Diversity Training Issues in a Healthcare Setting - Research Paper Example

 Diversity Training Issues in a Healthcare Setting Abstract Diversity training issues are common in healthcare settings. This paper presents a critique of these issues, their origins and the manner in which diversity training can be accomplished in a healthcare setting to be of use to the organization, as well as the failures in diversity training that require careful considerations before implementing such programs. Diversity trainers are significant in the success of the process. The manner in which they approach their training means a lot to the recipients of the information. The training is meant to help in building strong teams in the healthcare organization. However, it can also serve as a major drawback in developing teams especially when the training tends to be biased towards a particular group of people; either the majority or the minority. Trainers need to possess the appropriate skills for effective diversity training. Without such skills, the practice can not help people to accomplish goals. Introduction Diversity training is one of the strategies adopted by healthcare organizations to eliminate the occurrence of workplace prejudice based on race, sex, ethnicity or social exclusion amongst other forms of discrimination (Vaughn 2007). With increased interconnectedness of cultures as a result of globalization, it is important for healthcare organizations to embrace diversity in order to be in a capacity to offer effective services to clients. It helps in the maximum utilization of individual talents in a healthcare setting, thereby giving an organization the desired competitiveness. Different people from different races, nationalities and cultures have varying talents, values and principles. This understanding acts as the driving force for organizations to engage in diversity training. It is believed that diversity training contributes to fair treatment in the workplace and elimination of any form of prejudice that may hinder harmonious relations that are important in for the accomplishment of organizational goals. Kalev (2006) emphasizes on the understanding that diversity training is not only concerned with issues regarding differences in nationality, ethnicity or gender, due to the fact that an organization can be comprised of workers from the same nationality or ethnic backgrounds. This is an indication of the significance of appreciating the different view-points of people regarding issues and day to day organizational operations. A combination of thoughts from all members of an organization helps in the exchange of knowledge, which is critical for performance improvement. Diversity training is dependent on the organizational culture, which determines the way people relate to each other in the workplace. People are usually trained to help them change their attitudes and behaviors towards others. A culture that suppresses any form of prejudice in the organization only requires members to be appreciated regarding their efforts for upholding diversity (Vaughn 2007). This essay is a critique of diversity training issues in a healthcare setting. Diversity Training Issues in Healthcare In the process of diversity training, certain issues emerge regarding the target recipients of the training, the manner in which it is conducted, and the organizational culture among other issues. Professionals working in a healthcare setting understand that fairness is good. However, there occur various situations in which some people are affected by certain aspects of discrimination, necessitating diversity training. Some of the cases whereby people are discriminated against happen devoid of conscious thought. It may depend on where a person was brought up, where he/she was educated, and the society in which he/she lives in. The issue that arises from such a situation is mainly due to the perception of the trainer and the people being trained (Vaughn 2007). For instance, what is known to be good in the American culture may not be good in the Chinese culture. However, an American can not be accused of discrimination for acting in a way that is believed to be right according to his/her culture. If a trainer approaches such an issue with a perspective of racialism, the American may be upset and unappreciative of the training. The same case applies to people from various cultures that are involved in operations in a healthcare setting. Other issues usually arise when organizations use the wrong approach to diversity training (Kersten 2000). For example, many organizations focus on racialism as the core subject in diversity training. In many occasions, instead of serving the purpose of unifying the various cultures, it serves as an agent for amplifying the gap due to the fact that people get to know more regarding the gap that exists between themselves and other people from other races. In other words, the problems are brought by the realization of the differences, which were initially hidden. People feel upset by being viewed as the perpetrators of prejudice, especially when they have no intention of doing so (Parvis 2003). An example of a situation whereby an issue regarding diversity training may arise is a healthcare setting comprising blacks and the whites. Hawkins and Haggerty (2003) observe that most trainers usually emphasize on racialism as the major form of prejudice. The whites in such a situation may not be open to participate in interactions with the blacks since it is usually predetermined that they discriminate against the blacks in provision of healthcare services as well as in the relations between healthcare professionals. Such approach