Managing a Diverse Workplace - Assignment Example

Abstract The purpose of this paper is to take a detailed look at the literature on diversity training in organizations. It is intended to present an understanding of the current practices that exist and the complexities of implementing diversity training. The paper focuses on a working definition of diversity, a glance at what diversity looks like in the workplace, and the process of implementing diversity into organizations. This paper also looks at the types of diversity initiatives that exist in organizations, evaluating diversity training, benefits of diversity training, and some of the barriers that organizations face when trying to implement diversity initiatives in their respective organizations. It has been hypothesized that diversity training is a useful tactic for helping employees to address, cope with, and adapt to diversity dynamics in the workplace Table of Content Abstract 1 Introduction 3 Literature Review 3 Defining Diversity 3 Demographic Changes in the U.S. 4 The Process of Implementing Diversity into Organizations 5 Types of Diversity Initiatives 7 Evaluating Diversity Training 9 Analysis 11 Benefits of Diversity Training 11 Challenges of a Diverse Workforce in Organizations 13 Barriers to Implementing Diversity in Organizations 15 Conclusion 16 Work Cited 17 Introduction The work environment in the United States (U.S.) has witnessed a dramatic change in the past decade. One factor that has been so compelling is the diverse workforce. Workforce diversity has become a major focus area in the work environment with many organizations struggling to increase their understanding of a diverse workforce (McGinnis, 2010). Because of this dramatic demographic shift, diversity initiatives have become necessary in organizations. This decade has seen a rapid growth in the popularity of diversity training in the United States (Tharenou, 2009). According to Cox (1991), diversity training is no longer looked upon as the socially acceptable thing to do; it is viewed as a strategic business objective with the intent to make organizations more competitive. Because of this, managers are concerned with the implementation of different diversity initiatives in order to retain a more diverse workforce. It indicates that diversity training is becoming an important component of an organization. This paper hypothesize that diversity training is a useful tactic for helping employees to address, cope with, and adapt to diversity dynamics in the workplace Literature Review Defining Diversity There are many ways in which individuals define diversity. In today's society, the definition of diversity reflects a broader perspective of workplace diversity as opposed to the traditional view of diversity as just focusing on gender and race (Bell, 2007). Norton and Fox (1997) point out that broad definitions tend to include age, national origin, religion, disability, sexual orientation, values, ethnic culture, education language, lifestyle, beliefs, physical appearance, and economic status. Cox and Beale (1997) defined diversity as "a mix of people of different socially relevant group identities working or living together in a defined social system" (p.13). Diversity is an infusion into the cultural environment of an appreciation for gender, minorities, and ethnic/religious lifestyles. Narrower definitions seem to define diversity in terms of race, gender, and ethnicity (Thomas, 2005). Diversity encompasses every individual difference that affects a task or relationship. Diversity also includes secondary characteristics such as geographic location, military experience, work experience, income, religion, first language, organizational role and level, communication style, family status, work style, and education (Thomas, 2005). Demographic Changes in the U.S. Because of the dramatic demographic shifts in the U.S., diversity initiatives have become necessary in organizations. In the near future, people of color, immigrants, and white women will make up large majority of the net growth in the nation's labor force. Gay men, lesbians, and bisexual individuals will also be defined as new minorities in the workplace. Because of this major demographics shift, people from many different racial/ethnic groups will be working together to keep organizations running competitively (Thomas, 2005) It is widely accepted that the United States is becoming more diverse, causing organizations to become more diverse as well (McGinnis, 2010). Dutton (1998) suggests that people will be working together from different diverse groups to keep businesses running competitively throughout the United States and other countries. Because of this demographic workforce shift, organizations will be impacted significantly on their competitiveness and economic outcome (McGinnis, 2010). Therefore, the ability of organizations to effectively compete globally will depend on their ability to manage a diverse workforce. Crawford (1991) argues that organizations remain competitive only if they recognize and obtain the best talent, value the diverse perspectives that come with talent born of different cultures, races, genders, always nurture and train that talent, and create an atmosphere that values its workforce. Only organizations that have diverse human resources will be able to remain competitive (Tharenou, 2009). Diversity initiatives have become necessary in organizations because of dramatic demographic shifts in the United States. Globalization, technology, a shrinking workforce, gender issues, anti-discrimination legislation, and the changing face of America are but a few of the reasons that diversity initiatives are a legitimate bottom line concern. These trends create a changing world in which to do business. These changes are taking place so rapidly that organizations wishing to grow must understand the effects that these