mana.docxmadlynplamondon
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
7. Analyze how organizations manage diversity effectively.
7.1 Assess management strategies when implementing diversity.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2, pp. 42–46, 50–70
Unit VIII Essay
Reading Assignment
Chapter 2: Diversity in Organizations, pp. 42–46, 50–70
Unit Lesson
Introduction
Diversity is one of those overused and highly nebulous words
that people typically say without really understanding or
considering what it entails (Wingard, 2017). In this unit, we plan
to not only define diversity and explain what it entails, but we
also will introduce you to some pros and cons of diversity within
an organization. It should give you plenty to consider as you
weigh the value of diversity in your workplace and beyond.
Definition
Let’s begin by having you look to those around you, whether
this includes other family members, coworkers, or neighbors.
Are we all the same? The answer is unequivocally no. In fact,
we are all unique. Even identical twins are different in some
ways. They may be similar in appearance, but there can be so
much more. For instance, they may have very different personalities and views depending upon their own life
experiences. In its broadest sense, diversity can be described as characteristics that differentiate us from one
another (Robbins & Judge, 2019).
Characteristics
Initially, people tend to focus on gender, race, or ethnicity (Robbins & Judge, 2019). Still, diversity can include
all of that and more. Some people may opt to concentrate on physical characteristics. This could include hair
color, eye color, height, weight, or build. Even if one chose to focus on other areas, there are a phenomenal
number of characteristics from which to choose. For instance, diversity includes such things as age, religious
affiliation, disability status, military experience, sexual orientation, educational level, culture, language spoken,
marital/partnered status, and political affiliation.
UNIT VIII STUDY GUIDE
Managing Diversity
(Robwilson39, n.d.)
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Pay Disparity as an Example
When we think about diversity, a common example that comes to mind is men and women in the workplace.
Women are taking on a greater presence in the workplace, but at what cost? Are men making similar
sacrifices to get to where they want to be? There is a definite pay gap between the earnings of men and
women. This is something about which many, both men and women alike, are left wondering. In our textbook,
you will find a number of important statistics specific to this wage gap. Although the number of women in the
workforce is increasing, the pay gap remains. It is narrow.
Please ensure you use the proper APA format provided in the link a.docxstilliegeorgiana
Please ensure you use the proper APA format provided in the link as per the Instructors comments.
RP
Good work applying the three-skills approach in this case. Be sure your formatting is on point with regard to APA settings. Please check the helpful link I've included to help you with title, headings, and the reference page.
http://bit.ly/APASample
MOD 4
Module 4 - Home
Visionary leadership and the tribe
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
•Case ◦Distinguish between visionary leaders, operators, and processors.
•SLP ◦Apply the visionary leadership style to tribal leadership.
•Discussion ◦Compare visionary leadership with transformational leadership.
◦Synthesize leadership traits, skills, and styles to create the optimal leader for maximizing an organization’s tribal leadership stage.
Module Overview
This is the fourth and final module for this course. Now that the study of theory and its application to tribal leadership is wrapping up, we will keep our focus on transformational leadership (from Module 3), and we will compare it to visionary leadership (as well as some of its alternatives). This will help us to understand the differences between the two approaches and ultimately prepare us for a full application of visionary leadership to tribal leadership.
Finally, using all the theories and characteristics we have been studying, we will move toward full synthesis of the course concepts by constructing the ideal leader for a specific situation or application.
Module 4 - Background
Visionary Leadership and The Tribe
Visionary Leadership
Visionary leaders plow through their days with a sharp focus on the future. They know exactly where they want to take their organizations and teams, and they often know exactly how they want to accomplish it. They often set themselves apart from all other types of leaders.
Visionary leadership looks to the future and focuses on doing whatever it takes to get there. This leadership style can go along with a number of other styles, including transformational leadership. However, it is important to point out that this is not always the case. For example, Steve Jobs is a classic visionary leader. He checked many of the boxes associated with visionary leadership, but was by no means a positive, transformational leader. Jobs was incredibly demanding, often overly negative, and at times so brash and abrasive that it made quality employees run for the exit.
Aside from all of that, Jobs was a visionary. He prided himself in knowing what customers wanted before they even became aware themselves. He was also rigid and often stuck in his ways.
Regardless of the unhealthy parts of Steve Jobs as a leader, there is no denying his unparalleled, world-changing successes in business.
In the context of visionary leadership, there are visionaries, processors, and operators. Before we move into final assignments for ...
