Download - Diversity training + beyond
CH-15 Copyright 2008 Werner et al 1
HRD AND DIVERSITY: DIVERSITY TRAINING AND
BEYOND
Chapter 15
CH-15 Copyright 2008 Werner et al 2
Learning Objectives
• Understand how the changing demographics of the labor market are changing the cultural fabric of organizations
• Describe how organizational culture is being affected by having a greater percentage of women and minorities in the workforce
• Describe how diversity issues are impacting organizations, as well as HRD
CH-15 Copyright 2008 Werner et al 3
Learning Objectives
• Become familiar with different forms of discrimination, and how HRD programs and processes can help to reduce these effects
• Describe the ways organizations attempt to integrate women and minorities into the organization, and the relative success of these efforts
• Understand the purpose and methods of cross-cultural training
CH-15 Copyright 2008 Werner et al 4
Questions
• What is the current status of women and people of color in the U.S. workforce?
• Is there a “glass ceiling” that limits the advancement of women and people of color in U.S. organizations?
• What is the difference between equal employment opportunity, affirmative action, and managing diversity?
• How effective are diversity training programs employed by organizations?
• What can organizations do to better prepare their employees to deal with cross-cultural issues, especially if they are sent to work in another country?
• What types of HRD programs can organizations use to develop and promote a culturally diverse workforce?
CH-15 Copyright 2008 Werner et al 5
Culture
• A set of shared values, beliefs, norms, and artifacts that are used to interpret the environment and as a guide for all kinds of behavior
CH-15 Copyright 2008 Werner et al 6
Common Cultural CharacteristicsTable 15-1
• Common geographic origin• Migratory status• Race• Language or dialect• Religious faith• Ties that transcend kinship, neighborhood,
and community boundaries• Shared traditions, values, and symbols
SOURCE: From Thernstrom, S., Orlov, A., & Handlin, O. (Eds.). (1980). Harvard Encyclopedia of American Ethnic Groups. Cambridge, MA: Harvard University Press.
CH-15 Copyright 2008 Werner et al 7
Common Cultural CharacteristicsTable 15-1
• Literature, folklore, music• Food preferences• Settlement and employment patterns• Special interests in regard to politics• Institutions that specifically serve and
maintain the group• An internal perception of distinctness• An external perception of distinctness
SOURCE: From Thernstrom, S., Orlov, A., & Handlin, O. (Eds.). (1980). Harvard Encyclopedia of American Ethnic Groups. Cambridge, MA: Harvard University Press.
CH-15 Copyright 2008 Werner et al 8
Organizational Culture
• A set of shared values, beliefs, norms, artifacts, and patterns of behavior that are used as a frame of reference for the way one looks at, attempts to understand, and works within an organization
CH-15 Copyright 2008 Werner et al 9
Artifacts
• Material and nonmaterial objects and patterns that intentionally or unintentionally communicate information about the organization’s technology, beliefs,values, assumptions, and ways of doing things
CH-15 Copyright 2008 Werner et al 10
Artifacts
• Material artifacts include documents, physical layout, furnishings, patterns of dress, and so on
• Nonmaterial artifacts include organizational stories, ceremonies, and leadership styles
CH-15 Copyright 2008 Werner et al 11
Patterns of Behavior
• Help to reinforce an organization’s assumptions, beliefs, and ways of doing things through staff meetings, training programs, filing forms, and other normal organizational practices
CH-15 Copyright 2008 Werner et al 12
Labor Market Changes and Discrimination
• Discrimination can occur in various ways– access discrimination occurs when an
organization places limits on job availability through such things as restricting advertisement and recruitment, rejecting applicants, or offering a lower starting salary
– treatment discrimination occurs after a person is hired and takes the form of limiting opportunities
CH-15 Copyright 2008 Werner et al 13
Treatment Discrimination Against Women
