Organisational Change and Transformational Leadership in Organisational Diversity Management - Research Paper Example

 The Applicability of Organisational Change and Transformational Leadership in Organisational Diversity Management Abstract For several years, organisational leaders have worked to build organisational climates where multiculturalism is well regarded and managed. Numerous organisational leaders thought that the successful management of cultural diversity made logical sense, due to the fact that remarkable organisational changes were surfacing and British organisations were increasing their operations in an environment that was becoming passionately global. Multiculturalism cultivates the institutional environment of higher education. The description of multiculturalism in mainstream thinking as a risk to the values of the majority demands that higher education incorporate multiculturalism into its faculty hierarchies so as to improve the teaching practice with competitive attitudes. A multicultural faculty can introduce new forms of learning to an institution, provide connections to communities not normally linked to universities, and educate students on concerns of emerging value to society. Therefore, a multicultural student body in universities and colleges is essential for challenging an institutional climate that rules out culturally diverse life experiences. Multiculturalism in higher education hence improves the teaching practice, changes the use of an exclusionary set of courses, and integrates conflicting attitudes into the knowledge structure. The aim of this paper is to explore the possibilities for organisational change and the exercise of transformational leadership in the management of multiculturalism in higher education in the UK. In order to clearly emphasise the premise of the paper a specific organisation is chosen, the University of Exeter in South West England, for the case review. Introduction Ways to make best use of an increasingly multicultural workforce and customer segment is a progressing issue for organisational change and leadership. The present strategies for managing cultural diversity persist to be essential but are not adequate to lead to productive and successful outcomes in the contemporary organisational contexts and environments (Cross 2000). Over the recent decades, leaders have had to participate and function in the building of a more multicultural workplace. The current century is heralding a new age for a diversity-oriented leadership (Storey 2004). This challenge arises from the implications and interactions of evolving workforce demographic, globalised markets, and globalisation itself (Griffin & Moorhead 2009). These forces require that organisational leadership provide a more innovative and efficient strategy in enhancing and exercising the positive implications of diversity. The purpose of this paper is to discuss how organisational change and transformational leadership might be exploited in managing multiculturalism in higher education. University of Exeter in South West of England will be studied for the specific case discussion. Given the current debatable evaluation of diversity management outcomes leadership in organisations, specifically in the education sector, is challenged to discover new approaches for improving diversity management strategies (Griffin & Moorhead 2009). Multiculturalism has a well-entrenched origin in the British society and a firm position in its social framework. Higher education institutions have not been quire responsive to the concerns posed by rapidly growing multicultural communities in the United Kingdom (Warner & Palfreyman 2001). The response of these institutions to multiculturalism is not surprising given that higher education is somewhat traditional about reforming its institutional processes (Warner & Palfreyman 2001). In order to have a better understanding of how higher education may act in response to issues of multiculturalism this paper focuses on the interplay between organisational diversity, change, and leadership. The objective is to make use of related literature as heuristic tools for exploring form of organisational change and transformational leadership approach higher education can employ in its response to multiculturalism. Literature Review Multiculturalism is increasingly identified as one of the most critical challenges confronted by all forms of organisation nowadays. Organisational Leadership The most commonly known theories of leadership have put emphasis on the value of the situation, transformational influences, and delineation in the exchange interactions between leaders and their followers (Aguirre & Martinez 2002). Situationally-oriented contingency and intimately associated path-goal assumptions present the integration of contextual aspects on the interaction between the leader and his/her subordinates (Storey 2004). Comprised in these theories is the argument that the effectiveness of a leader is influenced by external forces outside of the relationship between leader and follower (Aguirre & Martinez 2002). Those aspects involve authority structure, task structure, and the work team. The assumption claims that these contextual components along with the leader-follower interaction establish the effectiveness