Kanbna India 2022 | Rucha Kapare | Allyship in AgileLeanKanbanIndia
This document discusses the importance of allyship and diversity, equity, and inclusion (DEI) in agile workspaces. It notes that some studies have shown exclusion and inequity witnessed in agile organizations. It advocates for intentionally aligning DEI with business strategy and culture. Actions individuals can take include acknowledging gaps, reflecting on their own ways of working, listening to others, and creating opportunities for all employees to participate fully. The overall message is that meaningful change starts with small actions and understanding one's own privilege, and that true inclusion requires allyship.
Diversity and Innovation are both important dimensions to achieve business growth. BCG shared in a recent study that entities with above average diverse workforce can generate 45% more revenues from innovation. With International Women's Rights Day today find a point of view I delivered on 7 March at the IICF conference in London. You will also find a few tactics to consider as part of the strategic design of your initiative.
The document provides details about workshops taking place at the IOL National Conference on Saturday, October 18th. There will be multiple workshop sessions with some workshops being offered twice or three times. The workshops cover a wide range of topics related to outdoor leadership, education, and therapy. Presenters are listed for each workshop providing their background and experience.
Diversity and Inclusion: The Business Case
2013 research found that almost all leaders polled believe diversity and inclusion can boost business performance.
However, many organizations say their inability to find enough women, people of color and other diverse groups to fill positions is a problem.
What is the Real Problem? They don’t know where to look.
Maximize Your Efficiency with This Comprehensive Project Management Platform ...SOFTTECHHUB
In today's work environment, staying organized and productive can be a daunting challenge. With multiple tasks, projects, and tools to juggle, it's easy to feel overwhelmed and lose focus. Fortunately, liftOS offers a comprehensive solution to streamline your workflow and boost your productivity. This innovative platform brings together all your essential tools, files, and tasks into a single, centralized workspace, allowing you to work smarter and more efficiently.
A comprehensive-study-of-biparjoy-cyclone-disaster-management-in-gujarat-a-ca...Samirsinh Parmar
Disaster management;
Cyclone Disaster Management;;
Biparjoy Cyclone Case Study;
Meteorological Observations;
Best practices in Disaster Management;
Synchronization of Agencies;
GSDMA in Cyclone disaster Management;
History of Cyclone in Arabian ocean;
Intensity of Cyclone in Gujarat;
Cyclone preparedness;
Miscellaneous observations - Biparjoy cyclone;
Role of social Media in Disaster Management;
Unique features of Biparjoy cyclone;
Role of IMD in Biparjoy Prediction;
Lessons Learned; Disaster Preparedness; published paper;
Case study; for disaster management agencies; for guideline to manage cyclone disaster; cyclone management; cyclone risks; rescue and rehabilitation for cyclone; timely evacuation during cyclone; port closure; tourism closure etc.
Originally presented at XP2024 Bolzano
While agile has entered the post-mainstream age, possibly losing its mojo along the way, the rise of remote working is dealing a more severe blow than its industrialization.
In this talk we'll have a look to the cumulative effect of the constraints of a remote working environment and of the common countermeasures.
m249-saw PMI To familiarize the soldier with the M249 Squad Automatic Weapon ...LinghuaKong2
M249 Saw marksman PMIThe Squad Automatic Weapon (SAW), or 5.56mm M249 is an individually portable, gas operated, magazine or disintegrating metallic link-belt fed, light machine gun with fixed headspace and quick change barrel feature. The M249 engages point targets out to 800 meters, firing the improved NATO standard 5.56mm cartridge.The SAW forms the basis of firepower for the fire team. The gunner has the option of using 30-round M16 magazines or linked ammunition from pre-loaded 200-round plastic magazines. The gunner's basic load is 600 rounds of linked ammunition.The SAW was developed through an initially Army-led research and development effort and eventually a Joint NDO program in the late 1970s/early 1980s to restore sustained and accurate automatic weapons fire to the fire team and squad. When actually fielded in the mid-1980s, the SAW was issued as a one-for-one replacement for the designated "automatic rifle" (M16A1) in the Fire Team. In this regard, the SAW filled the void created by the retirement of the Browning Automatic Rifle (BAR) during the 1950s because interim automatic weapons (e.g. M-14E2/M16A1) had failed as viable "base of fire" weapons.
Early in the SAW's fielding, the Army identified the need for a Product Improvement Program (PIP) to enhance the weapon. This effort resulted in a "PIP kit" which modifies the barrel, handguard, stock, pistol grip, buffer, and sights.
The M249 machine gun is an ideal complementary weapon system for the infantry squad platoon. It is light enough to be carried and operated by one man, and can be fired from the hip in an assault, even when loaded with a 200-round ammunition box. The barrel change facility ensures that it can continue to fire for long periods. The US Army has conducted strenuous trials on the M249 MG, showing that this weapon has a reliability factor that is well above that of most other small arms weapon systems. Today, the US Army and Marine Corps utilize the license-produced M249 SAW.