• Women have made considerable progress moving into formerly male-dominated occupations such as medicine, law, management, advertising, and engineering
CH-15 Copyright 2008 Werner et al 14
Changes in the Number of Women at the Top of Fortune 500 Companies, 1995–2006
Table 15-1 1995 2000 2003 2006
Percent of board of directors who are female 9.5% 11.7% 13.6% 14.7%
Percent of corporate officers who are female 8.7% 12.5% 15.7% 16.6%
Percent of top officers who are female 1.2% 4.1% 7.9% 6.7%
Number of companies with three female
corporate officers
25 50 54 64
Number of CEOs who are female: 1 2 8 10
SOURCES: 2006 Catalyst census of women corporate officers (2006). New York: Catalyst. Accessed August 24, 2007 at http://www.catalystwomen.org/knowledge/cote.shtml; WOW! Facts 2006. Business Women’s Network. Accessed on August 25, 2007 at http:www.wowfacts.diversitybestpractices.com/wow/excerpts06.pdf
CH-15 Copyright 2008 Werner et al 15
Sexual Harassment
• Many forms of sexual harassment,– unwanted off-color jokes and comments– outright unwanted sexual propositions and
touching– offers of job rewards in exchange for sexual
favors
CH-15 Copyright 2008 Werner et al 16
Quid Pro Quo Sexual Harassment
• If an employee’s subjection to or rejection of the sexual conduct is used as a basis for an employment decision
• Even if the harassment is not linked directly to an employment decision, it can still be illegal harassment if the behavior is found to have created a hostile work environment
CH-15 Copyright 2008 Werner et al 17
Treatment Discrimination Against Minorities in Organizations
• Primarily in the lack of promotional opportunities and incidents of racial harassment
• Minorities have had difficulty moving into key executive and policymaking positions
• Racial harassment on the job can take many forms
CH-15 Copyright 2008 Werner et al 18
Equal Employment Opportunity
• The right to obtain jobs and earn rewards in them regardless of non-job-related factors
• Follow-ons make it unlawful for employers to make employment decisions on the basis of race, color, sex, religion, national origin, age, mental or physical handicap, Vietnam-era or disabled veteran status, and pregnancy, unless these factors can be shown to be job related
CH-15 Copyright 2008 Werner et al 19
The Glass Ceiling
• An invisible but impenetrable boundary prevented women and minorities from advancing to senior management levels
• Subtle attitudes and prejudices that block women and minorities from upward mobility, particularly into management jobs
CH-15 Copyright 2008 Werner et al 20
Glass Ceiling Commission
• Goals were:– to promote a high quality, inclusive, and diverse
workforce capable of meeting the challenge of global competition
– to promote good corporate conduct through an emphasis on corrective and cooperative problem solving
– to promote equal opportunity, not mandated results– to establish a blueprint of procedures to guide the
department in conducting future reviews of all management levels of the corporate workforce
CH-15 Copyright 2008 Werner et al 21
Commission Findings
• Neither women nor minorities tended to advance as far as their white male counterparts, although women advanced further than minorities
• While most organizations made a concerted effort to identify and develop key (white male) employees, few organizations had taken any ownership for equal employment opportunity and access
• The few women and minorities who held executive jobs were in staff positions that were considered outside the corporate mainstream for promotions to senior-level positions
• While most of these organizations held federal government contracts, most ha inadequate equal employment and affirmative action record keeping
CH-15 Copyright 2008 Werner et al 22
Impact of Recent Immigration Patterns
• One reason for the growth in the number of minority workers has been the large influx of immigrants since the 1960s
• Differences based on culture, religion, and other variables must be considered as these individuals are assimilated into U.S. society and work settings
CH-15 Copyright 2008 Werner et al 23
Adapting to Demographic Change
• Many organizations established programs to facilitate the recruitment and retention of qualified women and minorities.
