Managing Diversity of culture in Management

1. CHAPTER 4
MANAGEMENT OF CULTURAL DIVERSITY

2. MANAGEMENT OF CULTURAL DIVERSITY
 Demonstrate mastery of knowledge and understanding of managing cultural diversity.
4.1.1 Explain the challenges of cultural diversity
a) Communication Challenges
b) Discrimination Issues
c) Training Challenges
4.1.2 Explain the Employee Relationship Management System
4.1.3 Explain the Diversity Management Training Programme
4.1.4 Identify the Method to Overcome the Stereotypes and to Increase Fairness

3.  4.2 Understanding the Study of Minorities
 4.2.1 Racial and Ethnic Groups
 4.2.2 Ethnocentrism
 4.2.3 Women as Minorities
a) Sexual Differences
b) Social Indicators of Women’s Status
c) Sexual Harassment
d) Sexism and the Law
e) Women and Politics

5. CHALLENGES OF CULTURAL DIVERSITY
 Communication Challenges
 Discrimination Issues
 Training Challenges

6. COMMUNICATION CHALLENGES

7. WHAT IS COMMUNICATION?
 Communication is a process by which two individuals “try” to exchange a set of ideas, feelings, symbols
and meaning.
 What is Cross-Cultural Communication?
- Pause & make a short list of the groups to which you belong:
 Occupation = Lecturer
 Marital Status = Married
 Gender = Female
 Hobbies = Reading and drawing

8. COMPONENTS OF COMMUNICATION
 Language Elements
 Verbal
 Non-verbal
 External Elements
 Cultural norms, relationships, context
 Internal Elements
 Purpose, attitude

9. WHO AM I?
A Cross-Cultural Guessing Game

10. WHO AM I?
 When I met you, I may bow. You may ask my age, but I will be embarrassed If you ask me about my
religion, and, as a result of my embarrassed, I may laugh. I will pause for perhaps 20 seconds before
answering, allowing time for a shared communication without words. If you become uncomfortable with
my silence and say “I’m sorry” I will apologize to show my wish to cooperate, and will probably not look
you in the eye when I answer. However, I would not complain to tell you that your question about my
religion is considered impolite.
 I am from……………..

11. WHO AM I?
 My rapidly-growing country is ethnically diverse, with as many as 20 major languages being spoken,
along with many local dialects. In this constitutional monarchy, most people live in rural areas, and 80%
of the people are farmers. When I greet you, I will put the palms of my hands together in front of my
chest or chin or I may raise my right hand in a salute (salaam), and will always call a professor by title.
Things I would never do: touch another’s head, wink at you, point the bottom of my foot at someone, eat
with my left hand.
 I am from………………..

12. WHO AM I?
 When people in my country greet, we say “hello” or “good afternoon” in English and are cheerful and
courteous to show respect; neglecting to greet someone is a sign of disrespect. With more than 250
ethnic groups, we have more than 250 languages, thus English is our Official language, though less
than 50% of people speak English. We do not pass things with our left hand alone, nor should we show
the bottom of our foot to someone; the most vulgar gesture to me, however, would be to push the palm
of the hand forward with the fingers spread. We visit friends and relatives frequently, and welcome
unannounced guests. If we wish our children to leave the room while guests are visiting, we often wink
at them.
 I am from…………………

13. ANSWERS FOR “WHO AM I?” GAMES.
 Answers:
 I am from Japan
 I am from Nepal
 I am from Nigeria

14. WHAT IS CULTURE?
 Culture is that which distinguishes one group from another – (Jan Hofstede)
 Surface culture (tangible) vs Deep Culture (Attitudes & Belief systems)

15. ICEBERG OF CULTURE

16. CULTURAL VALUE DIMENSIONS
 Identity
Collectivism vs Individualism
 Hierarchy
Large power distance vs Small power distance
 Gender
Femininity vs Masculinity

17. CULTURAL VALUE DIMENSIONS

18. COMMUNICATION CHALLENGES
 Problems with communication occur when the way in which we express ourselves is not fully
understood by those we want to communicate with.
 Those who are seen not good communicators will overcome barriers for make people understanding
and maximize the impact of their massage.
 Cultural differences tend to be revealed in language
 Misunderstanding between people from different cultures tend to arise from their use of language to
communicate with each other.
 Language varieties can cause communication problem when people use these varieties have to
interact.