changes have on their future. Organizations doing business in a diverse country must make themselves appealing and fit into this changing landscape. The Process of Implementing Diversity into Organizations Leaders who set out to implement diversity into an organization must start with themselves. There must be a clear vision, a clarification of what they are hoping to achieve through this diversity initiative (Thomas, 1991, p. 36). Thomas suggests that leaders must also solicit the assistance of multiple change agents from all levels of the organization who share the same vision. The culture of an organization is also a critical piece to consider when implementing diversity into an organization. The process begins with identifying the company's philosophy about diversity and those influential elements that can support or hinder a diversity initiative. Once this is done, all priorities should be shifted toward the desired change that promotes a diverse workforce (Thomas, 1991). Wiethoff (2004) proposes a model based on the theory of planned behavior (TPB) that addresses the roles of attitude, subjective norms, and perceived behavior control in motivation to learn from diversity trainings. Wiethoff suggested one or more hypotheses for each segment of the model, which can be used to expand our knowledge of the motivation to learn construct and help design successful diversity trainings. Framing of diversity training is also an essential component to its success. For example, when affirmative action is framed as enhancing diversity, acceptance of the plan is more favorable than when it is framed as a past injustice. Morrison (1992) points out in her book The New Leaders: Guidelines on Leadership Diversity in America that there are five basic steps that managers need to take in order to create and carry out an effective diversity plan. These steps are: Discover (and rediscover) diversity problems in the organization. Collecting current information helps counter assumptions about diversity problems and progress; Strengthen top-management commitment. Top manager's involvement in a diversity effort can be the key to success, but there are also some pitfalls to avoid; Choose practices that fit a balanced strategy. Although no particular set of practices seems to work better than others across organizations, the selection process involves some strategic issues in responding to current problems; Demand results. Setting specific diversity goals and evaluating the results of diversity efforts are complicated and often involve debate over quantitative and qualitative measures; and Use building blocks to continue progress. Managers alert to their organization's traditions, business situation, and past successes in foresting diversity can incorporate these into an ongoing diversity effort. According to Barnard and Lentz (1992), the following steps need to be taken in order to move toward a multicultural perspective for any organization: (a) gain commitment from the top; (b) understand where your organization is and where it has to go; (c) open leadership roles to members from diverse backgrounds; (d) aggressively recruit minority members for leadership; and (e) develop programs that address the cross-sectional diversity of the membership. Pollar (1998) suggests using the following five steps to set up a good diversity initiative: (1) create a diversity task force. This will provide the leadership and create a vision that reflects the organization's goals; (2) design a cultural audit. This will identify the organizations strengths and weaknesses, and also provide important data that can suggest future actions to improve the organization; (3) develop the overall strategy. This will be a clear outline to follow and provide valuable guidance in both designing and delivering training; (4) deliver training. This cannot be a one-time event. It must be continuous and should include everyone in the organization in order for it to be effective; and (5) measure its effectiveness. Getting feedback from the participants and observing the overall behavior of the organization will assist in implementing a diversity initiative. Types of Diversity Initiatives Many organizations in the U.S. have established formal programs to address diversity issues. Diversity training is one of those programs that are fundamental to a diversity initiative. Research conducted by Ramsey (1996) takes a look at a four-stage conceptual model for diversity identity development (DID) training. This model shows the relationship between identity development and diversity training. The stages of this model are: (a) Fascination - dominant culture preference-minimal awareness; (b) Differentiation - multicultural contact-increased awareness; (c) Confrontation ­ethnocentric preferences and hostilities; and (d) Application - reevaluation and appreciation of multiple cultures. The DID training model uses theory to inform and/or guide the practice and structure of diversity trainings (Ramsey, 1996). Matton and Hernandez (2004) looked at ten companies, searching for the types of diversity initiatives commonly used in their respective organizations. The researchers conducted open-ended interviews with twelve diversity professionals, asking them to identify and discuss the range of initiatives employed in their organizations. Forty percent of the respondents reported that setting targets, goals, or milestones for gender and race representation were the top initiatives in their organizations. Other initiatives included Equal Employment Opportunity and Affirmative Action (EEO/ AA), data-gathering and/or data-sharing processes, technology training, diversity councils and task forces. Thomas (1991), in his book titled Beyond Race and Gender, stated that affirmative action has been the number one strategy for assimilating minorities and women into the corporate world. Some companies in the U.S. have