DiversityinOrganizations
Chapter Overview
Thischapterexaminesindividualcharacteristics,includingage, gender,race,ethnicity,andabilities,andhowtheyinfluenceemployeeperformance;how managerscanincreasetheirawarenessofthesecharacteristics,andbettermanagea diverseworkforce.
Chapter Objectives
Afterstudyingthischapter,thestudentshouldbeableto:
1. Describethetwomajorformsofworkforcediversityandgive examplesofhowworkplacediscriminationundermines diversityeffectiveness
2. Identifythekeybiographicalcharacteristicsanddescribehowtheyarerelevantto OB.
3. Define intellectual ability anddemonstrateitsrelevancetoOB
4. Contrastintellectualandphysicalability.
5. Describehoworganizationsmanagediversityeffectively.
Suggested Lecture Outline
I. INTRODUCTION
A. Inthischapter,welookatthetwomajorformsofworkforcediversity,identifythe keybiologicalcharacteristics,anddescribetheirrelevancetoOB,defineintellectual capabilityandexploreitsrelevanceinOB,anddiscusshowtomanageadiverse workforceeffectively
II. DIVERSITY
A. DemographicCharacteristicsoftheU.S.Workforce
1. Achangehasoccurredintheformerlypredominantlywhite, malemanagerialworkforce. Today’sworkforceisgenderbalancedandmultiethnic.
a. Comparedto1950,womentodayaremuchmorelikelytobeemployedfull time,havemoreeducation,andearnwagescomparabletothoseofmen.
b. Inaddition,overthepast50years,theearningsgapbetweenWhitesand otherracialandethnicgroupshasdecreasedsignificantly;pastdifferences betweenWhitesandAsianshavedisappearedorbeenreversed.
2. Thispermanentshifttowardadiverseworkforcemeansorganizationsneedto makediversitymanagementacentralcomponentoftheirpoliciesandpractices.
3. AsurveybytheSocietyforHumanResourceManagementshowssomemajor employerconcernsandopportunitiesresultingfromthedemographicmakeup oftheU.S.workforce.
B. LevelsofDiversity
1. Demographicsmostlyreflectsurfaceleveldiversity,not thoughtsandfeelings,andcanleademployeestoperceiveoneanotherthrough stereotypesandassumptions.
2. However,evidencehasshownthataspeoplegettoknowoneanother,they becomelessconcernedaboutdemographicdifferencesiftheyseethemselvesas sharingmoreimportantcharacteristics,suchaspersonalityandvalues,that representdeep-leveldiversity.
a. Individualdifferencesinpersonalityandcultureshapepreferencesfor rewards,communicationstyles,reactionstoleaders,negotiationstyles,and manyotheraspectsofbehaviorinorganizations.
C. Discrimination
1. Althoughdiversitydoespresentmanyopportunitiesfororganizations, effectivediversitymanagementalsomeansworkingtoeliminateunfair discrimination.
a. Todiscriminateistonoteadifferencebetweenthings,whichinitselfisn’t necessarilybad.
b. Noticingoneemployeeismorequalifiedformakinghiringdecisions,and noticinganotheristakingonleadershipresponsibilitiesexceptionallywellis necessaryformakingpromotiondecisions.
1) Usuallywhenwetalkaboutdiscrimination,though,wemeanallowing ourbehaviortobeinfluencedbystereotypesaboutgroupsofpeople. Ratherthanlookingatindividualcharacteristics,unfairdiscrimination assumeseveryoneinagroupisthesame.
c. AsExhibit2-1shows,discriminationcanoccurinmanyways,anditseffects canbejustasvarieddependingontheorganizationalcontextandthe personalbiasesofitsmembers.
1) Someforms,likeexclusionorincivility,areespeciallyhardtorootout becausetheyareimpossibletoobserveandmayoccursimplybecause theactorisn’tawareoftheeffectsofhisorheractions.
d. Whetherintentionalornot,discriminationcanleadtoseriousnegative consequencesforemployers,includingreducedproductivityandcitizenship behavior,negativeconflicts,andincreasedturnover.
e. Unfairdiscriminationalsoleavesqualifiedjobcandidatesoutofinitialfiring andpromotions.