• The inclusion of women, minorities, and other underrepresented groups has made organizations more culturally diverse
CH-15 Copyright 2008 Werner et al 24
Cultural Diversity
• The existence of two or more persons from different cultural groups in any single group or organization
CH-15 Copyright 2008 Werner et al 25
Three Different Approaches
• They are– Affirmative action– Valuing differences– Managing diversity
• Each approach seeks to extend beyond the legal mandates required by the equal opportunity (EEO) laws
CH-15 Copyright 2008 Werner et al 26
Affirmative Action Programs
• Purpose of affirmative action programs is– to bring members of underrepresented
groups, usually groups that have suffered discrimination, into a higher degree of participation in some beneficial program
CH-15 Copyright 2008 Werner et al 27
Steps to Meet Affirmative Action Requirements
• Prepare a written policy statement on equal employment opportunity/affirmative action (EEO/AA)
• Designate an affirmative action officer
• Publicize an EEO/AA policy statement
• Conduct an analysis of the surrounding labor market to determine if its current labor force is representative
CH-15 Copyright 2008 Werner et al 28
Steps to Meet Affirmative Action Requirements
• If a protected group is underrepresented in any area within the organization, develop goals and timetables to achieve parity with the external labor market
• Develop specific programs and activities to achieve these goals and timetables
• Establish an internal auditing and reporting system of its programs and activities
• Develop support for affirmative action, both inside and outside the company
CH-15 Copyright 2008 Werner et al 29
Affirmative Action
• Sometimes requires actions such as preferential recruiting and hiring or placement of certain groups when those groups are underrepresented in an occupation within an organization
CH-15 Copyright 2008 Werner et al 30
Differences Between EEO and AAP
• Under affirmative action, the employer is asked to explicitly consider race and gender in such decisions, if women and minorities are not adequately represented in a particular job or job category
• Under EEO, employer seeks to ignore race and gender as much as possible when making employment decisions
CH-15 Copyright 2008 Werner et al 31
Race and Gender Discrimination
• Remain troubling issues in American society
• Both men and women vary widely in their perceptions of affirmative action in particular, and diversity in general
CH-15 Copyright 2008 Werner et al 32
Valuing Differences and Diversity Training
• Valuing differences– create an environment in which each person’s
cultural differences are respected
• Diversity training programs vary in scope and length
CH-15 Copyright 2008 Werner et al 33
Issues
• Common misgiving about emphasizing differences is that it fails to recognize that people identify with each other because of shared interests, values, goals, and experiences
• Costs of doing diversity training
CH-15 Copyright 2008 Werner et al 34
Potential Problems with Diversity Training
Table 15-3
SOURCE: Copyright © December 1992 from Training & Development Journal by Mobley, M. & Payne, T. Reprinted with permission of American Society for Training & Development.
When Trainers When the Training Program
• Use their own psychological
issues (e.g., trust or group
affiliation) as template for
Training
• Have their political agenda
• Do not model the philosophy or skills associated with valuing diversity
• Is not integrated into the organization’s overall approach to diversity
• Is too brief, too late, or reactive
• Is presented as remedial and trainees as people with problems
• Does not distinguish the meanings of valuing diversity, EEO, AA, and managing across cultures
CH-15 Copyright 2008 Werner et al 35
Potential Problems with Diversity Training
Table 15-3
SOURCE: Copyright © December 1992 from Training & Development Journal by Mobley, M. & Payne, T. Reprinted with permission of American Society for Training & Development.
When Trainers When the Training Program
• Are chosen because they represent or advocate for a minority group
• Are not competent at facilitation and presenting, have poor credibility with trainees, or are known to be insensitive
• Does not make a link between
stereotyping behavior and
personal and organizational
effectiveness
• Is based on a philosophy of
political correctness
• Is too shallow or too deep
CH-15 Copyright 2008 Werner et al 36
Potential Problems with Diversity Training
Table 15-3
SOURCE: Copyright © December 1992 from Training & Development Journal by Mobley, M. & Payne, T. Reprinted with permission of American Society for Training & Development.