to diversity training is likely to cause divisions among the healthcare professionals. More over, it portrays one group of people as inconsiderate in regard to the plight of others in the workplace, which may not be the case. The same case applies to diversity training that focuses on gender differences. If the training is conducted in a way that portrays men as the people behind gender discrimination, the men may not actively embrace the training (Kersten 2000). An organization can improve the performance of healthcare professionals through encouraging all the aspects of diversity without targeting any section of the workers. Diversity training needs to be focused on promoting teamwork and harmony in healthcare provision as well as facilitating knowledge sharing, but controversies may arise when the organization focuses on creating awareness regarding the existing differences instead of focusing on the things that the professionals have in common (Sondra 2003). For example, it would be significant for the professionals within an organization to understand their strengths and likeness in order to capitalize on them. Training that focuses on the differences may not be helpful since it does not give the people a clear view of the areas where they can assist each other. In such a case, it may form the basis of discrimination since people realize that they are stronger than the others in particular ways, while those that feel they lack the mainstream characteristics that are regarded as strong tend to feel discriminated against. Such a feeling alone can lead to divisions in the workplace as each group tends to find solace from another one with which characteristics are shared. Pellet (2004) observes that it is likely for conflicts to emerge from diversity training due to the sentiments it generates. In other words, it is a good practice with features that tend to cause disharmony in the workplace if not executed in the right manner. For example, the management in a healthcare setting may not be fully representative of all the communities in which the workers belong. However, this may not be apparent until the diversity training creates the awareness among the people that the system signifies racial or cultural prejudice, through sensitizing them regarding their differences, and the importance of having everybody represented in senior positions as well as in every aspect of the organization. In essence, an organization that has a diverse workforce may not be in a capacity of having everyone represented in the management. This is because such positions may require fewer members than the number of diverse groups in the workforce that need to be represented (Sondra 2003). For example, in order for diversity to be accomplished, there has to be gender and racial balance. Also, all age groups have to be represented. Healthcare organizations are likely to deal with clients from a wide range of cultures, racial background and ethnicity. Diversity in the workplace under such circumstances is usually helpful especially due to language barriers. Understanding the patient’s culture is important in to ensure maximum satisfaction of the needs of the patients. The healthcare professionals understand this, since it is apparent that without a common language, there can be no effective communication and hence treatment. Pellet (2004) observes that when patients find that people who have the same cultural, ethnic or racial backgrounds are appreciated in an organization of a different popular culture, they tend to feel represented and welcome. However, diversity training need not be focused on promoting a situation whereby the healthcare professionals offer services to only those clients whom they share a common language. This would lead to the emergence of divisions in the workplace based on the cultural and racial backgrounds. This would further lead to discrimination. Organizations should therefore promote cultural integration whereby service is offered to all equally. Instead of divisions with each professional tending to attend to the clients with similar cultural backgrounds with him/her, they need to assist each other where need arises. Enhancing diversity in healthcare helps in maintaining experienced workers with the capacity to maintain effectiveness in the organization. Since the behavior of an individual in a particular profession depends on his/her past experiences, diversity needs to begin from educational institutions so that healthcare professionals can join healthcare organizations equipped with knowledge regarding diversity rather than beginning while within the institution. It is an aspect of healthcare provision that needs to be ingrained in the curriculum. Diversity in medical training represents the population that the students will serve after completion of studies (Vaughn 2007). This is an indicator that the students’ work in future is clear to him/her, which facilitates the appreciation of diversity in the workplace. Such diversity helps in enhancing the quality of care for the minority groups. Failure in diversity training occurs only when there are special interests amongst the trainers regarding particular people in whom they have individual interests. Political aspirations may also hamper the success of diversity training. When people realize that the behavior that an organization wants them to adopt may benefit others at their expense, they tend to refute, which may harm the accomplishment of diversity within an organization (Dessler 2004). Refusal may be associated with the compulsion to leave certain behaviors that held in high regard by the popular culture in order to embrace new behaviors that are supported by