MGMT 3700: Best Practices in Diversity: Leveraging Differences to Drive Success
Professor Selina Griswold, MSM/MA
College of Business & Innovation
Chapter Six: The Work of Inclusive Leadership
Objectives of this Lesson
Learn to recognize structural inequities and fix them.
Explain the role of leaders in fostering inclusive cultures.
Identifying individual, relational and organizational level of systems.
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FDA Diversity Module
FDA Diversity Module
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Inclusive Leadership
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Soft skills such as empathy and emotional intelligence are important but inclusion that creates change requires the courage to make tough decisions.
Calling out incidents of structural inequity and making change to long-standing traditions and organizational practices must be a part of a leader’s toolkit if real and sustainable change is to occur.
FDA Diversity Module
FDA Diversity Module
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Generally speaking, EEO and affirmative action programs are considered legislated employment equity risk management programs.
EEO and Affirmative Action programs generally cover those groups protected by title 7 of the 1964 Civil Rights act, whereas Diversity is a more inclusive concept. AA programs contain goals and timetables designed to bring the level of representation for minority groups and women into parity with relevant labor force statistics.
Diversity is a voluntary approach that does not utilize artificial programs, standards, or barriers.
Structural Inequalities
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Oppression, like discrimination, involves structural limitations—imbalances and inequities across groups causing constraints not only in the physical environment, but also in social relations, economic status, and political situation.
When discrimination against a group of people is encouraged and consistently exercised by those in power, it causes unequal access to opportunities, thus leading to oppression.
As power structures in society and the workplace become more established, oppression becomes the norm.
Thus, oppression can occur today not because society actively seeks to disempower some groups of people, “but rather because of the effects of societal norms, laws, and unchallenged assumptions.
Structural Inequalities: What to do about them?
Banking—female tellers, male managers.
Education—women teachers, men principals.
Corporations—women assistants, men leaders.
Since the beginning of the colonies in America, family farms created two different spheres of work for women and men. Men, worked on crops and did the hard field labor, while women stayed home, preparing food and clothes for the family.
Janitorial—people of color, higher positions non people of color.
Tech jobs toward men or directed toward Asian Americans.
School curriculums that focus on male Eurocentric history and achievements despite the diversity of the classroom. Yet, providing a “special” month for everyone else i.e. black history month, women’s history month.
Workplace and schools that have holidays centered on Christianity.
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Individual Level of System with Inclusive Leadership
Individual inclusive leadership requires cultural humility, courage, and tolerance for imperfection and ambiguity.
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Relational Level of System
Maximizing the potential of relationships in diverse settings.
Leaders need to invite, consider and incorporate other perspectives and new ways of making meaning in relation to those perspectives.
Review pages 193-4.
How does this occur when there is just a token representative of a group?
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Organizational Level of System
Creating and maintain an inclusive culture requires self-examination continuously and thoughtful reflection by leaders and members of the organization. See pages 194-5.
Four things leaders can do to foster cultures of inclusion:
Explicitly define and redefine the boundaries and rules for acceptable behavior.
Create the conditions for conversations to explore differences.
Model and communicate an understanding of and valuing of (and comfort with) diversity.
Be authentic and use personal experiences strategically acting with a collective identity, being flexible to change, thinking in new ways and acting ethically.
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Last Words To Ponder
“I think we all have empathy. We may not have enough courage to display it.”
Maya Angelou
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FDA Diversity Module
FDA Diversity Module
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MGMT 3700: Best Practices in Diversity: Leveraging Differences to Drive Success
Professor Selina Griswold, MSM/MA
College of Business & Innovation
Chapter Seven: From Diversity to Inclusion: An Inclusion Equation
Objectives of this Lesson
Learn the business case for diversity.
Explain Cultural Competency.
Comprehend the Inclusion Equation.
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FDA Diversity Module
FDA Diversity Module
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The Business Case for Diversity— Dr. Roosevelt Thomas
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Thought leader Dr. Roosevelt Thomas is credited with shifting the paradigm from complying with legal mandates to the business case for diversity.
According to Dr. Thomas, the challenge of diversity was more than ensuring representation of historically under-represented groups.
He felt the goal should be to “create….an environment where ‘we’ is everyone.”
FDA Diversity Module
FDA Diversity Module
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Generally speaking, EEO and affirmative action programs are considered legislated employment equity risk management programs.
EEO and Affirmative Action programs generally cover those groups protected by title 7 of the 1964 Civil Rights act, whereas Diversity is a more inclusive concept. AA programs contain goals and timetables designed to bring the level of representation for minority groups and women into parity with relevant labor force statistics.
Diversity is a voluntary approach that does not utilize artificial programs, standards, or barriers.
Diversity vs. Inclusion
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Is when you count the people.
Is when the people count.
Diversity & Inclusion
Should lead to individual cultural competence (micro)
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Bennet Model of Cultural Competency
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Developing Inclusive Behaviors
Shift the frame of reference when necessary.