When Trainers When the Training Program
• Force people to reveal their
feelings about other people
• Do not respect individual styles
of trainees
• Pressure only one group to
change
• Cover too few issues and do not
engage participants individually
• Resource materials are outdated
• Curriculum is not adapted to
trainees’ needs or not matched with
the skills and experience of the
Trainer
• Discussion of certain issues
(e.g., reverse discrimination)
is not allowed
CH-15 Copyright 2008 Werner et al 37
Managing Diversity
• A comprehensive managerial process for developing an environment (organizational culture) that works for all employees
• Focus is on inclusion
CH-15 Copyright 2008 Werner et al 38
Managing Diversity Approach
• Requires – A long-term commitment to change– Substantive changes in organizational culture– A modified definition of leadership and
management roles– Both individual an organizational adaptation– Structural changes
CH-15 Copyright 2008 Werner et al 39
Long-Term Commitment to Change
• Pillsbury’s Three Year Plan– To develop and implement strategic plans for
creating more culturally diverse organizations– To increase leaders’ and managers’
knowledge and skills in managing a culturally diverse workplace
– To attract, motivate, and retain women and people of color
CH-15 Copyright 2008 Werner et al 40
Needed Changes
• Substantive change in culture
• Modified definitions of leadership and management roles
• Both individual and organizational adaptation
• Structural changes
CH-15 Copyright 2008 Werner et al 41
Pillsbury’s Program for Managing Diversity
Table 15-4
SOURCE: From Greenslade, M. (1991). Managing diversity: Lessons from the United States. Personnel Management (United Kingdom), 23(12), 30.
Stage Objectives
Briefing session, half day – 2 days
a. Review organization’s cultural assessment data
b. Learn basic concepts regarding high performing,
culturally diverse organizations
c. Review organization’s diversity plan
CH-15 Copyright 2008 Werner et al 42
Pillsbury’s Program for Managing Diversity
Table 15-4
SOURCE: From Greenslade, M. (1991). Managing diversity: Lessons from the United States. Personnel Management (United Kingdom), 23(12), 30.
Stage Objectives
Team session,
2 days
a. Build team skills necessary for addressing
cultural diversity.
b. Clarify business rationale for cultural diversity
c. Understand differences in business style
d. Understand differences in interpersonal style
CH-15 Copyright 2008 Werner et al 43
Pillsbury’s Program for Managing Diversity
Table 15-4
SOURCE: From Greenslade, M. (1991). Managing diversity: Lessons from the United States. Personnel Management (United Kingdom), 23(12), 30.
Stage Objectives
Added value (race), 3 days
a. Enhance racial interactions and communications
b. Identify stereotyping (racist) behaviors
c. Identify and address organizational barriers to
contributions of racial minorities
d. Develop strategies for greater inclusion of racial
minorities
CH-15 Copyright 2008 Werner et al 44
Pillsbury’s Program for Managing Diversity
Table 15-4
SOURCE: From Greenslade, M. (1991). Managing diversity: Lessons from the United States. Personnel Management (United Kingdom), 23(12), 30.
Stage Objectives
Added value
(gender), 3 days
a. Enhance gender interactions and communications
b. Identify stereotyping (sexist) behaviors
c. Identify and address organizational barriers to
women’s successful contributions
d. Develop strategies for greater inclusion of
women
CH-15 Copyright 2008 Werner et al 45
Pillsbury’s Program for Managing Diversity
Table 15-4
SOURCE: From Greenslade, M. (1991). Managing diversity: Lessons from the United States. Personnel Management (United Kingdom), 23(12), 30.
Stage Objectives
Added value (style), 3 days
a. Identify the value that differences in style, ethnic/
race, gender, and culture bring to the workplace
b. Practice teamwork that enhances the contribution
of each member
CH-15 Copyright 2008 Werner et al 46
Pillsbury’s Program for Managing Diversity
Table 15-4
SOURCE: From Greenslade, M. (1991). Managing diversity: Lessons from the United States. Personnel Management (United Kingdom), 23(12), 30.
Stage Objectives
Strategic planning,
1–2 days
a. Integrate cultural diversity into the business plan.
b. Develop plans to
(1) expand educational process to the total organization
(2) enhance the human resource system
(3) strengthen recruitment and retention
CH-15 Copyright 2008 Werner et al 47
Effectiveness of Managing Diversity Programs.
• Following reactions have been reported:– Deep-seated biases and prejudices that emerge as a
reaction to fast-paced social change– A perceived competition for jobs and resources,
creating what some people see as a threatening environment
– The tendency of some people to see the political correctness movement as a direct threat to the First Amendment—which has created a legal and social minefield
– Confusion about such terms as political correctness, diversity, multiculturalism, pluralism, equal opportunity, and affirmative action
CH-15 Copyright 2008 Werner et al 48
Some Comparisons of Affirmative Action and Diversity Management
Table 15-5
SOURCE: From Ivancevich, J. M., & Gilbert, J. A. (2000). Diversity management: Time for a new approach. Public Personnel Management, 29(1), 89.