1) Evenifanemploymentdiscriminationlawsuitisneverfiled,astrong businesscasecanbemadeforaggressivelyworkingtoeliminateunfair discrimination.
f. Discriminationisoneoftheprimaryfactorsthatpreventdiversity,whether thediscriminationisovertorcovert.
1) Recognizingdiversityopportunitiescanleadtoaneffectivediversity managementprogramandultimatelytoabetterorganization.
III. BIOGRAPHICALCHARACTERISTICS
Exhibit 2-1
A. Diversityisabroadterm,andthephraseworkplacediversitycanrefertoany characteristicthatmakespeopledifferentfromoneanother.
1. Biographicalcharacteristicssuchasage,gender,race,disability,andlengthof servicearesomeofthemostobviouswaysemployeesdiffer.
B. Age.
1. Therelationshipbetweenageandjobperformanceislikely tobeanissueofincreasingimportanceduringthenextdecadeformany reasons.
a. Theworkforceisaging.
b. ThereisU.S.legislationthat,forallintentsandpurposes,outlawsmandatory retirement.
2. Employersexpressmixedfeelingsabouttheolderworker.
a. Theyseeanumberofpositivequalitiesolderworkersbringtotheirjobs, suchasexperience,judgment,astrongworkethic,andcommitmentto quality. Butolderworkersarealsoperceivedaslackingflexibilityand resistingnewtechnology.
3. Whateffectdoesageactuallyhaveonturnover,absenteeism,productivity,and satisfaction?
a. Theolderyouget,thelesslikelyyouaretoquityourjob.
b. Ingeneral,olderemployeeshavelowerratesofavoidableabsencethando youngeremployees. However,theyhaveequalratesofunavoidableabsence suchassicknessabsences.
c. Reviewsoftheresearchfindthatageandjobtaskperformanceare unrelatedandthatolderworkersaremorelikelytoengageincitizenship behavior.
d. Theevidenceismixedregardingageandjobsatisfaction. Satisfactiontends tocontinuallyincreaseamongprofessionalsastheyage,whereasitfalls amongnonprofessionalsduringmiddleageandthenrisesagaininthelater years.
4. Combattingagediscriminationmaybeassociatedwithhigherlevelsof organizationalperformance.
C. Sex.
1. Fewissuesinitiatemoredebates,misconceptions,and unsupportedopinionsthanwhetherwomenperformaswellonjobsasmendo.
2. Thebestplacetobegintoconsiderthisiswiththerecognitionthatfew,ifany, importantdifferencesbetweenmenandwomenaffectjobperformance.
a. Therearenoconsistentmale-femaledifferencesinproblem-solvingability, analyticalskills,competitivedrive,motivation,sociability,orlearningability.
3. Unfortunately,sexrolesstillaffectourperceptions.
a. Onceonthejob,menandwomenmaybeofferedasimilarnumberof developmentalexperiences,butfemalesarelesslikelytobeassigned challengingpositionsbymen,assignmentsthatmayhelpthemachieve higherorganizationalpositions.
b. Womenwhosucceedintraditionallymaledomainsareperceivedasless likeable,morehostile,andlessdesirableassupervisors.
c. Womenstillearnlessmoneythanmenforthesamepositions,evenfor traditionallyfemalepositions.
PPT
d. Workingmothersalsoface“maternalwallbias”byemployers,meaningthat theyoftenarenotconsideredfornewpositionsaftertheyhavechildren,and bothmenandwomenfacediscriminationfortheirfamilycaregivingroles.
4. Researchhasshownthatworkerswhoexperiencetheworstformofovert discrimination,sexualharassment,havehigherlevelsofpsychologicalstress, andthatthesefeelingsinturnarerelatedtolowerlevelsoforganizational commitmentandjobsatisfaction,andhigherintentionstoleave.
a. Researchcontinuestounderlinethatalthoughthereasonsforemployee turnoverarecomplex,sexdiscriminationisdetrimentaltoorganizational performanceparticularlyforintellectualpositions,formanagerial employees,intheUnitedStates,andinmedium-sizefirms.
5. Again,itisworthaskingwhattheimplicationsofsexdiscriminationarefor individuals.
a. Theevidencesuggeststhatcombattingsexdiscriminationmaybeassociated withbetterperformancefortheorganizationasawhole.
D. RaceandEthnicity.
1. Raceisacontroversialissue.
a. Wedefine race as the biological heritage people use to identify themselves; ethnicity is the additional set of cultural characteristics that often overlaps with race.