19. PROBLEM WITH COMMUNICATION
ORGANIZATIONAL
 Can be directly attributed to poor operational practices.
PHYSICAL
 Include distance, lack of appropriate technology, and lack of privacy
CULTURAL
 Include different in the interpretation of word meanings in different cultures even though they may be using a
common language
LINGUISTIC
 Include jargon and acronyms that mean different things to different groups.
INTREPERSONAL
 Include the many nonverbal signals that can easily be misinterpreted.

20. WHAT ARE THE BARRIERS?
 Language
 Non-verbal communication
 Beliefs/values/attitudes
 Misinterpretations & stereotypes
 Stress of intercultural interactions

21. SOME SIMPLE STRATEGIES
 Language
= always ask for clarification
 Non-verbal communication
= don’t take it personally
 Attitudes/beliefs/values
= educate yourself
 Stereotypes/misinterpretations
= recognize that you cannot change the culture or yourself overnight
= try not to judge others by your own cultural values
 Stress
= accept some ambiguity
= be patient and forgiving

22. SEVEN PIECES OF PRACTICAL ADVICE
 Don’t assume sameness
 “normal” behavior is not universal
 “yes” can mean many things
 Don’t assume you were understood
 Don’t assume that you understand
 You don’t have to like “different” behavior, but try to understand where it comes from
 Most people do behave rationally; you just have to discover the rationale

23. DISCRIMINATION ISSUES
 Discrimination is acting toward or treating individuals or groups in a different manner because they are
different.
 What often leads to discrimination?
= stereotypes – an idea or statement about all of the members of a group
= Prejudices – a negative attitude toward a group of people
= racism – the belief that members of one race or ethnic group are superior to members of other races or
ethnic group

24. THE LAW
 The United States has enacted several laws that make it unlawful for employers to discriminate against
employees, applicants and clients.
 Civil Rights Act of 1964
 Age Discrimination Act 1967
 Americans with Disabilities Act 1990
 Because of these laws, employers must base decisions (such as hiring, firing, job assignment, etc.)
solely on an employees' ability to do the job.
 Employers must take accommodations (changes) for employees/customers with disabilities
 Employers who discriminate are subject to fines and lawsuits

25. EQUAL OPPORTUNITY EMPLOYER
 An employer who agrees not to discriminate against any employee or job applicant
 Publically makes statements that is does not discriminate:
 It is the policy and commitment of (name of business) that it does not discriminate on the basis of
race, age, color, sex, national origin, physical or mental disability or religion.

26. FIVE COMMON TYPES OF DISCRIMINATION
 Sex/gender Discrimination
 Disability Discrimination
 Age Discrimination
 Racial/ethnic Discrimination
 Religious Discrimination

27. TRAINING CHALLENGES IN CULTURAL
 Misunderstanding
= misunderstanding is the foremost barrier to communication in a multicultural environment. This is common
among people of different cultural backgrounds whose values and beliefs vary. The variation in the different
cultures results in high level of anxiety and uncertainty and end up into the misunderstanding.
 Norms and Roles
= norms are the culturally defined rules for determining the acceptable and appropriate behavior. Roles are set
off norms applicable to specific groups.
 Beliefs and Values
= beliefs and values are different from person to person. In a globalized working community each and every
person’s beliefs and values depend on his culture.
 Stereotyping
= value judgements about people.
 Ethnocentrism
= thinking about our own culture, our group behavior as the standard against all the other groups.

28. EMPLOYEE RELATIONSHIP MANAGEMENT SYSTEM
 Employee Relationship Management refers to managing the relation between the various employee in
an organization.
 The relationship can be between employee and the employer as well as between employees at the
same level.
 Employee relationship management system is a process that companies use to effectively manage all
interactions with employees, ultimately to achieve the goals of the organization.
 The human resources department can play a critical role in this process, both in terms of training and
coaching managers and executives on how to effectively establish and nurture relationships with
employees and in measuring and monitoring those relationships to determine whether objectives are
being met.

29. PROCESS ON EMPLOYEE RELATIONSHIP MANAGEMENT
SYSTEMS
 Identifying objectives
 Determining employee needs
 Balancing work and life needs
 Open, honest communication
 Measuring and monitoring results
 Relationships are interpersonal

30. DIVERSITY MANAGEMENT TRAINING PROGRAMME
 Diversity training and education are necessary and essential to help companies in the industry to
become competitive and successful.
 Diversity management training program such as cross-cultural training can help oversea managers to
learn knowledge about different cultures and help them to develop skills of managing cultural diversity
issues, which can therefore significantly reduce the potential costly failure caused by cultural difference
problems.
 To diminish cultural barriers that managers of international companies may encounter in foreign
countries, they will have to aware their own ethnocentric viewpoints and have the willingness to go
beyond them and learn about a different cultural environment.

