Diversity in My Workplace - Coursework Example

Diversity in my workplace needs to be formally addressed through training and education for all employees, to reduce conflict and improve the quality of youth programs. Though my workplace is becoming increasingly diverse in race and culture, there are no policies or programs in place to address issues of bias toward those who are different. The nonprofit youth organization promotes diversity in its marketing campaigns and materials. However, diversity within the unit I work in often creates ongoing debate. This is unfortunate, as the ones who suffer most are the youth that are served. There are fewer projects and activities developed due to disagreement among adults. Rather than debating the usefulness or value of each project idea, adults should be setting the stage for cooperative engagement, to show youth how to interact in an increasingly diverse community. Evidence of poor programming and ongoing debate suggest that the unit I work in can benefit from a well-planned, relevant diversity education and training program. Talking about diversity is not the same as embracing it. There is a gap between the concept of diversity and taking the proper steps to embrace and encourage it. “This gap is caused by the absence of a well-designed diversity-training program that ties together and completes the equal employment training collection and also addresses diversity issues in the workplace” (McLaughlin & Clemens, 2004). In an inner city that is becoming increasingly diverse, adults should possess the ability to understand different cultures and lifestyles that are unlike or dissimilar their own. They should make every effort to welcome, accept, consider and include experiences of those who are different. There is frequent talk about wanting greater diversity. But when the opportunity presents itself, they fail miserably and often unknowingly discourage youth and their families from belonging and participating. There are times when a lack of sensitivity toward others leads to exclusion of youth from valuable activities or learning experiences. An example of this exclusion is the carving award that youth earn when they successfully carve a design or useful tool from a variety of different materials. Youth can earn awards for carving wood, leather, metal or other objects. When the discussion of such an activity turns to the use of knives, many youth and parents become fearful, as they associate knives with crime and fighting. Some adult volunteers become fearful of what may happen. They only know of the negative representation that knives suggest. There is no sensitivity or though behind how those of different cultures or backgrounds may perceive the activity. There is little or no discussion about how knives can be used in a more positive and constructive manner, to produce goods or products that are useful or fun to look at. When work groups consist of people from many different backgrounds and cultures, finding a way for them to interact and achieve results is a challenge. Many employers mistakenly believe that current laws regarding harassment and equal opportunity will effectively address the issue (McLaughlin & Clemens, 2004). Equal opportunity only addresses hiring issues. It does not provide a means for diverse groups of people to work with each other. Harassment laws prevent workers from being taunted, teased or from being targets of other verbal or physical actions, based on race or cultural background. The problem in many working environments extends well beyond harassment or equality. Many employers lack an understanding of what diversity entails. I my workplace, paid employees are a less diverse group than volunteers. There is a diversity training program offered online, for anyone involved with the organization. This includes paid employees and adult volunteers. However, it is geared toward units or regions with a high participation of a specific racial or cultural group, such as Hispanics or Native Americans. It does not address those areas where diversity goes well beyond one specific race or culture, clustered in one area. It is also a simple online course, which does not provide real-life situations or examples. Taking the course is also optional, rather than required, for employees and adult volunteers. Because those in administration who coordinate and organize the youth program do not work in a diverse environment, they fail to see the problem within individual units. They also fail to see the effects regionally. They may view reports from youth membership that indicate there is less participant diversity in the past. “Part of the problem with sustaining workplace diversity is that people dont understand what it entails. They get hung up on numbers, or they make inaccurate assumptions about the kinds of work people can do” (Business Source Premier, 1997). Efforts to address this include focusing on schools with a more diverse student body, for youth and adult volunteer recruitment. They have little idea what happens when youth and adults actually visit or join a local unit. According to the United Nations (2005), “Non- governmental youth organizations should be encouraged as assisted in formulating and disseminating model training courses for use by member organizations.” Currently there is no training for employees and adult volunteers in my workplace, which addresses diversity issues and related conflict. Administrators believe they have done their job in promoting diversity and think little about the effects or conflicts that may arise. There is a general lack of insight within the administration, as to the kinds of debate and conflict that arise when people of very diverse backgrounds try to develop programs and activities that each believes is valuable and desirable. Mary Ann Reyes (2003) describes the need for improved functioning among diverse groups as a “heightened concern that stems from the need for organizational strategies involving teamwork and greater interaction among employees of different backgrounds.” What Reyes suggests is very relevant to my workplace. Unit functioning is poor, due to lack of understanding of various backgrounds and a lack of any strategy to improve interaction and functioning. In fact, many employees and volunteers may not realize the root cause of conflict as a diversity issue. They may believe that disagreements stem from differences