managing cultural diversity

Managing Cultural Diversity

(ITP – 018)

Participant’s Manual

Information

Technology

Professional Program

Managing Cultural Diversity Table of Contents

© Copyright 2001 Software Human Resource Institute (SHRI) Inc. All rights reserved. Participant’s Manual Unauthorized use of this material without the express written consent of SHRI is strictly prohibited. ITP0103/PM018/1.1

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Table of Contents Curriculum Outline...................................................................................................................................... 3 Recommended Reading................................................................................................................................ 5 Introduction .................................................................................................................................................. 6 Course Module Chart................................................................................................................................... 7 Module 1 – What is Cultural Diversity?..................................................................................................... 8 Part 1: Class Notes........................................................................................................................................ 9

Overview .................................................................................................................................................... 9 Defining culture.......................................................................................................................................... 9 Defining Diversity .................................................................................................................................... 11 Cultural Diversity in Canada .................................................................................................................... 16

Part 2: Learning Activities......................................................................................................................... 20 Activity 1 – Defining Culture................................................................................................................... 20 Learning Activity 2 – Introductions ......................................................................................................... 21

Module 2 – Why Manage Cultural Diversity? ......................................................................................... 22 Part 1: Class Notes...................................................................................................................................... 23

Overview .................................................................................................................................................. 23 Discrimination-and-Fairness Paradigm .................................................................................................... 23 Access-and-Legitimacy Paradigm............................................................................................................ 30 Learning-and-Effectiveness Paradigm...................................................................................................... 30 Making the Paradigm Shift....................................................................................................................... 31

Part 2: Learning Activities......................................................................................................................... 32 Activity 1 – Identifying Theories (Three Case Studies) ........................................................................... 32 Activity 2 – Making the Paradigm Sift (Three Case Studies)................................................................... 36

Module 3 – Cross-Cultural Communication............................................................................................ 39 Part 1: Class Notes...................................................................................................................................... 40

Overview .................................................................................................................................................. 40 Language .................................................................................................................................................. 40 Non-Verbal Communication .................................................................................................................... 41 Removing Barriers to Cross-Cultural Communication............................................................................. 42

Part 2: Learning Activities......................................................................................................................... 44 Activity 1 – Communication and Intercultural Interactions ..................................................................... 44 What is Communication? ......................................................................................................................... 44 Activity 2 – Barriers to Cross-Cultural Communication .......................................................................... 45 The Inclusive Communications Model..................................................................................................... 46

Managing Cultural Diversity Table of Contents


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Module 4 – Cross-Cultural Conflict Resolution....................................................................................... 47 Part 1: Class Notes...................................................................................................................................... 48

Overview .................................................................................................................................................. 48 Cultures and Conflict................................................................................................................................ 48 Resolution Styles ...................................................................................................................................... 49 Dealing with Cultural Clashes.................................................................................................................. 52

Module 5 – Achieving Inclusivity .............................................................................................................. 54 Part 1: Class Notes...................................................................................................................................... 55

Designing a Diversity Plan....................................................................................................................... 55 Establishing the Foundation ..................................................................................................................... 57 Collecting Data......................................................................................................................................... 58 Employee Feedback.................................................................................................................................. 60 Implementing Diversity............................................................................................................................ 61 Communicating the Plan .......................................................................................................................... 63 Monitoring................................................................................................................................................ 64 Conclusion................................................................................................................................................ 65

Appendix – Evaluation Record ................................................................................................................. 66

Managing Cultural Diversity Curriculum Outline


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Curriculum Outline Course Title

Managing Cultural Diversity

Course Description This course introduces the participant to the concept of cultural diversity and the rationale for its importance in the workplace. The course also teaches the basic foundations for designing a diversity plan.

Overall Program Aim

To contribute to organizational effectiveness through the analysis of business processes.

Course Rationale

Integration and management of cultural diversity is one of the skills necessary for the success of an Information Technology Professional.