Are perceptions relative?
Show you value other’s viewpoints, must you agree with them?
Be flexible in your approach to situations—there is more than one way to skin a ……..
Are you a good listener?
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Developing Inclusive Behaviors
Modify your listening skills.
Recognize and adapt to the variety of listening behaviors you will encounter among diverse employees. Employees where English is not their first language.
Recognize and adapt your own listening skills as necessary to understand diverse perspectives. Do you discuss religion in the workplace?
Listen for value-based cultural assumptions, perceptions, and expectations.
Observe behavior and monitor your interpretations and meanings.
Ask necessary and appropriate questions.
Learn about other work styles and assumptions.
Ask the person next to you what is their preferred ethnic terminology, pronoun or enunciation of their name.
Be comfortable in asking if you have caused an offense—how?
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IDI Intercultural Development Inventory
The Winters Group
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What does this say about the company’s value orientation?
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Nikon Example
The Response
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If you have trouble opening the above link, please go to google.com and type: Nikon accused of sexism diversityinc and it will take you to an article in Diversityinc online magazine.
Managing Conflict through Emotional Intelligence
Imagine a “minority” employee in a team setting who feels that he or she is consistently assigned the most menial work tasks in the group. This employee may begin to harbor resentment against team members and managers, eventually lashing out through decreased productivity or outright verbal conflict.
Is this conscious or unconscious bias? What do you do? Write down the steps.
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Managing Conflict: Did you?
Define the issues in the conflict and focus on interest not positions.
Make an effort to understand others’ perspectives.
Demonstrate an understanding of different cultural assumptions about what conflict is and alternative ways of dealing with it.
Develop a collaborative (win-win) problem-solving approach.
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Unconscious Bias
Did you have any bias in your hiring?
What does the iceberg have to do with bias?
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The only way to know if you have unconscious bias is to test yourself
When I first tested myself on race, gender and older people. I found that as a Black woman I was biased against blacks and favored whites. I was biased against working women despite being one myself and I was biased against older people even though my culture sees older people as wise.
I realized that the messaging from the media, lack of historical contributions/information being taught about the groups biased my viewpoint even when I thought I was not biased.
I take these tests now, constantly….making sure I no longer have these biases on various groups.
I won’t force you to take the tests, because you can’t change what you refuse to acknowledge. But, I will provide extra points for your willingness to utilize the IAT test.
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For Extra Credit Points (this is part of unit 6)
(1) Take the Implicit Association test for the following (submit your test results as proof)
(2) After taking the tests state what did you learn.
https://implicit.harvard.edu/implicit/takeatest.html
Choose one of the following:
Gender – Career. This IAT often reveals a relative link between family and females and between career and males. OR
Gender – Science. This IAT often reveals a relative link between liberal arts and females and between science and males.
& Also Choose Two of the following tests for Extra Credit:
Age (‘Young – Old’ IAT). This IAT requires the ability to distinguish old from young faces. This test often indicates that Americans have automatic preference for young over old.
Disability (‘Disabled – Abled’ IAT). This IAT requires the ability to recognize symbols representing abled and disabled individuals.
Arab-Muslim (‘Arab Muslim – Other People’ IAT). This IAT requires the ability to distinguish names that are likely to belong to Arab-Muslims versus people of other nationalities or religions.
Sexuality (‘Gay – Straight’ IAT). This IAT requires the ability to distinguish words and symbols representing gay and straight people. It often reveals an automatic preference for straight relative to gay people.
Race (‘Black – White’ IAT). This IAT requires the ability to distinguish faces of European and African origin. It indicates that most Americans have an automatic preference for white over black.
Skin-tone (‘Light Skin – Dark Skin’ IAT). This IAT requires the ability to recognize light and dark-skinned faces. It often reveals an automatic preference for light-skin relative to dark-skin.
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Confirmation Bias
confirmation bias link
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Inclusion Equation Macro Elements (how can it go wrong)
Recruiters trained in bias
Work-life support
Mentorship programs (formal and informal)—provide advice. More prevalent in organizations. A mentor is a person who can help you understand and navigate your organization. He or she can explain the unwritten rules and informal culture that may exist.
Sponsorship—provide advice and advocate—elevate their protégé’s visibility with the power players. Less prevalent in organizations despite the higher satisfaction rate. A sponsor is someone who often works in a management role or another influential role in your organization. This person openly advocates on behalf of the employee he or she is sponsoring. A sponsor helps you connect to career opportunities, often by recommending you for important assignments or helping you build relationships with other important people.
Diversity Councils—drivers of inclusion—companies with diversity councils have twice the number of Blacks, Latinos and Asians and 47% more women in senior management than those companies without.
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Last Words To Ponder
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“Everybody is sitting around saying, ‘Well, jeez, we need somebody to solve this problem of bias.’ That somebody is us. We all have to try to figure out a better way to get along.”
Wilma Mankiller
FDA Diversity Module
FDA Diversity Module
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