2. MostpeopleintheUnitedStatesidentifythemselvesaccordingtoracialgroups. TheU.S.BureauoftheCensusclassifiesindividuals accordingtosevenbroadracialcategories:AmericanIndian andAlaskanNative,Asian,BlackorAfricanAmerican,Native HawaiianorOtherPacificIslander,SomeOtherRace,White,andTwoorMore Races.
a. AnethnicitydistinctionisalsomadebetweennativeEnglishspeakersand Hispanics:Hispanicscanbeofanyrace.
3. Raceandethnicityhavebeenstudiedastheyrelatetoemploymentoutcomes suchashiringdecisions,performanceevaluations,pay,andworkplace discrimination. Wecansummarizeafewpoints.
a. Inemploymentsettings,individualstendtoslightlyfavorcolleaguesoftheir ownraceinperformanceevaluations,promotiondecisions,andpayraises, althoughsuchdifferencesarenotfoundconsistently,especiallywhenhighly structuredmethodsofdecisionmakingareemployed.
b. Substantialracialdifferencesexistinattitudestowardaffirmativeaction, withAfricanAmericansapprovingofsuchprogramstoagreaterdegreethan Whites.
c. AfricanAmericansgenerallyfareworsethanWhitesinemployment decisions.
d. Employers’majorconcernsaboutusingmental-abilitytestsforselection, promotion,training,andsimilaremploymentdecisionsisthatthesetests mayhaveanunnecessarynegativeimpactonracialandethnicgroups, discriminatingagainstemployeeswhomtheyconsiderqualified.
4. Doesracialandethnicdiscriminationleadtonegativeworkplaceoutcomes?
5. Theevidenceisn’tentirelyclear. Considerableevidencesuggeststhatdiversity tendstointerferewithgroupcohesionanddecisionmaking,atleastintheearly stagesofgroupformation.
6. Ontheotherhand,someresearchsuggeststhathavingapositiveclimatefor diversityoverallcanleadtoincreasedsales.
7. Evidencesuggeststhatsomepeoplefindinteractingwithotherracialgroups uncomfortableunlessthereareclearbehavioralscriptstoguidetheirbehavior, socreatingdiverseworkgroupsfocusedonmutualgoalscouldbehelpful,along withdevelopingapositivediversityclimate.
E. Disability.
1. WiththepassageoftheAmericanswithDisabilitiesAct (ADA)in1990,representationofindividualswith disabilitiesintheU.S.workforcerapidlyincreased.
2. Makinginferencesabouttherelationshipbetweendisabilityandemployment outcomesisdifficultbecausethetermdisabilityissobroad.
3. OneofthemostcontroversialaspectsoftheADAistheprovisionthatrequires employerstomakereasonableaccommodationsforpeoplewithpsychiatric disabilities.
4. Theimpactofdisabilitiesonemploymentoutcomeshasbeenexploredfroma varietyofperspectives.
a. Ontheonehand,areviewoftheevidencesuggeststhatworkerswith disabilitiesreceivehigherperformanceevaluations,whetherornotthe evaluationswouldbeconsideredobjective.
b. Thissamereviewfoundthatdespitethesehigherperformanceratings, individualswithdisabilitiestendtoencounterlowerperformance expectationsandarelesslikelytobehired.
c. Negativeemploymentsituationsareprevalentforindividualswithmental disabilities,andthereissomeevidencetosuggestmentaldisabilitiesmay impairperformancemorethanphysicaldisabilities.
5. Insum,thetreatmentofthedisabledworkforcehaslongbeenproblematic,but therecognitionofthetalentsandabilitiesofdisabledindividualshasmadea differencetowardreducingworkplacediscrimination.
a. Inaddition,continuingtechnologyandworkplaceadvancementshave greatlyincreasedthescopeofavailablejobsforthosewithalltypesof disabilities.
F. OtherBiographicalCharacteristics:Tenure,Religion,Sexual OrientationandGenderIdentity,andCulturalIdentity
1. Tenure.Exceptforgenderandracialdifferences,fewissues aremoresubjecttomisconceptionsandspeculationsthantheimpactof seniorityonjobperformance.
a. Ifwedefineseniorityastimeonaparticularjob,themostrecentevidence demonstratesapositiverelationshipbetweenseniorityandjobproductivity.
b. Sotenure,expressedasworkexperience,appearstobeagoodpredictorof employeeproductivity.
c. Studiesconsistentlyshowsenioritytobenegativelyrelatedtoabsenteeism.
d. Tenureisalsoapotentvariableinexplainingturnover.