31. DIVERSITY MANAGEMENT TRAINING PROGRAMME
 The cross-cultural training section should be added into the training program to direct and help the
trainees to understand the cultural expectations and their additional nonverbal behavioral
manifestations.
 Diversity management training and multicultural education teach employees about various cultures.
 These training programs help to diminish stereotypes and allow trainees to see the cultural differences
and the truth about other cultures. By the training, employees will show more respect to other people
with different cultural backgrounds, and achieve more understanding of other’s beliefs and their
tradition.
 Since multicultural workforce includes every job position from the top management down to low-level
employees, diversity management training should be conducted in all levels in the hospitality industry
but not only in the entry-level or low-skilled level.

32. DIVERSITY MANAGEMENT TRAINING PROGRAMME

33. DIVERSITY MANAGEMENT TRAINING PROGRAMME

34. METHOD TO OVERCOME THE STEREOTYPES AND TO
INCREASE FAIRNESS
 Stereotypes are defined as a conventional, formulaic and oversimplified conception, opinion or image.
 Stereotypes can easily result in discrimination to minority employees with cultural differences.
 Discrimination may cause minority employees to feel ashamed of their culture and therefore lack the
willingness to cooperate with others.
 Ethnocentrism is the belief that one’s culture is superior over others.
 Stereotypes, ethnocentrism or discrimination can take place in parts of the employees, or even among
some managers. This negatively affects the whole company, which might result in further isolation of
minorities.

35. METHOD TO OVERCOME THE STEREOTYPES AND TO
INCREASE FAIRNESS
 In today’s labor market, managers might need to be more of a talent scout than a resume screener.
 Employers should recognize the talents of minority workers, developing management opportunities to
those qualified minority candidates.
 First they should overcome negative stereotypes such as the assumption that minority workers only
tend to be capable of foodservice work like washing dishes.
 Industry also needs to improve fairness in pre-employment hiring screening. Job descriptions need to
be more rational. New standards like structured interviews or culturally sensitive tests should be added
into the screening systems.
 Human resource departments must regularly review and reevaluate their current measures and
mechanism for hiring and evaluation to ensure that these systems are fair to applicants or employees
with different cultural backgrounds. Make sure the screening tools are culturally sensitive and the
testing is cultural unbiased.

36. STUDY OF MINORITIES

37. RACIAL AND ETHNIC GROUPS

38. RACIAL AND ETHNIC GROUPS IN MALAYSIA

39. ETHNOCENTRISM

40. CHARACTERISTICS OF ETHNOCENTRISM

41. EXAMPLE OF ETHNOCENTRISM
KU KLUX KLAN COMMUNITY
didn’t accept any other person from outside because of ethnocentrism

42. GROUPS ACTIVITIES IN CLASS
Please divide into five group then each group need to find information about Women as Minorities in terms
of:
 a) Sexual Differences
 b) Social Indicators of Women’s Status
 c) Sexual Harassment
 d) Sexism and the Law
 e) Women and Politics

43. SEXUAL DIFFERENCES
 Sex differences refer to the differences in how male and female behave and thinks.
 The term of sexual differences is also refer to average group differences between male and female that
are presumably based on sexually monomorphic.
 Sexual differences involve both of physical and emotional factors.
 In term of religious, beliefs, class status, level education, people skills and personal experiences. From
that way the sexual differences are created.

44. SEXUAL DIFFERENCES
Males/boys:
• Independent, assertive, &
competitive
• Have more mature muscular
development
• But more vulnerable to
disease
• More aggressive
• Have more emotionally
problems than girls
Females/girls:
• Passive, sensitive, &
supportive
• More physically &
neurogically advanced at
birth
• More nurturant
• Tend to imitate the male role
because of greater status &
privilege in our culture

45. SOCIAL INDICATORS OF WOMEN’S STATUS
 They are objectives measurement for understanding the general trends of a society
 Social indicators are being developed with emphasis on the quality of life, such as population, health,
family, education and culture.
 The status of women however, can only be determined by comparing their situation.
 Women social indicators constitute a subdivision of such social indicators.
 Women status/position in a society.