of a leader (Mosley 1998). Other theories address the question of interpersonal influences between leaders and subordinates. Theories of transformational leadership heavily depend on the affective element of the cognition to influence the dedication and loyalty of the subordinate to the leader (Banner & Gagne 1995). By espousing vision and well-built ideology, the leader becomes capable of inspiring or motivating the follower and the follower afterwards responds as an outcome of some emotional connection (Banner & Gagne 1995). This theory stresses the power of the interpersonal attachment and lessens the effect of external forces (Avolio & Bass 2002). The best profile is distinguished by the existence of specific attributes of transformational leadership. They are the attributes of leaders included in relevant transformational skills of leaders and in particular qualities which are theories for the exercise of leaders’ capabilities and for effective performance of leader tasks (Bass & Avolio 1994). Bass and Avolio (1994: 3) identified four abilities of transformational leaders: (1) idealised influence; (2) inspirational motivation; (3) intellectual stimulation; and (4) individualised consideration. Idealised influence characterises the capability of developing confidence or trust in the leader and valuing the leader by his/her subordinates, which builds the foundation for accepting major organisational change. The absence of such trust in the leader, specifically, in his/her goals and intentions, an effort to restructure the organisation may bring about severe resistance (Bass & Avolio 1994). Inspirational motivation is the capability of transformational leaders, which motivates and inspires the subordinates to proper behaviour. In situations when transformational adjustment is being performed in an organisation, the leader has the duty of motivating others to accept and abide by a new idea (Storey 2004). Intellectual stimulation, as capability of transformational leadership, has a crucial function in the change mechanism of organisation. Transformational leaders encourage the commitment and efforts of their subordinates in relation to creativity and innovativeness, encourage continuous review of the present assumptions, and encourage change in the attitude about challenges and opportunities, and others (Cross 2000). Individualised consideration, as a quality of transformational leadership, refers to the capability of individual analysis of subordinates (Bass & Avolio 1994). In addition, Pawar and Eastman (1997 as cited in Miner 2007), in their recent article, combined transformational theory and situational theories; they emphasised that particular external forces will affect the extent to which subordinates will be responsive to transformational leadership (Miner 2007). The named factors consist of organisation’s change adjustment, organisation’s emphasis on competence, and organisational structure. Such outside context may be capable of providing strategies for leaders in managing a multicultural organisation in its path towards successful transformation (Easley 2001). Organisational Change The process of managing cultural diversity in organisations is commonly linked to organisational change in the scholarly literature (Moore 2002). Yet, in reality there is difference with regard to the degree to which organisational diversity strategies integrate the guaranteed forms of comprehensiveness or certainly attain the level of productiveness that is adequate to instigate organisational change (Moore 2002). There can be a range of functions granted to diversity leaders founded on organisations’ various strategies to multiculturalism and parity, which can range from discarding of any issues, to legal conformity, and to more advanced frameworks of managing diversity (Turner 2008). Not unexpectedly, the role of multicultural leader, as change catalysts could also differ from transactional to transformational, or it could relegate to the line management level, integrated in a division, or assumed by only one individual (Aguirre & Martinez 2002). There are a number of competing frameworks of change leadership that view the notion as an individualised trend (Easley 2001). Change is regarded as a logical and linear development, which occurs in fairly established organisations, and change leaders are conceived as impartial professionals. However, researches that have aimed to contextualise change leadership have usually neglected the power dynamics included in the process of change (Easley 2001). A case in point is the change agency theory of Huy (2001 as cited in Storey 2004), which intensified the debate on change leaderships by emphasising different styles and qualities of leadership needed for intervening in various components of the organisation. Yet, the theory shares the change leadership belief’s narrow-minded inclination to put emphasis on building ideal types and naming qualities and abilities (Storey 2004). Meyerson (2001 as cited in Easley 2001) then advanced a new form of change leaders- agitated freethinkers who are both outsiders and insiders to an organisation as a result of the clash of their personal beliefs with the prevailing organisational culture. Agitated radicals, being an insider in the organisation, are equipped