Neal Elbaum Shares Top 5 Trends Shaping the Logistics Industry in 2024Neal Elbaum
In the ever-evolving world of logistics, staying ahead of the curve is crucial. Industry expert Neal Elbaum highlights the top five trends shaping the logistics industry in 2024, offering valuable insights into the future of supply chain management.
This presentation, "The Morale Killers: 9 Ways Managers Unintentionally Demotivate Employees (and How to Fix It)," is a deep dive into the critical factors that can negatively impact employee morale and engagement. Based on extensive research and real-world experiences, this presentation reveals the nine most common mistakes managers make, often without even realizing it.
The presentation begins by highlighting the alarming statistic that 70% of employees report feeling disengaged at work, underscoring the urgency of addressing this issue. It then delves into each of the nine "morale killers," providing clear explanations and illustrative examples.
1. Ignoring Achievements: The presentation emphasizes the importance of recognizing and rewarding employees' efforts, tailored to their individual preferences.
2. Bad Hiring/Promotions & Broken Promises: It reveals the detrimental effects of poor hiring and promotion decisions, along with the erosion of trust that results from broken promises.
3. Treating Everyone Equally & Tolerating Poor Performance: This section stresses the need for fair treatment while acknowledging that employees have different needs. It also emphasizes the importance of addressing poor performance promptly.
4. Stifling Growth & Lack of Interest: The presentation highlights the importance of providing opportunities for learning and growth, as well as showing genuine care for employees' well-being.
5. Unclear Communication & Micromanaging: It exposes the frustration and resentment caused by vague expectations and excessive control, advocating for clear communication and employee empowerment.
The presentation then shifts its focus to the power of recognition and empowerment, highlighting how a culture of appreciation can fuel engagement and motivation. It provides actionable takeaways for managers, emphasizing the need to stop demotivating behaviors and start actively fostering a positive workplace culture.
The presentation concludes with a strong call to action, encouraging viewers to explore the accompanying blog post, "9 Proven Ways to Crush Employee Morale (and How to Avoid Them)," for a more in-depth analysis and practical solutions.
From Concept to reality : Implementing Lean Managements DMAIC Methodology for...Rokibul Hasan
The Ready-Made Garments (RMG) industry in Bangladesh is a cornerstone of the economy, but increasing costs and stagnant productivity pose significant challenges to profitability. This study explores the implementation of Lean Management in the Sampling Section of RMG factories to enhance productivity. Drawing from a comprehensive literature review, theoretical framework, and action research methodology, the study identifies key areas for improvement and proposes solutions.
Through the DMAIC approach (Define, Measure, Analyze, Improve, Control), the research identifies low productivity as the primary problem in the Sampling Section, with a PPH (Productivity per head) of only 4.0. Using Lean Management techniques such as 5S, Standardized work, PDCA/Kaizen, KANBAN, and Quick Changeover, the study addresses issues such as pre and post Quick Changeover (QCO) time, improper line balancing, and sudden plan changes.
The research employs regression analysis to test hypotheses, revealing a significant correlation between reducing QCO time and increasing productivity. With a regression equation of Y = -0.000501X + 6.72 and an R-squared value of 0.98, the study demonstrates a strong relationship between the independent variables (QCO downtime and improper line balancing downtime) and the dependent variable (productivity per head).
The findings suggest that by implementing Lean Management practices and addressing key productivity inhibitors, RMG factories can achieve substantial improvements in efficiency and profitability. The study provides valuable insights for practitioners, policymakers, and researchers seeking to enhance productivity in the RMG industry and similar manufacturing sectors.
Small Business Management An Entrepreneur’s Guidebook 8th edition by Byrd tes...ssuserf63bd7
Small Business Management An Entrepreneur’s Guidebook 8th edition by Byrd test bank.docx
https://qidiantiku.com/test-bank-for-small-business-management-an-entrepreneurs-guidebook-8th-edition-by-mary-jane-byrd.shtml
Designing and Sustaining Large-Scale Value-Centered Agile Ecosystems (powered...Alexey Krivitsky
Is Agile dead? It depends on what you mean by 'Agile'. If you mean that the organizations are not getting the promised benefits because they were focusing too much on the team-level agile "ways of working" instead of systemic global improvements -- then we are in agreement. It is a misunderstanding of Agility that led us down a dead-end. At Org Topologies, we see bright sparks -- the signs of the 'second wave of Agile' as we call it. The emphasis is shifting towards both in-team and inter-team collaboration. Away from false dichotomies. Both: team autonomy and shared broad product ownership are required to sustain true result-oriented organizational agility. Org Topologies is a package offering a visual language plus thinking tools required to communicate org development direction and can be used to help design and then sustain org change aiming at higher organizational archetypes.