Affirmative Action Diversity Management
• Reactive and based on law
and moral imperative• Not linked in any formal manner to team building
• Proactive
• Emphasizes building diverse
teams
CH-15 Copyright 2008 Werner et al 49
Some Comparisons of Affirmative Action and Diversity Management
Table 15-5
SOURCE: From Ivancevich, J. M., & Gilbert, J. A. (2000). Diversity management: Time for a new approach. Public Personnel Management, 29(1), 89.
Affirmative Action Diversity Management
• Focuses primarily on women and people of color
• Inclusive
• Race ethnicity, age, religion, sexual orientation, and physical limitations all generally considered
CH-15 Copyright 2008 Werner et al 50
Some Comparisons of Affirmative Action and Diversity Management
Table 15-5
SOURCE: From Ivancevich, J. M., & Gilbert, J. A. (2000). Diversity management: Time for a new approach. Public Personnel Management, 29(1), 89.
Affirmative Action Diversity Management
• Emphasis is primarily on employees and not external constituents
• Considers diversity in the recruitment pool, in employees, and in the external constituency
CH-15 Copyright 2008 Werner et al 51
Cross-Cultural Education and Training Programs
• Globalization is increasingly being linked to diversity management efforts
• Globalization has also resulted in more individuals being given expatriate assignment
• Many organizations are providing cross-cultural training to prepare these individuals for their
assignments
CH-15 Copyright 2008 Werner et al 52
Cross-Cultural Awareness Training
Deals with at least four elements:1. Raising the awareness of cultural
differences2. Focusing on ways attitudes are shaped3. Providing factual information about each
culture4. Building skills in the areas of language,
nonverbal communication, cultural stress management, and adjustment adaptation
skills
CH-15 Copyright 2008 Werner et al 53
Most Important Diversity Practices
Table 15-6
SOURCE: Diversity practices that work (2004). National Urban League (p. 20). Accessed on August 27, 2007, fromhttp://www.nul.org/Publications/PDF/ERAC-NUL.pdf.
Effective Diversity Practices Theme Importance
Rank
Marketing to diverse customers and consumers
Retaining diverse talent
Recruiting diverse talent
Leadership commitment and involvement
Inclusive culture and values
Diversity education and training
Community involvement
1
2
3
4
5
6
7
CH-15 Copyright 2008 Werner et al 54
Most Important Diversity Practices
Table 15-6
SOURCE: Diversity practices that work (2004). National Urban League (p. 20). Accessed on August 27, 2007, fromhttp://www.nul.org/Publications/PDF/ERAC-NUL.pdf.
Effective Diversity Practices Theme Importance
Rank
Advancing diverse talent
Career development for diverse talent
Diversity employee communications
Employee involvement
Supplier diversity
Performance accountability and measurement
8
9
10
11
12
13
CH-15 Copyright 2008 Werner et al 55
Cultural Programs
• Programs that focus on how attitudes are shaped help people to understand howcultural stereotypes are formed and the destructiveness of cultural bias
• Providing factual information about each culture is necessary to reinforce new assumptions, values, beliefs, and attitudes about different cultures
CH-15 Copyright 2008 Werner et al 56
Cultural Programs
• Programs that build skills in the areas of language, nonverbal communication, cultural stress management, and adjustment adaptation address critical interpersonal relations of employees both inside and outside the organization
CH-15 Copyright 2008 Werner et al 57
Questions for Cultural Awareness Training
Table 15-7
SOURCE: From Mason, H., & Spich, R. S. (1987). Management: An International Perspective. Homewood, IL: Irwin.
Question Potential Area of Discussion
Examples
What are some key
dissimilarities
between people
from different
cultures?