Relationship to the ITP program This course teaches about the importance of managing cultural diversity and its benefits to the functioning of businesses.

Prerequisites

None

Learning Outcomes

During this course, participants have the opportunity to:

• Articulate reasons for the importance of cultural diversity

• Understand the rationales for managing cultural diversity in the workplace

• Employ basic techniques to design a diversity plan

Teaching Methodology This course is based on a lecture and discussion style of learning where the participants develop their own meaning from their interaction with each other and the resources provided or suggested in the course materials.

Learning Activities Learning activities include writing exercises, discussion and examination of case studies and audiovisual material.

Managing Cultural Diversity Curriculum Outline


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Evaluation and Grading Procedures

The instructor will complete the evaluation for this course. Participants are expected to achieve a minimum of 70% in order to successfully complete the course. A summary of the evaluation scheme is found in Appendix A: Evaluation Record.

Managing Cultural Diversity Recommended Reading


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Recommended Reading

Our Society: Human Diversity in Canada. Paul U. Angelini ed. Toronto: International Thomson Publishing, 1997.

Managing Diversity: People Skills for a Multicultural Workplace. Norma Carr-Ruffino. San Francisco: International Thomson Publishing, 1996.

10th Annual Report on the Operation of the Canadian Multiculturalism Act, 1997-1998. Department of Canadian Heritage. Ottawa: Minister of Public Works and Government Services Canada, 1999. Electronic copy located at http://www.pch.gc.ca

Cultural Diversity in the Workplace: Issues and Strategies. George Henderson. Westport: Praeger, 1994.

Annual Report, Employment Equity Act, 1998. Human Resources Development Canada. Hull: Minister of Public Works and Government Services Canada, 1998. Electronic copy located at http://info.load-otea.hrdc-drhc.gc.ca/~weeweb/LEEP/Annual_Reports/Anrepore.html

Developing Intercultural Awareness: A Cross-cultural Training Handbook, 2nd ed. L. Robert Kohls and John M. Knight. Yarmouth: Intercultural Press, Inc., 1994.

“Managing Diversity Successfully: Looking for the Important Differences.” Burnell R. Roberts. Executive Speeches. 1988, 2:9, 1-4.

“1996 Census: Labour Force Activity, Occupation and Industry, Place of Work, Mode of Transportation to Work, Unpaid Work.” Statistics Canada. The Daily, March 17, 1998.

“Building a Business Case for Diversity.” Christine Taylor. Canadian Business Review, 1995a, 12-15.

“Managing Diversity: The Diversity Picture.” TVOntario. Mississauga: International Tele-Film, 1995. [VHS videorecording, Program 1 of a four-part series]

“Managing Diversity: Overcoming Barriers.” TVOntario. Mississauga: International Tele-Film, 1995. [VHS videorecording, Program 2 of a four-part series]

“Managing Diversity: Inclusive Communication.” TVOntario. Mississauga: International Tele-Film, 1995. [VHS videorecording, Program 3 of a four-part series]

“Managing Diversity: Diversity Leadership.” TVOntario. Mississauga: International Tele-Film, 1995. [VHS videorecording, Program 4 of a four-part series]

“Making Differences Matter: A New Paradigm for Managing Diversity.” David A. Thomas and Robin J. Ely. Harvard Business Review, Sept./Oct. 1996, 79-90.

Riding the Wages of Culture: Understanding Diversity in Global Business. Fons Trompenaars. Chicago: Irwin Professional Publishing, 1994.

Making Cultural Diversity Work. Nan Weiner. Toronto: Carswell Thomson Professional Publishing, 1997.

Managing Cultural Diversity Introduction


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Introduction This course your guide to successfully dealing with issues of cultural diversity in the workplace.