Designing and Sustaining Large-Scale Value-Centered Agile Ecosystems (powered...
Diversity and Inclusion
1. Bob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike OchseBob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike Ochse
2. o Definitions, laws, and theoriesDefinitions, laws, and theories
o How can we respond to cultural differences?How can we respond to cultural differences?
o Creating and sustaining diversityCreating and sustaining diversity
o An intervention in conversityAn intervention in conversity
o Questions? Comments?Questions? Comments?
3. Bob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike OchseBob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike Ochse
4. o Distinct or unlike qualities, such as gender,Distinct or unlike qualities, such as gender,
sexual orientation, race, disability, religion,sexual orientation, race, disability, religion,
family status, and agefamily status, and age
o Inclusion describes the extent to which eachInclusion describes the extent to which each
person in an organization feels welcomed,person in an organization feels welcomed,
respected, supported, and valued as a teamrespected, supported, and valued as a team
membermember
5. o Title VII of the Civil Rights Act of 1964 (Title VII)Title VII of the Civil Rights Act of 1964 (Title VII)
o Equal Pay Act 1963 (EPA)Equal Pay Act 1963 (EPA)
o Age Discrimination in Employment Act of 1967Age Discrimination in Employment Act of 1967
(ADEA)(ADEA)
o Title I and Title V of the Americans with DisabilitiesTitle I and Title V of the Americans with Disabilities
Act of 1990 (ADA)Act of 1990 (ADA)
o Sections 501 and 505 of the Rehabilitation Act ofSections 501 and 505 of the Rehabilitation Act of
19731973
o Civil Rights Act of 1991Civil Rights Act of 1991
6. o Equal Employment Opportunity (EEO) isEqual Employment Opportunity (EEO) is
primarily a matter of legal complianceprimarily a matter of legal compliance
o Diversity programs are proactive initiativesDiversity programs are proactive initiatives
o Diversity and inclusion are aimed at realizingDiversity and inclusion are aimed at realizing
competitive advantage and business opportunitycompetitive advantage and business opportunity
7. Bob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike OchseBob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike Ochse
8. ““A way of helping people look at theirA way of helping people look at their
behavior while trying to solve abehavior while trying to solve a
problem or make a decision."problem or make a decision."
10. "An intervention conveys what is involved in trying"An intervention conveys what is involved in trying
to help an organization. Intervention means toto help an organization. Intervention means to
enter into an ongoing system for the purpose ofenter into an ongoing system for the purpose of
helping it in some way."helping it in some way."
11. 1.1. To attend, observe, and selectively shareTo attend, observe, and selectively share
2.2. To attend to one's own experience and toTo attend to one's own experience and to
selectively shareselectively share
3.3. To focus on energy and themes in the clientTo focus on energy and themes in the client
systemsystem
4.4. To facilitate clear, meaningful, heightenedTo facilitate clear, meaningful, heightened
contactscontacts
5.5. To help the group achieve heightened awarenessTo help the group achieve heightened awareness
12. o ““Teach through the display of personalTeach through the display of personal
behavior"behavior"
o ““An environment in which every member of theAn environment in which every member of the
organization can add value and enhanceorganization can add value and enhance
the organization's performance and competitivethe organization's performance and competitive
advantage for today and tomorrow"advantage for today and tomorrow"
13. 1.1. Build a platform for changeBuild a platform for change
2.2. Create momentumCreate momentum
3.3. Make diversity and inclusion a way of lifeMake diversity and inclusion a way of life
4.4. Leverage learning and challenge the status quoLeverage learning and challenge the status quo
14. o ““Individuals at all organizational levels areIndividuals at all organizational levels are
responsible for helping to create anresponsible for helping to create an
organizational environment that works for all"organizational environment that works for all"
o Different experiences of diversityDifferent experiences of diversity
o Engage with all levelsEngage with all levels
15. o Resistance is part of the learning processResistance is part of the learning process
for both consultants and clientelefor both consultants and clientele
o Authenticity plays a key role in client-Authenticity plays a key role in client-
consultant relationshipsconsultant relationships
– Focus on changing the company’s cultureFocus on changing the company’s culture
– Set clear diversity targets, establish metrics andSet clear diversity targets, establish metrics and
track progresstrack progress
– Internal communications and trainingInternal communications and training
16. o Ignoring, dismissing or minimizing culture canIgnoring, dismissing or minimizing culture can
significantly impact organizationssignificantly impact organizations
o Culture is often considered the driving forceCulture is often considered the driving force
behind human behaviorbehind human behavior
o Culture is a complex system of interrelatedCulture is a complex system of interrelated
parts that must be understood holisticallyparts that must be understood holistically
17. o Leadership style that is sensitive, appreciativeLeadership style that is sensitive, appreciative
and effective when communicating withand effective when communicating with
individuals from different culturesindividuals from different cultures
o Cross-cultural and inclusive experiences allowCross-cultural and inclusive experiences allow
individuals to think more expansively in termsindividuals to think more expansively in terms
of cultural “uniqueness”of cultural “uniqueness”
o Leave room for national variation inLeave room for national variation in
implementation and revise business processes inimplementation and revise business processes in
order to support diversityorder to support diversity
18.