1. Physical traits
2. System of values
3. Language or dialect
4. Religion
5. Institutions
1. Sex, age, race
2. Work ethic
3. Hispanic
4. Judaism
5. Economic
CH-15 Copyright 2008 Werner et al 58
Questions for Cultural Awareness Training
Table 15-7
SOURCE: From Mason, H., & Spich, R. S. (1987). Management: An International Perspective. Homewood, IL: Irwin.
Question Potential Area of Discussion
Examples
How do these
differences come
about?
1. Custom
2. Lifestyle
3. Shared norms
4. Shared experiences
5. Communication
patterns
1. Clothing
2. Food
3. Conforming
4. War veteran
5. Nonverbal symbols
CH-15 Copyright 2008 Werner et al 59
Questions for Cultural Awareness Training
Table 15-7
SOURCE: From Mason, H., & Spich, R. S. (1987). Management: An International Perspective. Homewood, IL: Irwin.
Question Potential Area of Discussion
Examples
What are the
implications when
different cultures
interact?
1. Conflict
2. Stereotyping or
Ethnocentrism
3. Sexism or racism
1. When there is a
misunderstanding
2. When a group
refuses to accept a
person from another
group
3. Discrimination
CH-15 Copyright 2008 Werner et al 60
Challenges for HRD
• Seeking to remove all causes of discrimination• HRD Can
– Be willing to confront the underlying assumptions, beliefs, and attitudes that foster bigotry and stereotyping that exist within their organization
– Examine their organization’s practices in the areas of socialization, orientation, career development, and sexual and racial harassment
CH-15 Copyright 2008 Werner et al 61
Body Language in Cultures Worldwide
Table 15-8
• Acceptable interpersonal distance in various countries is
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
0 to 18 inches
18 inches to 3 feet
3 feet or more
Middle Eastern Males, People from the eastern and southern Mediterranean, and some Hispanic cultures
United States and Western Europe
Asia (Japanese the farthest) and many African cultures
CH-15 Copyright 2008 Werner et al 62
Body Language in Cultures Worldwide
Table 15-8
• It is inappropriate behavior to touch others on the head in most Asian countries
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
CH-15 Copyright 2008 Werner et al 63
Body Language in Cultures Worldwide
Table 15-8
Acceptable length of eye contact in various cultures is
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
0 to 1 second
1 second
1 second or more
Native Americans, East Indians, and Asian cultures
(Least is the Cambodian culture, which believes that
direct eye contact is flirtatious.)
United States (To continue direct eye contact beyond
1 second can be considered threatening, particularly
between Anglo- and African-American persons.)
Middle Eastern, Hispanic, Southern European, and
French cultures generally advocate very direct eye
contact
CH-15 Copyright 2008 Werner et al 64
Body Language in Cultures Worldwide
Table 15-8
Variations of handshakes in various countries are
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
Firm
Moderate grasp
Light
Soft
Gentle
Gentle
United States, Germany
Hispanic countries
France (not offered to superiors)
Great Britain
Middle Eastern Countries
Asia (For some cultures, though not Koreans, shaking hands Is unfamiliar and uncomfortable.)
CH-15 Copyright 2008 Werner et al 65
Body Language in Cultures Worldwide
Table 15-8
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
Pointing
Beckoning
Generally poor etiquette in most countries, especially
in Asian countries where it is considered rude
and in poor taste. If pointing is necessary, in Hong
Kong you use your middle finger, in Malaysia it is
the thumb, and the rest of Asia it is the entire hand
The American gesture of using upturned fingers, palm
facing the body, is deeply offensive to the Mexicans,
Filipinos, and Vietnamese. For example, this gesture
In the Philippines is used to beckon prostitutes
CH-15 Copyright 2008 Werner et al 66
Body Language in Cultures Worldwide
Table 15-8
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
Signs of approval
Signaling no
The American use of the okay sign, the thumbs-up
signal, and the V for “victory” are among the most
offensive to other cultures
This can be confusing. In Mexico and the Middle East,
a no is indicated by a back-to-forth movement of the
index finger
CH-15 Copyright 2008 Werner et al 67
Body Language in Cultures Worldwide
Table 15-8
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
The left hand Gesturing or handling something with the left hand
among Muslims is considered offensive because
they consider this the “toilet” hand
CH-15 Copyright 2008 Werner et al 68
Body Language in Cultures Worldwide
Table 15-8
• Crossing legs is in poor taste among most Asian and Middle Eastern Cultures. The Russians find it distasteful to place the ankle on the knee
SOURCE: From Thiederman, S. (1990). Bridging cultural barriers for corporate success (pp. 133–141). Lexington, MA: Lexington Books.