46. SOCIAL INDICATORS OF WOMEN’S STATUS
 The status of women is affected by:
 The low status of women than a men
 Although half of the world's women are many then men. But, in all aspects of life both aspects of the political,
cultural arts, economy and trade is a world of men.
 Women are always in position number 2 behind man.
 As a wife
 This is the main factor that women status always low than a men. Because, the success of a husband is strongly
supported by his wife. Women's role is very important in a family.
 Examples of their roles: - As a partner to husband.
- Helping in making discussion while providing motivational support to her husband.
- Understand the position, duties and responsibilities of the husband.

47. SEXUAL HARASSMENT
 Can be defined as unwelcome sexual advances.
 Any unwanted conduct of a sexual nature having the effect or verbal, non verbal, visual, psychological &
physical harassment
 Request for sexual favours.
 Other verbal or physical conduct of a sexual nature that affects an individuals employment and his/her
work performance.

48. CODE OF PRACTICE ON THE PREVENTION & ERADICTION OF
SEXUAL HARASSMENT IN THE WORKPLACE 199
 Launched in August 1999 by Human Resource Ministry
Purpose
 Practical guidance to employers, employees, trade unions & other relevant parties on the protection of
the dignity of men at work

49. TYPES OF SEXUAL HARASSMENT
Sexual Coercion : result in some direct consequences to the victim's employment.
Sexual Annoyance : occur outside the workplace as a result of employment responsibilities or
relationships.
FORMS OF SEXUAL HARASSMENT :
1. Verbal
 A conscious effort. For example, whistling, make sexual jokes and others.
2. Non verbal
 May be making gestures or starring.
3. Physical
 Touching, hugging or blocking movement.
4. Visual
 Displaying sexually suggestive objects, pictures or posters in the workplace
5. Psychological
 Considered on its own, a verbal comment, a gesture or a behaviour may seem innocent. It is the accumulation or all of these
behaviours which may become harassment.

50. PREVENTING SEXUAL HARASSMENT IN THE WORKPLACE
 The employer/ manager must apply a rules or policy at workplace. For examples, a clothing etiquette.
 Give an educational programme to the employees.
 Monitor the workplace.
 Encourage employees to came forward.
 Take complaints seriously and investigate.
 Policy statement prohibiting sexual harassment
 Complaint procedures
 Disciplinary rules & penalties
 Protective & remedial measures for victim
 Promotional & educational programs.

51. SEXISM AND THE LAW
Sexism:
 Is discrimination based on a person's sex or gender.
 Can affect any gender, but it is particularly documented as affecting women and girls.
 It has been linked to stereotypes and gender role, and may include the belief that one gender is superior
to another.
 Sexism can also be against the law when it is expressed as discrimination against a person on the basis
of gender identity . Intersex status , sexual orientation , marital or relationship status , family
responsibilities , pregnancy or potential pregnancy or breast feeding
 The sex discrimination act protects people against discrimination in many areas of public life including
employment , education , getting or using services or renting or buying a house or unit , there are some
limited exemptions

52. SEXISM AND THE LAW
The law:
 Civil right act of 1964(Equal employment opportunities)
 Prohibits employment discrimination based on race, colour, religion, sex, and national origin.
 Equal pay act of 1963
 Requires that employers pay all employees equally for equal work, regardless of whether the employees
are male or female

53. WOMEN AND POLITICS
 Diversity can affect women in different stages of the employment process, starting from being hired, to
being allowed to hold certain positions, to promotions, to effective interaction and communication.
 A women could lead the office's diversity program to increase awareness and understanding of female
cultures
 Women could also learn from their male colleagues, for example how to negotiate their salary
 Participate in political activities and connect women with their community and each other.
 Women and politics advocate on behalf of all women.
 Increase the participant of women with politics.

54. WOMEN AND POLITICS
 Diversity is a great approach to enhance a company competitiveness ideally the principle of a diverse
workforce is applied throughout the hierarchy . However women who enter a profession with the goal
of ascending the corporate ladder should be aware that there is a lack of diversity on boards and
executive team .
How women are effected?
 The poll found that minorities still experience discrimination across the country . Even though more
companies have put policies in place to prevent it . Diversity can affect women in different stages of the
employment process.

55. THANK YOU