19. Bob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike OchseBob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike Ochse
20.
21. o Leadership commitmentLeadership commitment
o Human capitalHuman capital
o Corporate and organizational communicationsCorporate and organizational communications
o Supplier diversitySupplier diversity
22. o Focus on similarities not differencesFocus on similarities not differences
o Important factors:Important factors:
– Support the business planSupport the business plan
– Opportunity to use their skillsOpportunity to use their skills
– Competitive rewardsCompetitive rewards
– Listening to employeesListening to employees
23. Bob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike OchseBob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike Ochse
24. ConversityConversity::
An intentional focus onAn intentional focus on
commonalities leading tocommonalities leading to
attitudes and behaviorsattitudes and behaviors
that capitalize on humanthat capitalize on human
differences fordifferences for
organizational success.organizational success.
(Wildermuth & Gray, 2005, p.3)(Wildermuth & Gray, 2005, p.3)
25. Bob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike OchseBob Travis | Danica Williams | Kevin Bradley | Laila Salguero-Saeed | Mike Ochse
26. o Block, P. (2000).Block, P. (2000). Flawless consulting: A guide to getting your expertise usedFlawless consulting: A guide to getting your expertise used (2(2ndnd
ed.). San Francisco, CA: Pfeiffer.ed.). San Francisco, CA: Pfeiffer.
o Booz Allen Hamilton. (2009). Retrieved July 9, 2009 , from http://www.boozallen.com/careers/a_great_place_to_work/diversity.Booz Allen Hamilton. (2009). Retrieved July 9, 2009 , from http://www.boozallen.com/careers/a_great_place_to_work/diversity.
o Bye, P. (2009). Introduction to the human resources discipline of diversity. Retrieved July 4, 2009, fromBye, P. (2009). Introduction to the human resources discipline of diversity. Retrieved July 4, 2009, from
http://www.shrm.org/hrdisciplines/Diversity/Pages/DiversityIntro.aspx.http://www.shrm.org/hrdisciplines/Diversity/Pages/DiversityIntro.aspx.
o Diversity (business). (2009). In Wikipedia, The Free Encyclopedia. Retrieved April 21, 2009, fromDiversity (business). (2009). In Wikipedia, The Free Encyclopedia. Retrieved April 21, 2009, from
http://en.wikipedia.org/w/index.php?title=Diversity_(business)&oldid=285218668.http://en.wikipedia.org/w/index.php?title=Diversity_(business)&oldid=285218668.
o Everett (WA) Community College. (2009).Everett (WA) Community College. (2009). Diversity perspective interviewsDiversity perspective interviews. Retrieved July 6, 2009 from. Retrieved July 6, 2009 from
http://www.everettcc.edu/faculty_staff/tlc/diversityteaching/index.cfm?id=8814.http://www.everettcc.edu/faculty_staff/tlc/diversityteaching/index.cfm?id=8814.
o Federal equal employment opportunity (EEO) laws. (2004). Retrieved July 4, 2009, fromFederal equal employment opportunity (EEO) laws. (2004). Retrieved July 4, 2009, from
http://www.eeoc.gov/abouteeo/overview_laws.html.http://www.eeoc.gov/abouteeo/overview_laws.html.
o Gorski, P. C. (2009). Knowing the community: Sharing activity. Retrieved July 6, 2009, fromGorski, P. C. (2009). Knowing the community: Sharing activity. Retrieved July 6, 2009, from
http://www.edchange.org/multicultural/activities/activity2.html.http://www.edchange.org/multicultural/activities/activity2.html.
o Hastings, R. R. (2009). Diversity and inclusion are priorities are priorities for top executives. Retrieved June 29, 2009, fromHastings, R. R. (2009). Diversity and inclusion are priorities are priorities for top executives. Retrieved June 29, 2009, from
http://moss07.shrm.org/hrdisciplines/Diversity/Articles/Pages/DiversityandInclusionAreTop.asx.http://moss07.shrm.org/hrdisciplines/Diversity/Articles/Pages/DiversityandInclusionAreTop.asx.