2. Religion.PerhapsthegreatestreligiousdiversityissueintheUnitedStatestoday revolvesaroundIslam.
a. Therearenearly2millionMuslimsintheUnitedStates,andacrossthe worldIslamisoneofthemostpopularreligions. Yet,thereisevidencethat peoplearediscriminatedagainstfortheirIslamicfaith.
PPT 2.11
PPT 2.12
b. Faithcanbeanemploymentissuewhenreligiousbeliefsprohibitor encouragecertainbehaviors.
3. SexualOrientationandGenderIdentity.
a. Employeesdifferwidelyintheirtreatmentofsexualorientation.
b. Federallawdoesnotprohibitdiscriminationagainstemployeesbasedon sexualorientation,thoughmanystatesandmunicipalitiesdo.
c. Manyorganizationshaveimplementedpoliciesandproceduresprotecting employeesonthebasisofsexualorientation.
4. CulturalIdentity.
a. Manypeoplecarryastrongculturalidentity,alinkwiththecultureoffamily ancestryoryouththatlastsalifetime,nomatterwheretheindividualmay liveintheworld.
b. Peoplechoosetheirculturalidentity,andalsohowcloselytheyobservethe normsofthatculture.
c. Culturalnormsinfluencetheworkplace. Organizationsmustadapt.
d. Today’sglobalcompaniesdowelltounderstandandrespectthecultural identitiesoftheiremployees,bothasgroupsandasindividuals.
IV. ABILITY
A. Abilityisanindividual’scurrentcapacitytoperformthevarious tasksinajob. Overallabilitiesaremadeupoftwosetsof factors:intellectualandphysical.
B. IntellectualAbilities
1. Intellectualabilitiesareabilitiesneededtoperformmentalactivities–thinking, reasoning,andproblemsolving.
2. Mostsocietiesplaceahighvalueonintelligence,andforgood reason.
3. Smartpeoplegenerallyearnmoremoneyandattainhigherlevelsof education.
4. Theyarealsomorelikelytoemergeasleadersofgroups.
5. AsshowninExhibit2-2,thesevenmostfrequentlyciteddimensionsmakingup intellectualabilitiesarenumberaptitude,verbalcomprehension,perceptual speed,inductivereasoning,deductivereasoning,spatialvisualization,and memory.
a. Intellectualdimensionsarepositivelyrelated,soifyouscorehighonverbal comprehension,forexample,you’remorelikelytoalsoscorehighonspatial visualization.
b. Thecorrelationsaren’tperfect,meaningpeopledohavespecificabilities thatpredictimportantwork-relatedoutcomeswhenconsidered individually.
c. However,theyarehighenoughthatresearchersalsorecognizeageneral factorofintelligence, general mental ability (GMA).
d. Evidencestronglysupportstheideathatthestructuresandmeasuresof intellectualabilitiesgeneralizeacrosscultures.
e. ThereissomeevidencethatIQscoresvarytosomedegreeacrosscultures, butthesedifferencesaremuchsmallerwhenwetakeintoaccount educationalandeconomicdifferences.
6. Jobsdifferinthedemandstheyplaceonintellectualabilities.
a. Themorecomplexajobintermsofinformation-processingdemands,the moregeneralintelligenceandverbalabilitieswillbenecessarytoperform successfully.
b. Whereemployeebehaviorishighlyroutineandtherearefeworno opportunitiestoexercisediscretion,ahighIQisnotasimportantto performingaswell.
7. Interestingly,whileintelligenceisabighelpinperformingajobwell,itdoesn’t makepeoplehappierormoresatisfiedwiththeirjobs.
C. PhysicalAbilities
1. Thoughthechangingnatureofworksuggestsintellectual abilitiesareincreasinglyimportantformanyjobs,physical abilitieshavebeenandwillremainvaluable.