the minority. Under any circumstances, all cultures need to be appreciated and without criticism. People can only appreciate others only when they feel that they do not lose from a possible association, meaning that since diversity training is aimed at promoting cultural integration and inclusion in the workplace, trainers need to consider all possible impacts on either group. The objectives of diversity training can be accomplished when each side feels that there is nothing to lose, and that there is no favoritism (Kalev 2006). On the other hand, the trainees need not be viewed as a problematic group, in which case training seems to be applied to serve as a remedy. Such kind of training may generate a negative perception whereby individuals tend to feel belittled by the organization. Such feelings may cause disillusionment among professionals. In order to avoid such issues, it is important for healthcare organizations to adopt a kind of diversity training that is inclusive of all, in which case individuals contribute through brain-storming to come up with a lasting solution to diversity issues. In such kind of set up, no single group may feel pressurized to change. All changes need to be voluntary in order to avoid future regrets regarding any new developments. Both groups can successfully accomplish diversity if none possesses feelings of belittlement (Parvis 2003). Diversity training can also be successful if the definition regarding the characteristics to be adopted to accomplish diversity is wide-ranging. Trainers may not accomplish their goals by a simple imposition of characteristics on the people. Any possible change has to be justified and people need to be assisted in understand why they have to drop certain practices. They also need to be given a chance to question what they feel is not right for them. The trainers may fail if they believe that their argument is the most appropriate under all circumstances. Such a philosophy is likely to cause disagreements since people think differently, and they have unique solutions to emerging issues (Hawkins and Haggerty 2003). Another issue that may lead to the failure of diversity training is the compulsion of the trainees to make personal revelations regarding their attitudes and thoughts regarding their workmates, or training that requires them to perform certain irrelevant activities for the purpose of accomplishing diversity training (Kersten 2000). The trainer needs to present the sessions in a manner that demonstrates his/her understanding regarding the status and personality of the trainees, meaning that certain procedures that may make people to be upset need to be avoided. The dignity of the trainees needs to be respected, and their values and principles understood. The success of diversity training may be hampered failure to allow discussions regarding reverse discrimination whereby the minority group is understood to be perpetrating the prejudice against members of the mainstream culture, which is a situation that may occur in organizations whereby the minority holds powerful positions. Each group needs to be heard, and the opinions given careful consideration. In many occasions, trainers usually assume that the majority suppress the minority group. Such conjecture is wrong and needs to be avoided in diversity training (Scott 2007). The trainers require the necessary skills for effective training, rather than just being people against discrimination. Persuasive skills are necessary for a trainer to successfully convince healthcare professionals on the importance of adopting new behaviors. More over, emotional intelligence is important in helping the trainer to understand the trainees. Low levels of emotional intelligence may hinder the success of a person especially in situations where conflicts are likely to occur as a result of differences in opinion (Dessler 2004). It is important to understand that no one group can be perfect in maintaining equality and social inclusion. This is due to the fact that people have to be different in various aspects, and the likeness of some is likely to make them to come together in support of each other than they would do if they were from diverse cultural, religious and racial backgrounds. Lack of skills among the trainers is usually a major drawback that is associated with escalating the problem that diversity training programs are meant for. In essence, the success of the diversity training program depends on the trainer to a great extent (Vaughn 2007). The person who is chosen by the organization needs to be conversant with the workplace relations and the problems that professionals face as a result of diversity issues. Diversity training may hamper an organization’s progress if managers are pressurized so much regarding diversity in the healthcare setting. It is important to realize that managers take issues regarding workplace improvements seriously. They will most likely adopt any change that is targeted at the improvement of performance in the organization. The trainers therefore need to be careful while introducing new techniques for diversity maintenance in healthcare. The most important factor to consider is how the management conceptualizes diversity training, and the measures that should be taken against people who discriminate against others in the workplace. If the trainer does not ensure that the managers get the right information regarding diversity, the organization may suffer losses associated with wrong interpretation, as well as inappropriate policies developed in a bid to accomplish diversity (Hawkins and Haggerty 2003). Kalev (2006) observes that after many diversity trainings, managers tend to begin