o Introduction to the human resources discipline of diversity. (2009). Retrieved July 4, 2009, fromIntroduction to the human resources discipline of diversity. (2009). Retrieved July 4, 2009, from
http://www.shrm.org/hrdisciplines/Diversity/Pages/DiversityIntro.aspx.http://www.shrm.org/hrdisciplines/Diversity/Pages/DiversityIntro.aspx.
o Miller, F. A., & Katz, J. H. (2002).Miller, F. A., & Katz, J. H. (2002). The inclusion breakthroughThe inclusion breakthrough. San Francisco, CA: Berrett-Koehler.. San Francisco, CA: Berrett-Koehler.
o Moran, R. T., Harris, P. R., & Moran, S. V. (2007).Moran, R. T., Harris, P. R., & Moran, S. V. (2007). Managing cultural differences: Global leadership strategies for the 21Managing cultural differences: Global leadership strategies for the 21stst
centurycentury (7(7thth
ed.). Oxford, UK: Elsevier.ed.). Oxford, UK: Elsevier.
o Nevis, E. (2005).Nevis, E. (2005). Organizational consulting: A gestalt approachOrganizational consulting: A gestalt approach. Orleans, MA: Gestalt Press.. Orleans, MA: Gestalt Press.
o Roberson, Q. M. (2006). Disentangling the meanings of diversity and inclusion in organizations.Roberson, Q. M. (2006). Disentangling the meanings of diversity and inclusion in organizations. Group Organization ManagementGroup Organization Management,, 31,31,
212–236.212–236.
o Thomas, R. R., & Woodruff, M. I. (1999).Thomas, R. R., & Woodruff, M. I. (1999). Building a house for diversity: How a fable about a giraffe & elephant offers new strategiesBuilding a house for diversity: How a fable about a giraffe & elephant offers new strategies
for today's workforcefor today's workforce. AMACOM: A Division of American Management Association.. AMACOM: A Division of American Management Association.
o Wildermuth, C., & Gray, S. (2005).Wildermuth, C., & Gray, S. (2005). Diversity trainingDiversity training. Alexandria, VA: ASTD Press.. Alexandria, VA: ASTD Press.
Editor's Notes
Diversity typically refers to the similarities and differences between individuals that account for all aspects of one’s personality and individual identity. The dimensions of diversity typically include, but is not limited to, the following: age, ethnicity, disability, education, gender, gender identity, geographic background, language, religion, sexual orientation, physical characteristics, and family status.
Inclusion describes the extent to which each person in an organization feels welcomed, respected, supported, and valued as a team member. Inclusion is a two-way accountability; each person must grant inclusion to others and accept inclusion from others. In such an environment, every member will tend to feel more engaged and more enabled to fully contribute toward the organization’s business results. This requires people from diverse backgrounds to communicate and work together, and understand each others’ needs and perspectives—in other words, cultural competence.
Title VII of the Civil Rights Act of 1964 (Title VII)
Prohibits employment discrimination based on race, color, religion, sex, or national origin.
Equal Pay Act 1963 (EPA)
Protects men and woman who perform substantially equal work in the same establishment from sex-based wage discrimination. The EPA is the oldest workplace civil rights law enforced by the U.S. Equal Employment Opportunity Commission (EEOC). It is unlawful for employers to reduce the wages of either sex to equalize pay between men and women. An employer is permitted to base salary differences on seniority, merit, and quantity or quality of production, or any other business-related factor. Employers found in violation of the EPA can be compelled to pay back pay, punitive relief, and liquidated damages if the violation is shown to be willful.
Age Discrimination in Employment Act of 1967 (ADEA)
Protects individuals who are 40 years of age or older.
Title I and Title V of the Americans with Disabilities Act of 1990 (ADA)
Prohibits employment discrimination against qualified individuals with disabilities in the private sector and also in state and local governments. On July 26, 1990, President George H. W. Bush signed into law the Americans with Disabilities Act of 1990 (ADA) – the world's first comprehensive civil rights law for people with disabilities. ADA prohibits discrimination against people with disabilities in employment (Title I), in public services (Title II), in public accommodations (Title III), and in telecommunications (Title IV). ADA has been described as the Emancipation Proclamation for the disability community.
Sections 501 and 505 of the Rehabilitation Act of 1973
Prohibits discrimination against qualified individuals with disabilities who work in the federal government.
Civil Rights Act of 1991
Provides monetary damages in cases of intentional employment discrimination.
Equal Employment Opportunity (EEO) concerns fairness and equality of treatment for specific designated protected classes as defined by law. EEO means that the employer gives equal consideration for a job and in terms and conditions of employment to all individuals; and that the employer does not discriminate based on race, color, religion, age, marital status, national origin, disability, or sex.