2. Researchonhundredsofjobshasidentifiedninebasic abilities(seeExhibit2-3)neededintheperformanceofphysicaltasks.
3. Individualsdifferintheextenttowhichtheyhaveeachoftheseabilities.
D. TheRoleofDisabilities
1. Theimportanceofabilityobviouslycreatesproblemswhenweattemptto formulateworkplacepoliciesthatrecognizediversityintermsofdisability status.
2. Aswehavenoted,recognizingthatindividualshavedifferentabilitiesthatcan betakenintoaccountwhenmakinghiringdecisionsisnotproblematic.
3. However,itisdiscriminatorytomakeblanketassumptionsaboutpeopleonthe basisofadisability.
V.IMPLEMENTINGDIVERSITYMANAGEMENTSTRATEGIES
A. Diversity management makeseveryonemoreawareofand sensitivetotheneedsanddifferencesofothers.
1. Diversityismuchmorelikelytobesuccessfulwhenweseeit aseveryone’sbusinessthanifwebelieveithelpsonlycertaingroupsof employees.
B. Attracting,Selecting,Developing,andRetainingDiverseEmployees
1. Onemethodofenhancingworkforcediversityistotargetrecruiting messagestospecificdemographicgroupsunderrepresentedintheworkforce.
a. Thismeansplacingadvertisementsinpublicationsgearedtoward specificdemographicgroups;recruitingatcolleges,universities,and otherinstitutionswithsignificantnumbersofunderrepresented minorities,andformingpartnershipswithassociationsliketheSociety forWomenEngineersortheGraduateMinorityBusinessAssociation.
1) Theselectionprocessisoneofthemostimportantplacesto applydiversityefforts.
a) Managerswhohireneedtovaluefairnessandobjectivity inselectingemployeesandfocusontheproductive potentialofnewrecruits.
b) Fortunately,ensuringthathiringisbias-freedoesappear towork. Wheremanagersuseawell-definedprotocolfor assessingapplicanttalentandtheorganizationclearly prioritizesnondiscriminationpolicies,qualifications becomefarmoreimportantindeterminingwhogets hiredthandemographiccharacteristics.
Exhibit 2-3
PPT
2) Organizationsthatdonotdiscouragediscriminatorybehavior aremorelikelytoseeproblems.
3) Similarityinpersonalityappearstoaffectcareeradvancement.
a) Thosewhosepersonalitytraitsaresimilartothoseof theirco-workersaremorelikelytobepromotedthan thosewhopersonalitiesaredifferent.
4) Incollectivisticcultures,similarityismoreimportantfor predictingadvancement,whereasinindividualisticcultures, similaritytopeersismoreimportant.
5) Researchshowsthatallmanagerspreferanorganizationthat valuesdiversity.
2. DiversityinGroups
a. Insomecases,diversityintraitscanhurtteam performance,whereasinothersitcanfacilitateit.
1) Whetherdiverseorhomogenousteamsare moreeffectivedependsonthecharacteristicofinterest.
a) Demographicdiversity(ingender,race,andethnicity) doesnotappeartoeitherhelporhurtteamperformance ingeneral.
b) Teamsofindividualswhoarehighlyintelligent, conscientious,andinterestedinworkinginteamsettings aremoreeffective.
2) Groupsofdiverseindividualswillbemuchmoreeffectiveif leaderscanshowhowmembershaveacommoninterestinthe group’ssuccess.
3) Transformationalleaders(whoemphasizehigher-ordergoals andvaluesintheirleadershipstyle)aremoreeffectivein managingdiverseteams.
3. EffectiveDiversityPrograms
a. Effective,comprehensiveworkforceprograms encouragingdiversityhavethreedistinct components.
1) First,theyteachmanagersaboutthelegalframeworkforequal employmentopportunityandencouragefairtreatmentofall peopleregardlessoftheirdemographiccharacteristics.
2) Second,theyteachmanagershowadiverseworkforcewillbe betterabletoserveadiversemarketofcustomersandclients.
3) Third,theyfosterpersonaldevelopmentpracticesthatbring outtheskillsandabilitiesofallworkers,acknowledginghow differencesinperspectivecanbeavaluablewaytoimprove performanceforeveryone.
4) Mostnegativereactionstoemploymentdiscriminationare basedontheideathatdiscriminatorytreatmentisunfair.