in personality, rather than from a different set of values or customs. Recently, two adult volunteers in my unit argued over the value of community service for youth. The adult who did not like the idea suggested that youth from inner city neighborhoods and are economically disadvantaged. Therefore, they should be on the receiving end of community service, not the giving end. Half of the youth in the unit ended up participating in the service project. The others have earned no points toward community service awards. Though many youth within the unit are disadvantaged, they could still benefit from service projects and the concept helping others. They might also benefit from being given a specific job or a purpose. Unfortunately, some youth will likely feel left out, due to the debate over the project. They are the ones who are supposed to benefit. Disagreements like this are common. Rather than arguing about whether the activity was meaningful, adults should have taken time to thoroughly discuss the benefits and possible negative consequences. They could have taken more time to actively listen and understand each other. In fact, the youth, who the adults are supposed to serve, were never consulted about their thoughts and feelings in participating. ”Both public and private sector organizations will largely be the caretakers of the changing workplace, responsible for developing, implementing and overseeing programs and policies that support the inclusion and integration of the new workforce” (Obiero, 1997). For my workplace, this means that greater efforts to include and interact with people of diverse cultures and backgrounds is becoming a necessity for survival. Not only is there a need for employees and adults to attain a greater understanding of diversity, there is a need for youth to learn to deal with diversity more effectively. They are growing up in an increasingly diverse world, regardless of where they live. Some of the debate among adult volunteers and employees shows the problems youth will face, if they do not learn from adults to accept and work in a diverse workplace. Being able to maintain a job or career might very well depend upon their acceptance and insights regarding diversity. “Effective diversity training develops the ability of employees to work as a unit while being aware of ethnic, racial, sexual, gender, and age differences among the individual members of the workforce” (McLaughlin & Clemens, 2004). It also relies on and utilizes the different skills sets, knowledge base and experiences that come from a diverse group of individuals. It is clear that my workplace faces some serious issues regarding diversity and the lack of acknowledgement of its effects. It is also clear that the diversity challenges are likely responsible for low youth recruitment, and possibly youth retention as well. Education and training seem like the most logical steps in creating a more cohesive work environment for a diverse group of adults. However, not all training is useful and it must produce results. Merely requiring adults to complete an online course or module may produce results in a few. However, information that is useful must be applicable to the current environment. In my workplace, as in many other organizations, there is a serious gap between theory and actual performance, with respect to diversity in race, culture and background. “That gap is caused by the absence of a well-design diversity training program that actually ties together and completes the equal employment training repertoire and addresses diversity issues in the workplace” (McLaughlin & Clemons, 2004). There are arguments that diversity training has little effect if participants are not open to it. “One of the most often-repeated criticisms of programs is that you cannot change attitudes or stop invidious discrimination through diversity training” (McLaughlin & Clemons, 2004). While attitudes may not be changed overnight, at the very least, diversity training will create awareness among participants. Often awareness leads to greater acceptance over time. However, for diversity training to have the greatest impact, it must start from the top down, as McLaughlin & Clemons (2004) suggest. Administrators in my workplace must realized that diversity training is greatly needed and will like contribute greatly to the continued success of the organization. “Likewise, effective diversity training not only focuses on diversity issues in the workplace but also on diversity issues that may arise between your workforce and your citizens, clients, or contractors” (Business Source Premier, 1997). For adult volunteers and employees to see the value of diversity training, it must be embraced by administrators. Training must provide awareness, to start with. But, it must also be relevant to the current situations that employees and adult volunteers face on a daily basis. Diversity training programs must be ongoing, so that new entrants into the workplace are shown what is expected and what they need to keep in mind, when working with a diverse group of adults. Obiero (1997) discusses two case studies of organizations with what he considers highly effective diversity programs. He points out that effective diversity training programs require a commitment from top management, to start. Obiero also discusses why some organizations’ diversity programs fail. The key is in establishing systematic assessment procedures. Assessments can provide organizations with feedback regarding changes that have been brought about by diversity training. They also allow organizations to quickly identify and, if needed, revise areas of the diversity training program that are ineffective or irrelevent. Every organization faces different types of diversity issues. For my workplace, issues stem from differences in opinion, based on different backgrounds and experiences, of the types of activities and programs that are beneficial to youth. Some adult volunteers believe that only the traditional outdoor skills are worthwhile pursuing. Others believe that sports are more useful. There is disagreement about the safety of certain activities, such as carving and climbing. Tackling these issues through training must also address recognition of differences and foster sensitivity in adults, who may not see the value in the ideas and suggestions of others. To start, adults can take more time to get to know each