In this course, you will have the opportunity to gain a thorough understanding of the concept of cultural diversity and its importance in the workplace, and you will have a chance to develop the basic skill to design a diversity plan. This course proposes that cultural diversity is an increasing reality and unchangeable fact of the workplace and that businesses will succeed in this era of globalization only if they learn to integrate this notion into the fabric of their corporate structure. The two objectives of this course are: • to promote better understanding of the concerns raised by cultural diversity in the workplace • to develop appropriate responses to these concerns so that managers can benefit fully from their

workforces. These objectives are based on the premise that effective management of cultural diversity will lead to the maximization of all employees’ potential, thereby resulting in more effective and productive enterprises. Such management skills are vital to the career of a productive Information Technology professional.

Managing Cultural Diversity Course Module Chart


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Course Module Chart

Module Module Name Minutes

Module 1 – What is Cultural Diversity? 60 min

• Defining culture

• Defining diversity

• Cultural diversity in Canada

Module 2 – Why Manage Cultural Diversity? 90 min

• Discrimination-and-Fairness Paradigm

• Access-and-Legitimacy Paradigm

• Learning-and-Effectiveness Paradigm

• Making the Paradigm Shift

Module 3 – Cross-Cultural Communication 90 min

• Language differences

• Non-verbal communication

• Removing barriers to cross-cultural communication

• Inclusive communications model

Module 4 – Cross-Cultural Conflict Resolution 90 min

• Cultures and conflict

• Resolution styles

• Dealing with cultural clashes

Module 5 – Achieving inclusivity 90 min

• Designing a diversity plan

• Establishing the foundation

• Collecting data

• Employee feedback

• Implementation

• Communicating Plan

• Monitoring

Managing Cultural Diversity Module 1 – What is Cultural Diversity?


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Module 1

What is Cultural Diversity?

Module Learning Outcome You will have an opportunity to gain an understanding of the concepts of culture, diversity and the importance of cultural diversity in the workplace.

Module Enabling Objectives In this module, you will:

• articulate a definition of culture

• articulate a definition of cultural diversity

• articulate a rationale for addressing cultural diversity in the workplace.

Information

Technology




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Part 1: Class Notes

Overview

Cultural diversity is a concept which is often associated with Canada and the United States. It has increasingly become part of the social and business vocabulary. This module will introduce you to notions of culture, diversity and cultural diversity in the workplace. You will also learn why global and local conditions have made it imperative to deal with issues concerning cultural diversity.

Defining culture

This is how Fons Trompensaars defines culture:

Shared ways in which groups of people understand and interpret the world. Shared system of meanings. It dictates what we pay attention to, how we act, and what we value.

Go to Activity 1, Module 1 Go to Activity 2, Module 1



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Corporate Culture

Culture also has its place in businesses. Burnell R. Roberts defines corporate or organizational culture as the “pattern of beliefs, behaviours and interactions characterizing a business organization” The culture of each business is shaped by the culture of the society in which it functions, both locally and, if applicable, globally. As well, the behaviours of the business owners, the industry involved, the history of the organization and its size and its growth all form part of its corporate culture. In addition to the differences between industries (for example, the forest industry has a different culture than the software industry), there are also cultural variances within a business. For example, the human resources division will have a culture distinct from that of the maintenance unit.

The goal of managing cultural diversity is to ensure that corporate culture respects and integrates the cultural diversity of its workforce.



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Defining Diversity

At the heart of diversity is difference. Nan Weiner categorizes workplace differences into primary and secondary characteristics:

Relevant Differences in Work Organizations

PRIMARY DIFFERENCES

(Groups comprising each)

SECONDARY DIFFERENCES

(Changeable)

Age:

• Generation X

• Baby boomers

• WWII generation

• Depression generation

Experience

Ethnicity and race:

Examples of ethnicity are British, Italian, Jewish, Portuguese, Sikh

Races:

Aboriginal peoples, Asian, Black, White

Family status

Gender:

• female

• male

Professional; level of education

Physical abilities/qualities:

• persons with various disabilities

• persons who are (so far) able-bodied

Religion

Sexual orientation:

• heterosexual

• gay, lesbian or bisexual

Rural or urban locale

Thinking/learning style:

• mental

• physical

• relational

Union or management orientation

Generally, primary differences are characteristics that one cannot change, or, if changed, tend to become permanent, such as becoming disabled. Secondary characteristics are things that one can change. Although conflict may exist between certain sectors of an organization, people do move from one secondary workplace culture to another. For example, union stewards who are promoted to executive positions take on the management perspective. Some organizations have strong cultural differences based on secondary characteristics. For instance, hospitals are home to a doctor culture as well as a nursing culture.