incorporated valuing differences programs as a diversity initiative (Thomas, 1991). The main focus of these programs is to improve interpersonal relationships among individuals within the organization and to also minimize the expressions of racism and sexism. Thomas (1991) suggests that the assumption of valuing differences is that behaviors that are considered undesirable come from a lack of knowledge and understanding. Gardenswartz and Rowe (1994) propose that there are basically three common models that guide and promote workforce diversity efforts: Affirmative Action, Valuing the Differences and Managing Diversity. Organizations that are driven by affirmative action emphasize achieving diversity through demographics. Valuing the differences in employees emphasize achieving diversity through creating structures that favor expressing different viewpoints. Managing diversity is an approach that stresses issues that deal with the bottom line of sales and/or programming. All organizations with diversity policies and practices will reflect at least one of these models in some form or fashion (Gardenswartz & Rowe, 1994) Based on a study conducted by Morrison (1992), there are eighteen kinds of formal and informal practices that are used in organizations as leadership diversity initiatives. The top eight developmental tools are: (1) diversity training programs; (2) networks or support groups within the organization; (3) "fast track" development programs for employees designated as high potential; (4) informal internal networking activities; (5) job rotation; (6) formal mentoring programs; (7) informal mentoring programs; and (8) entry development programs for newly hired employees designated as high potential. Sims and Sims (1993) discuss the concept of diversity and difference training in organizations. "Diversity and difference training helps employees understand how to work through and appreciate the changing dynamics of their organization" (p. 74). It also involves learning about participants' own beliefs and values. "Diversity and difference training should encourage employees to develop a better understanding of their own and others' behaviors" (p. 75). Another diversity initiative is the managing diversity approach (Thomas, 1991). This approach talks about changing the root culture of an organization. The primary focus of managing diversity is to create an environment that utilizes the full potential of a diverse workforce, and seeks to identify the fundamental elements of the organizations. Evaluating Diversity Training Evaluating diversity training is an important component of a diversity initiative. However, very little attention has been given to measuring the impact and effectiveness of diversity training (Ferdman & Brody, 1996). Ferdman and Brody also suggest that there are very few reliable instruments to measure the effectiveness of diversity training. Research conducted by Wentling and Palmas-Rivas (1997) found that many of the organizations who participated in their study lacked a clearly focused evaluation plan when conducting diversity training programs. Tan, Morris and Romero (1996) focused on measuring changes in perceptions, attitudes and knowledge before and after diversity training. Their research revealed that although there were increases in diversity-related knowledge, it failed to measure participants' own perceptions of and attitudes toward diversity. Kossek and Zonia (1993) examined university employees' attitudes toward the employer's efforts to promote diversity and found that minorities responded more favorably to the institution's efforts to promote diversity than Whites. Ellis and Sonnefield (1994) assessed the reactions of employees who attended a diversity workshop and revealed that employees who attended perceived it to be an experience that enhanced their ability to interact and work with people from a different culture that theirs. Stewart, LaDuke, Bracht, Sweet and Gamarel (2003) took on the task to evaluate the well-known diversity training exercise called "blue-eyes/brown-eyes", an exercise made popular by Jane Elliott that is used to reduce stereotyping, prejudice and discrimination. Their results indicated that those students who participated interacted more comfortably with participants from a different race than theirs than did students who did not participate. However, researchers did not find that participation in the exercise led to racism and prejudice (Stewart et al., 2003). Some organizations do not conduct evaluations of diversity training because it is too problematic. Cox (1993) believes that the reason for this is that there are no measurements in place, no clear objectives, or leaders in organizations feel that there is no need for evaluation because they are doing well financially. Morrison (1992) suggests that if diversity training is not measured, it can cost organizations lots of time and money, and not create significant changes. Wentling and Palmas-Rivas (1997) suggest that diversity trainings should have both formative and summative evaluations. A study conducted by Rynes and Rosen (1995) addressed the need for careful assessment of diversity trainings. The researchers polled human resource managers on the impact of their diversity training programs and discovered that one-third of the managers viewed their programs as successful and approximately eighteen percent viewed their programs as unsuccessful. Their research found that long-term follow-up evaluations played a critical role in successful diversity training programs. Of the twelve participants Matton and Hernandez (2004) interviewed during their study, researchers reported that all respondents evaluating the effectiveness of diversity initiatives is a critical factor of accountability, but the extent to which each company surveyed were able to do so varied widely. Several companies have conducted formal, internal