5) Regardlessofraceorgender,peoplearegenerallyinfavorof diversity-orientedprograms,includingaffirmativeaction,if theybelievethepoliciesensureeveryoneafairopportunityto showtheirskillsandabilities.
a) Researchshowsthatorganizationsthatprovidediversity trainingwerenotconsistentlymorelikelytohave
PPT 2.18
PPT 2.19
womenandminoritiesinuppermanagementpositions thanorganizationsthatdidnot.
b) Whiletheseresultsmightseemsurprising,expertshave longknownthatone-shottrainingsessionswithout strategiestoencourageeffectivediversitymanagement backonthejobarenotlikelytobeeffective.
6) Researcherssuggestthatdiversityexperiencesaremorelikely toleadtopositiveadaptationforallpartiesif:
a) thediversityexperienceunderminesstereotypical attitudes,
b) theperceiverismotivatedandabletoconsideranew perspectiveonothers,
c) theperceiverengagesinstereotypesuppressionand generativethoughtinresponsetothediversity experience,and
d) thepositiveexperienceofstereotypeunderminingis repeatedfrequently.
7) Organizationalleadersshouldexaminetheirworkforceto determinewhethertargetgroupshavebeenunderutilized.
8) Ifgroupsofemployeesarenotproportionallyrepresentedin topmanagement,managersshouldlookforanyhidden barrierstoadvancement.
a) Theycanoftenimproverecruitingpractices,make selectionsystemsmoretransparent,andprovidetraining forthoseemployeeswhohavenothadadequate exposuretocertainmaterialsinthepast.
VI. IMPLICATIONSFORMANAGERS
A. Understandyourorganization’santidiscriminationpolicies thoroughlyandsharethemwithyouremployees.
B. Assessandchallengeyourstereotypebeliefstoincreaseyourobjectivity.
C. Lookbeyondobservablebiographicalcharacteristicsandconsidertheindividual’s capabilitiesbeforemakingmanagementdecisions.
D. Fullyevaluatewhataccommodationsapersonwithdisabilitieswillneedandthen fine-tunethejobtothatperson’sabilities.
E. Seektounderstandandrespecttheuniquebiographicalcharacteristicsofyour employees;afairbutindividualisticapproachyieldsthebestperformance.
VII.SUMMARY
Discussion Questions
1. Describethetwomainlevelsofdiversity. Giveanexampleforeach. Answer:Surface-leveldiversityisreflectedindemographicslikeage,race,and gender. Itcanleademployeestoperceiveoneanotherthroughstereotypesand assumptions. Overthecourseofarelationship,thistypeofdiversitybecomesless important. Deep-leveldiversityisreflectedinanindividual’spersonalityand values. Thistypeofdiversitybecomesmoreimportantoverthecourseofa relationship.
Exampleswillvary. Ensurethekeyideasofsuperficialdifferencesversus fundamentaldeeperdifferencesareclearlystated.
2. Whatistheroleofstereotypesinanorganization?
Answer:Employeesusestereotypestomakeassumptionsaboutgroupsofpeople basedonsurface-leveldiversity. Insteadofconsideringindividualcharacteristics, anindividualmayassumeeveryoneinagroupisthesame. Thistypeofbehavior canleadtounfairandpotentiallyharmfuldiscriminationinanorganization.
3. Listanddescribekeybiographicalcharacteristics. HowaretheyrelevanttoOB?
Answer:Age,gender,race,disability,andlengthofservicearesomeofthemore importantbiographicalcharacteristics. Otherbiographicalcharacteristicsinclude tenure,religion,sexualorientation,andgenderidentity. Itisimportantto understandhowbiographicalcharacteristicsinfluenceemployeeproductivity, absence,turnover,deviance,citizenship,andsatisfaction. Forexample,comparedto youngerworkers,olderemployeesarelesslikelytoquittheirjobs,havelowerrates ofavoidableabsence,andareoftenmoreproductive.
4. Defineintellectualability. WhatistherelevanceofintellectualabilitytoOB?
Answer:Intellectualabilityisthethinking,reasoning,andproblem-solvingability neededtoperformmentalactivities. Thesevenmostfrequentlyciteddimensions thatmakeupintellectualabilityarenumberaptitude,verbalcomprehension, perceptualspeed,inductivereasoning,deductivereasoning,spatialvisualization, andmemory. Peoplewithhigherlevelsofintellectualabilityaremorelikelyto emergeasleadersofgroups,attainhigherlevelsofeducation,andearnmore money.