with information concerning the processes of the organisational structure and the capability of acting assertively within that known structure (Griffin & Moorhead 2009). This new interpretation of change leadership facilitates an examination of power dynamics not just to situate the function of change leaders, but also to explore their possible power bases (Griffin & Moorhead 2009). Diversity leaders are indeed crucial to the process of organisational change. Multiculturalism Multiculturalism is the recognition or endorsement of numerous ethnic cultures, for sensible bases and/or for the benefit of diversity and employed to the demographic composition of a particular location, often at the organisational level (Combs 2002). Multiculturalism is even expressed as ‘diversity’, ‘pluralism’, and ‘celebration of differences’ (Combs 2002: 1). In the context of the organisation, these different concepts are applied with little thought as to the consequences generated by each. The final outcome is that it is difficult to achieve and apply a generally agreed upon description of multiculturalism that addresses the requirements of current organisation (Aguirre & Martinez 2002). In order for organisations to be ready for the future, in spite of the definitional contention, multicultural workforce should be given more regard as private and public components in an effort to pursue competitive advantage (Cross 2000). The concern over multiculturalism in organisations is a result of numerous issues. One issue relates to the changing demographics in the United Kingdom (Warner & Palfreyman 2001). The plain reality is that the workforce in the near future will be composed of mostly women and minorities (Warney & Palfreyman 2001). Hence, organisational leaders should get ready for a work setting that will be remarkably different from before. It will be diverse in employee makeup. In sum, there are two main definitions of multiculturalism applied in diversity research literature. First, multiculturalism refers to innate qualities that are observable such as age, gender, race, and disabilities (Combs 2002). Second, multiculturalism refers to individual qualities that are difficult to distinguish and can also be related to roles such as technical know-how, organisational tenure, and behaviour (Fine 1995). Discernible diversity qualities take precedence in organisations and should be the major emphasis for leaders (Fine 1995). Discussion If multiculturalism is regarded as a means to an end, such as developing and encouraging an inclusive community, then multiculturalism is critical to higher education because it provokes higher education to formulate educational strategies and teaching methods that advance a civic culture inclusive of multiculturalism (Aguirre & Martinez 2002). One framework in discussing the value of multiculturalism to higher education is to explore the contextual feature or layered aspects of multiculturalism in higher education (Aguirre & Martinez 2002). Exeter University in South West England, just like all established and multifaceted organisations, needs strong leadership and effective management (Shattock 1994). The demands from the contemporary highly multicultural British society are familiar to all students and personnel working in the institution even though, as Anthony Giddens has emphasised in his Annual Lecture to the Association of University Administrators, higher education institutions such as Exeter University understand more about the sources of these demands than their implications (Warner & Palfreyman 2001). These developing structural transformations at Exeter are not strengthened by a managerial blueprint form diversity management strategy connected in some artificially one-dimensional direction to organise yearly operating statements (Warner & Palfreyman 2001). Nevertheless, they are symptomatic of a management that is aware that it has to develop its planning to support increasing multiculturalism and the improvements it aims to initiate. Exeter has these following achievements in diversity management (Warner & Palfreyman 2001: 44): (1) a reinforced steering foundation; (2) a diversified and strengthened developmental periphery; (3) a motivated academic core; (4) an expanded funding base; and (5) a unified organisational culture. Primarily, the institution has clearly identified that its former decision-making and management systems have established a feeble foundation from which to direct the institution during turbulent periods (Shattock 1994). The ‘reinforced steering foundation’ at Exeter acknowledges that the conflict between traditional academic principles and managerial values does not have to be detrimental (Shattock 1994). Important to this common knowledge is the judgment that merely through becoming more entrepreneurial can long-established principles and methods survive (Trow 1994). In addition, Exeter identifies the need for an expanded range in its funding base. Integral to its approach towards reform is the enhancement of project funding for research and the development of contracts activities and research funding, and the creation of more gained profit (Walfrey & Palfreyman 2001). The new schools system and the Faculty of Academic Partnerships is a concrete evidence of Exeter’s multicultural strategy