evaluations while others were planning to use external consultants to employ some type of evaluation mechanism. Most of the participants expressed a need to improve the way they measure the effectiveness of diversity initiatives in their respective organizations. Evaluating diversity training is a tedious event. Organizations must use tools to measure diversity training and link performance to individual accountability. Analysis Benefits of Diversity Training The results of affirmative action, valuing differences, and managing diversity have been good overall (Thomas, 1991). Large numbers of women and minorities are working in entry-level positions in companies whose recruitment efforts are very strong. These diversity initiatives have created a more diverse workforce that fosters upward mobility for women and minorities. With the implementation of these three initiatives, there is a mutual respect among the groups involved (Thomas, 1991). "We believe that the real success of diversity and difference training efforts will depend on the extent to which organizations commit the resources to evaluate their efforts in this area" (Sims & Sims, 1993, p. 90.) Sims and Sims also point out that by requiring that all employees participate in diversity and difference training, organizations will reap the benefits of their efforts in increased creativity, a more motivated workforce, as well as increased profits. Wentling and Palmas-Rivas (2000) concluded in their study that the majority of the participating corporations considered diversity initiatives to have a very positive effect on the employees and their organizations. "Through coaching, leadership, and modeling, a multicultural educational leadership program can help develop diversity as a strategic educational and organizational asset" (Smith, 1996, p. 38). Leaders in organizations find many reasons that are beneficial to incorporate diversity within their organization, such as increased productivity, improving quality management and gaining market shares (Morrison, 1992). A healthy, diverse workplace can provide an organization with the necessary tools to improve problem-solving, improve productivity, and be more flexible and creative (Cox, 1993). In the spirit of diversity, Butler and DeSole (1993) suggest that libraries should be staffed by a number of minorities as well as Anglo, which would represent the full diversity of the student population. "Not only will these students by their very presence create a more welcoming climate for multicultural students, but they can also serve as sources of information about what might make the library more welcoming from their perspectives" (p. 168). "Diversity produces stability, which is the ability of the system to withstand stress and to identify and respond to opportunities" (Gilliland, 1991, p. 95). Gilliland also points out that the real strength of an organization is its appreciation of cultural diversity. "The full potential of educational and business institutions will be realized more fully as they move beyond previous self-imposed limitations and benefit from real leadership diversity and richness" (p. 96). With the increased minority population in the U.S., organizations are adapting their products and services to cater to this diverse interest. Members of minority groups are more likely to give patronage to business that are of their own cultural group (Cox, 1993). The recruitment and retainment of minorities in organizations has created a climate of diversity and opened doors to hiring practices that address the global market. Cox (1993) suggests that this approach promotes a multiplicity of viewpoints, creating the potential to generate more creative ideas. Thus, a diverse workforce has had a significant impact on increased sales and profits of goods and services. Challenges of a Diverse Workforce in Organizations While there are numerous benefits and advantages of diversity initiative, a diverse workforce came bring about many challenges. Cox (1993) points out that there are two main contributors to conflict in a diverse workplace: (1) group differences are formed with group boundaries and (2) the conflict is directly related to this group identity. Cox also suggests that as a result of this group conflict, interpersonal dynamics in the workplace can become hostile. Northcraft, Polzer, Neale and Kramer (1995) reported that the issue of conflict leads to a problem with self-identity. People have to arrive at a decision about what group to associate with at work. This leads to a work environment that is likely to be categorizations of "in-groups" and out-groups" (Northcraft, et al., 1995). There is also the concept of cohesion that is present in a diverse workforce. Individuals are attracted to other individuals like themselves (Allison, 1999). Because of this, such cohesion fosters homogeneous work groups. Cox (1993) cautions that sometimes diversity threatens the cohesiveness of groups. When this happens, low morale can occur, which will result in high absenteeism and high turnover. There is also the issue of resistance to change. According to Allison (1999), this resistance can be rooted in issues of prejudice, discrimination and/or a resistance to addressing sensitive issues that typically would be considered taboo. Another challenges organizations face when trying to create a diverse workforce is a resistance to change. According to Block (1999), the number one reason why people resist change if fear. Robbins (2000) points out that when something new is introduced to people that threatens their routine, they naturally resist. Because of the complexity of our cultures, people tend to stick with the things that work best for them. "Many employees avoid embracing change by not directly confronting or openly expressing their real issues, opinions, or concerns" (Gilley, Quatro, Hoekstra, Whittle & Maycunich, 2001, p. 