investigations to establish the behaviors of their employees. This is an indication of failure in diversity training since issues may arise when employees realize that they are being investigated. Worse still is when they realize that the reason for their investigation is focused on their behaviors towards others in the workplace. In the healthcare setting, major accomplishments come as a result of teamwork and dedication to the workplace rules and regulations. However, when people realize that their integrity is being questioned by the management due to diversity issues, there is a tendency to pretend that the organizational requirements are being adhered to. However, the desirable completeness in a healthcare organization can only be accomplished through free will to embrace diversity. When people are compelled to accept diversity in the workplace, it is usually short-lived and can not be useful for the organization (Vaughn 2007). It is significant for healthcare organizations to ensure that diversity training is not based on emotions and personal convictions regarding issues. Rather, training needs to be based on facts and the generally accepted behavior, which applies to all communities globally. Such behaviors and actions help in ensuring that a healthcare professional can exercise his/her duties without discrimination globally, and in the same way everywhere that services are needed. Pellet (2004) argues that using the wrong training tools for diversity programs may hamper the success of training. When every person in an organization is allowed to describe personal encounters and feelings regarding diversity, there is the likelihood of anger, dissatisfaction as well as blame. This is because each person knows what to expect, and what is good for him/her. It is usually possible for people to identify the mistakes of others, and identify the gaps that they have caused in their lives. More over, trainers have different values and principles that influence the information that they deliver. However, this can be avoided through the use of the correct training tools that do not expose people to such assessment; tools such as constructive discussion to establish solutions rather than recounting individual feelings (Parvis 2003). Diversity training needs to be focused on upholding conflict resolution. Dessler (2004) argues that when people have a chance of analyzing their similarities and differences, it happens that differences are dwelt so much upon than the similarities. The differences necessitate the presence of conflict resolution, which is significant in generating the necessary understanding of issues. The training needs to help professionals to analyze and understand how to treat others but not merely to understand the differences in order to know how each person needs to be handled. This does not generate the desired cultural integration whereby each person is treated equally regardless of the cultural backgrounds or the differences that exist. The most important issues to remember are that people have to maintain knowledge regarding their cultural values and principles and that these can be maintained outside the workplace (Kalev 2006). Conclusion Diversity training is one of the organizational strategies that are significant in the enhancement of organizational performance, especially through teamwork. There are many issues associated with diversity training especially when it focuses mainly on sensitive issues such as racialism. It is important to focus on diversity as whole rather than training healthcare professionals on selected topics. More over, diversity training needs to be wide-ranging, not focusing on the prevailing differences only. There is need to ensure that people understand the similarities that exist between them, which is an important recipe for successful team work in healthcare organizations. It is important to respect the dignity of the professionals being trained, which means that they should not be viewed as failures. Rather, training needs to be aimed at encouraging groups to come together and achieve a common goal. The trainers need to possess the necessary skills for training, and no one should be compelled to offer or narrate individual feelings regarding diversity in the workplace. In general, diversity training needs to be conducted watchfully to help in resolving present as well as looming workplace conflicts. References 1. Dessler, G. (2004). Management Principles and Practices for Tomorrow’s Leaders. Upper Saddle River: Prentice Hall. 2. Hawkins J. W. and Haggerty L. (2003). Diversity in Health Care Research: Strategies for Multisite, Multidisciplinary, and Multicultural Projects, New York: Springer. 3. Kalev A., Dobbin F. and Kelley E. (2006), "Best Practices or Best Guesses? Assessing the Efficacy of Corporate Affirmative Action and Diversity Policies", American Sociological Review, Vol. 71 pp 589–617 4. Kersten, A. (2000). Diversity Management Dialogue, Dialectics and Diversion. Journal of Organizational Change Management, Vol. 13, pp. 235-248. 5. Parvis, L. (2003). Diversity and effective leadership in multicultural workplaces. Journal of Environmental Health, Vol. 65, pp.37-38. 6. Pellet, J. 2004. Driving diversity:  diverse work forces make for better companies. Chief Executive, Vol. 198, pp. 48-55. 7. Scott P. 2007. The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Princeton, N.J.: Princeton University Press. 8. Sondra B. T. (2003). Making Diversity Work: 7 Steps for Defeating Bias in the Workplace, Chicago: Dearborn. 9. Vaughn, B. (2007). "The history of diversity training and its pioneers", Strategic Diversity & Inclusion Management, Vol. 3 pp. 11-16. Read More