that adopts Burton Clark’s notion of an ‘expanded developmental periphery’ (Warner & Palfreyman 2001: 39). Subject division and discipline protectionism is questioned in the management model of Exeter and there are initial suggestions that a number of multidisciplinary schools are gaining significantly from a multicultural management and teaching system that aims outwards towards the culturally diverse prospects between disciplines (Trow 1994), and applies the more stable and diverse funding support of the latest school system to sustain their operation (Shattock 1994). However, the current performance of Exeter in becoming truly multicultural is inconsistent (Warner & Palfreyman 2001). As mentioned previously, this institution of higher education requires an appropriate organisational change and transformational leadership. Most importantly, Exeter integrated its organisational culture with transformations in values and belief systems interrelating with modifications in processes and systems fostering a well-built institutional identity and unique status. Currently, Exeter’s attempts to reform its organisational culture along with the creation of a new goal and sense of purpose makes up its main immediate objective (Walfrey & Palfreyman 2001). The problem with Exeter is that it is leading from the margins: its minority faculty is given a lesser position in the organisational culture. Specifically, minority faculty are usually positioned on the margins of major participatory activities and decision making (Warner & Palfreyman 2001). Consequently, it is not likely that minority faculty can be possible instruments of leadership in Exeter or that they reform organisational processes, such as the distribution of privileges and authority, that establish the leadership practice (Warner & Palfreyman 2001). Hence, in order for Exeter to value, expand and manage a highly culturally diverse setting, it should put into practice particular change approaches that integrate steps that are oriented to help transform the institution from its present condition to its aimed future status. Change approaches as they connect to multiculturalism cannot merely be met in the perspective of recruitment and training programmes, as what Exeter is doing; they should probe deeper into the problems of the organisation and organisational leaders should talk about and begin dealing with the commitments of the organisation to the human component as fragment of their planned decision making process. Members of the organisation should also participate in the change processes. If the results of Exeter’s cultural evaluation indicate that the organisation has reactive antagonistic inclinations that may thoroughly operate to discourage change, relevant intervention policies, which involve organisational members in the design and execution of change, may be required (Moore 2002). The outcomes of the culture evaluations may also indicate the requirement for intervention policies, which involve members of the organisation in face to face discussions, where they can embark on openly expressing their anxieties with regard to new and varied members joining the workforce, as well as exploring their common values and beliefs as they transcend diversities (Easley 2001). In cases of this nature, the practice of consolidating employees to an open discussion can promote considerable organisational development in relation to multiculturalism, due to the fact that organisational members begin to feel important and involved in the transformations that will directly influence them. Recommendations This paper identifies leadership approaches that address multiculturalism problems and opportunities in higher education by aiming to change tendencies and values in the organisational culture. A core emphasis within the transformational framework is an organisational change distinguished by exclusionary processes to one distinguished by inclusionary processes. Leadership approaches that encourage multiculturalism concentrate on institution building by putting into practice activities and processes that give importance to minority faculty and create opportunities to support for research and develop capability among them. Research centres can be created to encourage the study of multiculturalism in society, function as a clearinghouse for producing research subsidy, and provide teaching prospects for minority students aspiring to have a career in research (Shattock 1994). The objective of these leadership approaches is to encourage multiculturalism as a justifiable and contributing instrument in the research endeavour esteemed in the organisational culture (Shattock 1994). Leadership approaches that encourage multiculturalism concentrate on influencing the organisational setting by motivating minority faculty as change catalysts for multiculturalism. For instance, funding programmes can be designed that provide opportunities to minority faculty to become involved in administrative activities that characterise and form academic task (Turner 2008). Minority faculty would become instruments for multiculturalism by communicating conflicting attitudes within practices that build up institutional strategies, arrange and choose who assumes leadership functions, such as chairpersons of current academic