other better, leading to greater understanding of each others’ backgrounds and cultures. Osijama (2009) discusses how he works with new groups to encourage acceptance and Understanding. At the initial meeting, he asks all participants to introduce themselves and talk for five minutes about their backgrounds and any other personal information not related to work. “It is a simple way for people to share information about themselves, which creates a sense of safety in the group” (Osijama, 2009). Though some participants worry that they may not be able to talk for five minutes, or that their lives are not very interesting, the process is successful. Aside from becoming more comfortable with each other, group members discover many similarities to each other, as well as differences. Identifying some of the similarities lets group members see the human side of each other. It also provides a stepping stone in which future conversations and interactions can occur. Though diversity training can begin with introductions and a period where participants get to know each other a bit more, it should also pertain to the specific workplace or organization’s structure. Relevant training also considers the types of tasks, projects and goals the organization is designed to achieve. Youth enrichment and preparation for responsible adulthood are the ultimate goals identified in the organization’s printed material. Because youth programs focus on learning skills and hands-on activities, training for employees and volunteers should provide situations in which they will function as organizers and facilitators of such activities. “The mere existence of such a program does not guarantee that it will be successful” (McLaughlin & Clemons, 2004). The best way to present training in this environment then, is through real life situations that mimic the types of situations adults must continually work in. Participants will then gain a more thorough perspective of how diversity can create barriers or opportunities, depending on how well work groups learn to interact with each other. There are many ways to present real-life, relevant training. However, case studies or case scenarios may provide the most useful and thorough application of diversity concepts. Scenarios should include diversity topics such as religious beliefs or customs, differences in values and others that are the common sources of conflict. “Each year, CCIVS members organize hundreds of projects in the field in the form of work camps, where adult volunteers from different backgrounds live and work together” (CCIVS, 2008). Though this type of diversity training is ideal, in terms of exposure and acceptance of diverse backgrounds, it is costly and probably logistically impossible, especially for adult volunteers who have family and work responsibilities. An alternative then, is to design periodic training modules that present real-life situations, requiring employees and volunteers to work cooperatively to find viable solutions. Training “should present a common ground to participants” (Salto, 2002). The common ground among adults in my workplace is the focus on working together toward solutions for youth activities and projects, that considers the needs of all youth. Need for skills development, character development and learning opportunities are all aspects of the youth program. They may not all be met with each activity or project. However, more successfully organized activities and projects leader to greater opportunity for youth to develop in each of those areas. The greater the opportunity and learning, the more interest will likely be generated. This is important in addressing recruitment and retention issues. Though many organizations provide training for employees in workplace harassment and equal opportunity issues, these are not designed to address issues of diversity. They serve the purpose of reinforcing laws and expected behaviors. They often typically occur only when an employee is first hired. Diversity training does not address issues such as how work groups can function together more effectively, with a diverse group of individuals. Personal experiences, cultural values and customs often shape how individuals view others from different backgrounds. Because of biases and preconceived notions, it is inevitable that at some point, organizations with greater diversity will suffer from conflict and disagreement. My workplace is not exception. However, those who suffer the most are youth, with programs that are not nearly as effective and interesting as they could be. It is clear that diversity training is necessary, in order for employees and adult volunteers to continue providing fun and enriching youth programs. “Providing people with the tools to do their job and to learn how to do it better is an essential element of any good company” (Business Source Premier, 1997). In my workplace, developing training for all members, that promotes awareness and more cooperation among work groups will lead to improvements in performance and in generating new interest or involvement. References Coordinating Committee for International Volunteer Service (20008). Cultural heritage. Retrieved from http://www.unesco.org/ccivs/NewsSiteCCSVI/CcivsOther/culturalheritage-presentation.htm. McLaughlin, J. & Clemons, L. (2004) Diversity Training: The Often-Forgotten but Necessary Ingredient of Any Employment Training Program. PM Public Management, 8(5); 32. Retrieved 8 Jan. 2009 from http://proquest.umi.com/pqdweb?did=653180621&Fmt=7&clientId=80110&RQT=309&VName=PQD Obiero, L. (1997). Workplace diversity: Challenges and options for organizations to meet diversity needs of women and people of color. Retrieved 9 Jan. 2009 from AAT EP21650 http://proquest.umi.com/pqdweb?did=1342753641&sid=1&Fmt=2&clientId=80110&RQT=309&VName=PQD. Reyes, M. (2003). Integration of cultural sensitivity on team integration. Retrieved 9 Jan. 2009 from http://proquest.umi.com/pqdweb?did=765094031&sid=1&Fmt=2&clientId=80110&RQT=309&VName=PQD. Salto (2007). Diverse concepts, diverse practices: Exploring quality in cultural diversity training. [Booklet]. Retrieved January 8, 2009 from http://www.salto-youth.net/downlad/1458/website/quidt/pdf. United Nations. (2005). Convention on the protection and promotion of the diversity of cultural expression. Retrieved 9 Jan. 2009 from http://unesdoc.unesco.org/images/0014/001429/142919e.pdf. Read More