Intheworkplace,theirskillsarevaluable,especiallyforjobsthatrequirehighlevels ofinformationprocessing,becausethesejobsrequirehigherlevelsofintellectual ability. Keepinmind,though,thatthecorrelationbetweenintelligenceandjob satisfactionisaboutzero.
5. Compareandcontrastintellectualandphysicalability.
Answer: Abilityreferstoanindividual’scurrentcapacitytoperformthevarious tasksinajob. Intellectualabilitiesaretheabilitiesneededtoperformmental activities,whilephysicalabilitiesrefertothebasicabilitiesneededtoperform physicaltasks. Jobsthatinvolveintellectualabilityplaceapremiumonthinking, reasoning,andproblem-solvingskills. Jobsthatdemandphysicalabilitiesuseanyof ninebasicskills:dynamicstrength,trunkstrength,staticstrength,explosive strength,extentflexibility,dynamicflexibility,bodycoordination,balance,and stamina.
6. Howcanorganizationseffectivelymanagediversity?
Answer:Diversitymanagementmakeseveryonemoreawareofandsensitivetothe needsanddifferencesofothers. Diversityprogramsaremorelikelytobesuccessful whenmoreindividualsbelievethattheyarelikelytobenefitfromtheprogram. Diversityprogramsthatarecomprehensivearemorelikelytobesuccessful, whereasone-shoteffortstendtobelesseffective. Successfuldiversitymanagement alsorequiresongoingcommitmentacrossalllevelsoftheorganization. Diversity managementshouldbeincorporatedingroupmanagement,recruiting,hiring, retention,anddevelopmentpractices.
Exercises
1. Self-analysis. Whatisyourpositionondiversityintheworkplace? Howwouldyou describeyourattitudetowarddiversity? Bedetailedinyouranalysis.
2. WebCrawling. Findandpresentanonlinearticleondiversityinacountryother thantheUnitedStates. Whatcommonalitiesareexposedandwhatdifferencesare showntoexist?
3. Teamwork.Insmallgroupsmeetanddiscussdiversity. Askeachgrouptopreparea listofmetricsdesignedtomeasureprogressinanorganizationtowarddiversity management. Eachgroupshoulddevelopmetricstomeasureprogressforboth short-termandlong-termobjectives,andeachgroupshoulddevelopmetricsfor upper-,middle-,andlower-levelemployees. Then,asaclass,discussthemetricseachgrouphasdeveloped. Lookforthecommonideasanddiscusswhytheyare important. Next,explorethelistsforeachemployeelevelanddiscusshowandwhy theyshouldbedifferent
4. AnalyzingYourOrganization(CumulativeProject). Askstudentstobrainstorm threediversityscenariosthatcouldbeencounteredinanorganization. For example,onescenariocouldinvolvetwoindividualswhoareupforapromotion. Oneisawhitemale,theotheraHispanicwoman. Theteammakingthedecisionis ledbyawhitemale. Theteampromotesthewhitemale. Then,askstudentsto meetwithdifferentmembersoftheirorganizationtodiscusstheirviewsonthe scenariosandhowtheyperceivehowthesituationwashandled. Studentsshould trytomeetwithasdiverseagroupofindividualsaspossible,perhapsincluding individualsofdifferentages,races,genders,andsoon. Whatconclusionscanbe drawnfromtheseresponsesregardingtheeffectivenessoftheirorganization’s diversitymanagementprogram? Keepinmindthatthiscouldbeaverysensitive task,andinstructorsshouldreviewtheneedforanonymityandsensitivityin situationssuchasthese.
Suggested Assignments
1. In2012,DiversityInc.recognizedeightcompaniesfortheireffortsat diversitymanagement. Dividetheclassintosmallgroupsandaskeach grouptogotothefollowingwebsite: http://www.diversityinc.com/diversity-events/2012-special-awards-whatmakes-these-8-companies-best-at-diversity-management/
2. Askeachgrouptowatchtheclipsoftheawardrecipientsandidentifythe commonthemesonsuccessfuldiversitymanagement. Howhaseachaward recipientapproacheddiversitymanagement?
3. Afterthesmallgroupwork,havethestudentswriteupthefindingsandthe potentialimpactofthosegeneralfindingsforthefirmsinvolved. Discussthe lessonsthatcanbelearnedfromtheseorganizations