groups, and outline the hypotheses that orient budget development (Miner 2007). The goal of these practices is to encourage multiculturalism by having the culture of the organisation acknowledge the importance of minority faculty involvement in identifying tendencies and values in the organisational setting. Exeter University needs human resource management personnel responsive to cultural differences and capable of preventing difficulties from emerging. The following programmes may be implemented: 1) The institution’s databases should contain specific sections and domains for gender, ethnic or racial background, as well as family setting. A completely incorporated HRM technology should be developed to monitor and observe people’s skills, aptitudes, individual requirements, and particular issues. 2) The institution should recruit personnel at Black universities and colleges, and at other multicultural institutions. 3) The institution should put into effect an agency-wide coaching programme. 4) The institutions should advocate employee participation in managing diversity through a well-thought out Diversity Committee. 5) The institution should incorporate diversity in their strategic master plan. 6) The institution should include diversity values into their performance evaluation systems. Leadership approaches that encourage multiculturalism concentrate on putting into practice curricular reform in the educational culture that shows the emergence of multiculturalism as component of the social fabric of the British society (Trow 1994). For instance, the adoption of a multicultural set of courses improves the teaching practices by making students and faculty aware of how multiculturalism influences society and of the importance of multicultural experiences. The faculty should become dynamically involved in reorganising the requirements in general education and academic majors. Conclusion How organisations, and in this case institutions of higher education, act in response to multiculturalism concerns will rely on specific components in their institutional setting and organisational culture. The discussion in this paper hopefully will encourage higher education, particularly the faculty, to be committed and sincere in its approaches toward multiculturalism concerns. Higher education has to be determined in its approaches toward multiculturalism because multiculturalism is a change catalyst of society that requires new paradigms of interpretation oriented on culturally diverse communities. Multiculturalism demands that higher education act with emotion and enthusiasm in order to encourage individuals in society to reform the limits that classify inclusion. The incapability of higher education to be determined and dedicated in its response to multiculturalism perpetuates the exclusion of multicultural communities. Eventually, multiculturalism keeps on being a family member that is disguised. The enthusiasm higher education imparts into its approaches toward multiculturalism will influence not merely its nature, but also the memoirs of the British society. Bibliography Aguirre, A. & Martinez, R. (2002) Leadership Practices and Diversity in Higher Education: Transitional and Transformational Frameworks, Journal of Leadership Studies , 53+. Avolio, B.J. & Bass, B.M. (eds). (2002) Developing Potential Across a Full Range of Leadership: Cases on Transactional and Transformational Leadership, Mahwah, NJ: Lawrence Erlbaum Associates. Banner, D.K. & Gagne, T.E. (1995) Designing Effective Organisations: Traditional and Transformational Views, London: Sage. Bass, B.M. & Avolio, B.J. (1994) Improving Organisational Effectiveness through Transformational Leadership, USA: Sage Publications, Ltd. Combs, G. (2002) Meeting the Leadership Challenge of a Diverse and Pluralistic Workplace: Implications of Self-Efficacy for Diversity Training, Journal of Leadership Studies , 1+. Cross, E. (2000) Managing Diversity-- The Courage to Lead, Westport, CT: Quorum Books. Easley, C. A. (2001) Developing Valuing and Managing Diversity in the New Millennium. Organisation Development Journal, 38+. Fine, M. (1995) Building Successful Multicultural Organisations: Challenges and Opportunities, Westport, CT: Praeger. Griffin, R.W. & Moorhead, G. (2009) Organisational Behavior: Managing People and Organisations, Boston: South-Western College Pub. Miner, J. (2007) Organisational Behavior: From Theory to Practice, New York: M.E. Sharpe. Moore, D. (2002) Project Management: Designing Effective Organisational Structures in Construction, Chichester: Wiley-Blackwell. Mosley, A. (1998) A Behavioural Approach to Leadership: Implicatiosn for Diversity in Today's Organisations, Journal of Leadership Studies , 38. Shattock, M. (1994) The UGC and the Management of British Universities, Buckingham: SRHE/Open University Press. Storey, J. (Ed.). (2004) Leadership in Organisations: Current Issues and Key Trends, London: Routledge. Trow, M. (1994) Managerialism and the Academic Profession: Quality and Control, London: Open University Quality Support Centre. Turner, R. (2008) Handbook of Project Management, Farnham, Surrey: Gower/Ashgate. Warner, D. & Palfreyman, D. (eds). (2001) The State of UK Higher Education: Managing Change and Diversity, Philadelphia: Open University Press. Read More