EEO does help to create a workplace that is more supportive of all people and more diverse in terms of the specific included dimensions of diversity.
Diversity programs grow out of a company’s EEO and affirmative action programs. Companies began seeing business opportunities in terms of focusing on awareness and sensitivity training – and, later on, building inclusion and intercultural competence. But the diversity discipline has evolved well beyond EEO and affirmative action compliance. Diversity and inclusion are aimed at realizing competitive advantage and business opportunity.
Work with the organization to utilize the Gestalt Cycle of Experience as an orienting principle within the organization. According to Nevis, this process theory allows one "to see it as a way of helping people look at their behavior while trying to solve a problem or make a decision" (Nevis, 2005, p. 40).
AwarenessAllow the cultural differences to become figural through awareness.
EnergyAllow energy to develop around the stimulating power of awareness.
Action and contactBring together the energy created with behavioral skills, knowledge, or competence. Contact is point of learning and can result in transformation.
Resolution and closureExtract meaning, withdrawal from the division that the differences create, and gradual subsiding and interest in the differences take place, making possible readiness for new awareness to develop.
With the Gestalt Cycle of Experience in place, a consultant working within organization can resolve differences through Gestalt Model for Intervention: "An intervention conveys what is involved in trying to help an organization: intervention means to enter into an ongoing system for the purpose of helping it in some way" (Nevis, 2005, p. 48).
To attend, observe, and selectively share observations of what you see, hear, feel, etc., and thus, establish your presence in doing so.
To attend to one's own experience and to selectively share these, thus, establishing your presence in doing so.
To focus on energy in the client system and the emergence or lack of themes or issues for which there is no energy.
To facilitate clear, meaningful and heightened contacts between members of the client system.
To help the group achieve heightened awareness of its overall process in contemplating units of work; and to learn to complete units of work so as to achieve closure around problem areas of unfinished business. (Nevis, 2005, p. 57)
Therefore, a solution to helping an organization overcome cultural differences is to "teach through the display of personal behavior" which is the emphasis and essence of the Gestalt perspective.
Miller and Katz agree and offer in their book, The Inclusion Breakthrough, the importance of "an environment in which every member of the organization can add value and enhance the organization's performance and competitive advantage for today and tomorrow" (p. 135).
Build a platform for change: Leverage and enhance strengths of an organization.
Create momentum: Link organizational initiatives so that they connect with overall goals.
Make diversity and inclusion a way of life: Leadership should model the behavior and hold each person accountable.
Leverage learning and challenge the status quo: Learning takes place when change occurs; and understand that making mistakes is part of the process and is also part of the learning process.
Thomas and Woodruff (1999) suggest that "individuals at all organizational levels are responsible for helping to create an organizational environment that works for all" (p. xii).
Managers at all levels of a hierarchy experience diversity differently.
To be effective, consultants need to engage not only with the top, but facilitate interactions with all levels so that the whole organization is involved.
As consultants, we can expect to face some form of resistance from clientele. As Block (2000) asserts, “the key to understanding the nature of resistance is to realize that resistance is a reaction to an emotional process taking place within a client” (p. 139). Furthermore, Block states that “resistance is a predictable, natural and necessary part of the learning process” (p. 139).
While resistance can often feel like an obstacle, it is a necessary process that can benefit both the consultant and client. In order to encourage authenticity from one’s client, Block (2000) suggests that the consultant displays authentic behavior as well (p. 161). Dealing with resistance means that consultants should encourage and elicit clientele to express their concerns in order for them to let them go (Block, 2000, p. 162).
Once you are able to move past any reservations or resistance from the client, there are a plethora of solutions that can encourage inclusion and diversity within an organization. In her article “Diversity and Inclusion Are Priorities for Top Executives, SHRM Research Finds,” Hastings (2009) shares the following examples to encourage diversity and inclusion:
Diversity programs that focus on changing the company’s own culture to make employees receptive to differences of background and view
Setting clear diversity targets, establish metrics and track progress and offer appropriate management incentives
Internal communications and training
Use training programs to learn from employees
Emphasize mentoring and coaching
Include employees through employee networks
Allocate resources for team-building
Pay attention to diversity of thought and focus on the business case for diversity
Often, clients will ask consultants how they should deal with cultural differences. In terms of best diversity practices, consultants should advise their clients to avoid ignoring, dismissing or minimizing culture. Both diversity and inclusion can significantly impact individual staff members as well as the organization as a whole.
Moran et al. (2007) assert that culture is often considered the driving force behind human behavior. Furthermore, culture can impact behavior, morale, and productivity at work, and includes values and patterns that influence company attitudes and actions (p. 6).