CH-15 Copyright 2008 Werner et al 69
Socialization and Orientation
• Following issues should be considered:– New employees (including women and minorities) may feel
isolated when their cultural differences prevent them from obtaining the interesting and challenging work assignments that are needed to learn important job-related skills and to qualify for promotions
– Women and minorities may experience additional stresses if they feel they must become “bicultural” in order to be accepted by coworkers in the majority group
– Women and minorities are sometimes held to higher standards than other coworkers as they enter nontraditional occupations
• Failure to consider these issues can result in the loss of talented employees
CH-15 Copyright 2008 Werner et al 70
Career Development
• Programs that promote valuing differences and managing diversity can be useful in creating a positive climate for career advancement
• “If you are going to attract the best … people into your organization, you’d better have a culture; you’d better have an environment in which those people feel they can prosper and flourish” (Jim Preston, former CEO of Avon)
CH-15 Copyright 2008 Werner et al 71
Mentoring to Promote Diversity
• Minorities in homogeneous mentoring relation-ships receive more psychosocial support (e.g., personal support, friendship) than those in diverse mentoring relationships
• Mentors are also better role models in homogeneous relationships
• Psychosocial support existed in diverse relationship when both the mentor and protégé showed the preferred strategy for dealing with (racial) differences
CH-15 Copyright 2008 Werner et al 72
Composition of Relationship, Mentor Functions, and Protégé Outcomes
Fig. 15-1
SOURCE: Academy of Management Review by Ragins, B. R. Copyright 1997 by Academy of Management. Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.
CareerDevelopment
Psychosocial
RoleModeling
PromotionCompensation
Job SatisfactionSocializationOrganizational CommitmentJob StressRole Stress and BurnoutWork AlienationTurnover
Career CommitmentCareer Aspirations
Diversified
Mentor: MajorityProtégé: Minority
Diversified
Mentor: MinorityProtégé: Majority
Homogeneous
Mentor: MajorityProtégé: Majority
Homogeneous
Mentor: MinorityProtégé: Minority
Attitudes toward DiversityMentor's PowerMentor's Ability
Mentorship ExperienceRank and PositionDemographics
Moderators
Composition of Relationship
MentorFunctions
ProtégéOutcomes
CH-15 Copyright 2008 Werner et al 73
Sexual and Racial Harassment Training
• Four steps1. Preparation of a policy and complaint
procedures for• defining the scope of responsibility,• prompt and measured responses to claims of
harassment• authority to address the issue • multiple avenues for filing complaints
CH-15 Copyright 2008 Werner et al 74
Sexual and Racial Harassment Training
• Four steps2. Assessment of the organizational climate
• determine if the organization is ready to accept the appropriate change, particularly if such training will be mandatory
• survey the employees to see how they feel about harassment issues
CH-15 Copyright 2008 Werner et al 75
Sexual and Racial Harassment Training
• Four Steps3. Content of the training program
• describe the current laws including interpretation of recent court decisions,
• review the organizational policy and procedures, communicate a set of organizational standards of conduct
• outline responsibilities of supervisors• discuss methods of counseling or referring victims• address situations where harassment is likely to
take place
CH-15 Copyright 2008 Werner et al 76
Sexual and Racial Harassment Training
• Four Steps4. Selecting the trainer or trainers
• Care must be taken in selecting a trainer who has both expert knowledge of the law and an under-standing of the organizational politics
CH-15 Copyright 2008 Werner et al 77
Conclusion
• Human resource development, that is, some combination of training and development, career development, and organizational development, can be applied to approach the challenges and potential benefits of workforce diversity
• Training is part of the solution, but certainly only one part, just as in meeting all corporate strategy and productivity goals