53). Job security is also a concern for people. The introduction of diversity initiatives may cause someone to perceive that they will lose their job to a minority group member, causing them economic hardship (Robbins, 2004). The only way to deal with resistance to change is to understand the reasons behind it and address those reasons head on (Gilley et al., 2001). Oftentimes, diversity training is used as an indicator to determine whether or not an organization is committed to diversity. One of the challenges faces is whether or not to make training voluntary or mandatory. James (1996) points out that mandatory participation is not authentic and is ineffectual. Allison (1999) suggests that mandatory participation is not ideal but there is a need for such training in that it may sensitize a workforce that is out of touch with alternate viewpoints. Whether diversity training is mandatory or voluntary, steps must be taken to increase cultural awareness and sensitivity. Barriers to Implementing Diversity in Organizations Although affirmative action has some good points, limitations of its effect are prevalent in organizations. "Minorities and women are disproportionately clustered at the bottom of the corporate pyramid. This phenomenon (called the glass ceiling when referring to women and premature plateauing when referring to minorities) exists even in organizations with excellent affirmative action reputations" (Thomas, 1991, p. 21). Sessa and Jackson (1995) discuss diversity in decision-making teams and the adverse affect it has on organizational cohesiveness. "Thus individuals who differ from their teammates or work unit members on sex and race are more likely to report a lower commitment to their organization, less intent of staying, and more absences" (p. 141). Matton and Hernandez (2004) interviewed twelve diversity professionals and discovered several factors that posed barriers to the implementation of diversity initiatives. Those barriers are: organizational culture, technology, middle management and employee buy- in, and differences between gender and race. In his work titled Leadership and Diversity: Organizational Strategies for Success, Haro (1993) talks about some of the risks associated with diversity programs. Implementing change within an organization at an accelerated pace may cause major problems (p. 60). Bowens, Merenivitch, Johnson, James, and McFadden-Bryant (1993) discuss three key barriers to cultural diversity that exists in organizations. The first barrier is the Deficit Model and the Racism Model. The Deficit Model is the belief of most whites that black people are innately deficient. The Racism Model, which is held by many black people, is the belief that most white people are racist, which causes blacks to be doubtful and skeptical of the motives of white people. The next barrier discussed is that of leadership commitment. Bowens et al. suggest that if leadership at the very top of an organization is not involved in the diversity initiative, it sends a clear message that the issue is not important. The last barrier discussed is that of valuing. Organizations that do not appreciate and utilize the multitude of differences of its workforce are promoting an atmosphere that is counterproductive to organizational success (Bowens, Merenivitch, Johnson, James, & McFadden-Bryant, 1993). Conclusion Diversity training has been discussed in the business literature as a useful tactic for helping employees to address, cope with, and adapt to diversity dynamics in the workplace. The literature review also exposed key points from a variety of avenues on diversity training in organizations. It took a look at some of the common diversity initiatives in organizations, some benefits of implementation, a glance at how diversity training is evaluated, and some of the common barriers that exist. This selective review of the literature clearly illustrates the importance of having a diversity initiative in the workplace. A basic understanding of what the literature says about diversity initiatives, specifically diversity training, is required to understand its impact in organizations. Work Cited Allison, M.T. (1999). Organizational barriers to diversity in the work place. Journal of Leisure Research, 31 (1), 78-101. Barnard, C. & Lentz, G.F. (1992). Making diversity a reality within our profession. Journal of Career Planning and Employment, 52(3),30-35. Bell, M. P. (2007). Diversity in organizations. Mason, OH: Thomson Southwestern. Block, P. (1999). Flawless consulting: A guide to getting your expertise used. San Diego, CA: Pfeiffer. Bowens, H., Merenivitch, J., Johnson, L.P., James, A.R., & McFadden-Bryant, DJ. (1993). Managing cultural diversity toward true multiculturalism: Some knowledge form the black perspective. In R.R. Sims & R.F. Dennehy (Eds.) 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Diversity in decision-making teams: All differences are not created equal. In M.M. Chemers, S. Oskamp, & M.A Costanzo (Eds.) Diversity in organizations: New perspectives for a changing workplace (pp. 157­188). Thousand Oaks, CA: Sage. Sims, SJ. & Sims, R.R. (1993). Diversity and difference training in the United States. In R.R. Sims & R.F. Dennehy (Eds.), Diversity and differences in organizations (pp. 73-92). Westport, CT: Quorum. Smith, S. (1996). Leadership training for cultural diversity. Multicultural Review, 5(1), 33-38. Stewart, T.L., LaDuke, J.R., Bracht, c., Sweet, RAM. & Gamarel, K.E. (2003). Do the "eyes" have it? A program-evaluation of Jane Elliott's "blue-eyes/brown-eyes" diversity training exercise. Journal of Applied Social Psychology, 33(9), 1898-1921. Tan, D.L., Morris, L., & Romero, J. (1996). Changes in attitude after diversity training. Training & Development, 50(9),54-55. Tharenou, Phyllis. (2009) Training and Development in Organizations. 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