Moran et al. (2007) also note that culture is a complex system of interrelated parts that must be understood holistically – in terms of work habits and practices, beliefs and attitudes, values and norms, communication and language, sense of self and space, and relationships (p. 7-10).
Another practice that best serves the client is to take a look at the managerial structure and also the leadership influence exuded by top-level executives. Moran et al. (2007) shares how a leadership style that is sensitive to cultural differences, appreciates distinctiveness, and effectively communicates with individuals from different cultures can persevere (p. 23-24).
Moran et al. (2007) also states that “cross-cultural and inclusive experiences allow individuals to think more expansively in terms of cultural ‘uniqueness’” such as age, ethnicity, race, religion and disabilities (p. 24). Taking the time to understand other cultures will minimize cultural shock and hopefully increase opportunities for intercultural experiences (p. 24).
Using such measures allows room for national variation in implementation and revising business processes in order to support diversity; while opening up opportunities for organizations to leverage these cross-cultural qualities in support of business objectives. (Hastings, 2009, p. 1).
The Cohen-Bradford Influence Without Authority Model depicts a leadership style that is sensitive to cultural differences, appreciates distinctiveness and easily communicates with individuals from different cultures and backgrounds (Moran et al., 2007, p. 23-24). This model advocates for an authentic and organic process to establish communication between top-level executives, staff members and clients (p. 23-24). It exemplifies the “buy-in” that is necessary from top-level management in order to encourage staff members to do the same.
IWA Model copyrighted: 2004 A. Cohen and D. Bradford
An analysis of the consultant’s role:
The Diversity Agenda at Booz Allen acknowledges that “diversity of backgrounds contributes to different ideas, which in turn drives better results for clients.” The way to drive this message to its employees was to create a deliberate diversity initiative to encompass current state and future desired state.
What each phase might looked like:
Process: Data gathering and analysis included determining the current population of the company. It also looked at the recruiting and retention strategy and succession and advancement plan for the organization. Each team within the company created a specific diversity action plan that aligned to the overall plan.
Who’s involved: Senior leadership for buy-in was the first step. Diverse members of the organization made up the working group to ensure various perspectives were taken into consideration. 30-60-and 90-day action plans were established to ensure that the project remained on task. A communication campaign was launched to keep employees informed.
Outcome: The outcome was that a cohesive and intentional diversity plan was rolled out based on the feedback and prioritization of initiatives that would have a positive long-term impact on the company. This ensured that the diversity agenda had a positive impact on the culture of the organization. This includes being part of an effective recruiting strategy; holding every singe employee accountable through the performance evaluation process; and outside recognition based on the diversity agenda.
Unique opportunities, challenges in each phase
One challenge was getting buy-in from all senior leaders. In addition, the working group was quite large; therefore, it was important that the working group remain focused on the long-term agenda and ensuring that not one initiative or group was more important than the other throughout each phase of the project.
Knowledge, skills, and competencies required of the consultant
Effective communication skills and remaining flexible and adaptable in accomplishing all of the goals of the projects were essential KSA’s throughout the project.
Leadership Commitment
Accountability for diversity success
Human Capital
Work force, new hires, management by levels, promotions and retention
Work/life benefits and recruitment strategies, including those aimed at LGBT people and people with disabilities
Corporate and Organizational Communications
Internal factors as employee-resource groups, mentoring and employee surveys
External factors as philanthropic contributions, multicultural marketing, and web-site communication of diversity branding
Supplier Diversity
Procurement budgets spent with suppliers owned by Blacks, Latinos, Asians, American Indians, women, LGBT people, and people with disabilities. It also examines whether supplier-diversity numbers are audited and have third-party certification; whether companies include supplier diversity in their requests for proposals (RFPs); and whether they mentor suppliers and offer them financial assistance
Source: The Diversity Inc.
Focus on similarities not differences
According to Watson Wyatt, people cited the following factors as important:
They supported their company's business plan
They had a chance to use their skills on the job
Their reward package was competitive
The company acted on employee suggestions.
Source: http://humanresources.about.com/od/diversity/a/diversity.htm
“Conversity is defined here as an intentional focus on commonalities leading to attitudes and behaviors that capitalize on human differences for organizational success. Arguably the word diversity does not build support for stronger teams. Specifically, the word diversity:
focuses on differences rather than commonalities
seems divisive
carries negative baggage and elicits negative thoughts in some people
may generate defensiveness and hinder further dialogue.
Conversity, on the other hand, sounds more positive and proactive. Its Latin roots are:
con—with, together, for
verse—to familiarize by experience, study, or practice.
Conversity is an active and deliberate search for the kinds of commonalities that bring people together.”
(Wildermuth & Gray, 2005, p.3)