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Age

The workforce in Canada today is composed of four age groups: (1.) Depression, (2.) World War II, (3.) Baby-boomers, and (4.) Generation X. Nan Weiner describes these groups this way:

(1) & (2) The Depression generation was born between 1930 and 1939. The World War II generation are those born between 1940 and 1946. In 2001, members of these two groups will be 55 to 71 years old. These generations, who currently hold most of the senior management positions, represent 25 per cent (8 per cent and 18 per cent respectively) of the Canadian population.

(3) Baby boomers are the largest age category. In 1996, there were 9.8 million such Canadians. Baby boomers make up 34 per cent of the Canadian population. These persons were born between 1947 and 1966. This generation is divided into ‘early’ and ‘late’ boomers. The early boomers will be between 42 to 54 years of age in 2001. Members of this group have benefited from their large numbers. Over their lifetime, they have experienced increasing economic success and have influenced social change. Their huge demographic base ensures that their concerns are heard. Late boomers who will be between 35 and 941 years of age in 2001, and have suffered from the existence of too many early boomers. For example, early boomers will be able to move into senior management jobs, taking over from the retiring Depression and World War II generations. And they will remain in these positions for such a long time that late boomers will not have much chance to replace them before retiring themselves.

(4) Persons belonging to Generation X, who were born between 1967 and 1979, will be between 20 and 34 in 2001. This generation makes up 18 per cent of the Canadian population. This is the largest group to experience the dual-income family and a high rate of divorce. (The number of divorces per 100,000 people has grown from 55 in 1968 to 241 in 1996.)

Ethnicity, Race and Religion

As Nan Weiner points out, the term “ethnic” is described in the American Heritage Dictionary as “of or pertaining to a social group that claims or is accorded special status on the basis of complex, often variable traits including religious, linguistic, ancestral or physical characteristics.” Many ethnic groups are connected to nationalities, but this is not always true, as in the case of Jews and Sikhs. Although it could be argued that Canadians form an ethnic group, many citizens think of their ancestral backgrounds as their ethnicity, such as British, French, Greek, or Italian. Ethnicity is a more refined concept than is race, but the two are often linked. Nan Weiner says:

While many in Canada clearly recognize distinctions between ethnic groups based on the nationality of Whites (e.g., British, French, Italian), there tends to be more linking of race and ethnicity for people of colour. For instance, “Chinese” is seen as a single ethnic group by the mainstream, rather than different ethnic groups from different areas, such as Hong Kong, Taiwan and mainland China. Little or no distinction is typically made by the mainstream among Aboriginal peoples even though census data is collected on 48 different groupings or tribes.



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This table shows the ethnicity of the visible minority population in Canada (Statistics Canada, 1996 Census of Canada):

Black 573,860

South Asian 670,590

Chinese 860,150

Korean 64,840

Japanese 68,135

Southeast Asian 172,765

Filipino 234,195

Arab/West Asian 244,665

Latin American 176,975

Visible minority (not included elsewhere) 69,745

Multiple visible minority 61,575

Total 3,197,480

Religion affects workplaces. For example, most businesses are closed on Christian holidays such as Christmas and Easter. According to 1991 statistics, 88% of the Canadian population has a religious affiliation, 95% of which are Christian. Of the remaining 5%, most belong to one of five other religions: Judaism, Islam, Buddhism, Hinduism, or Sikhism.

Gender

By the year 2016, it is estimated that women will comprise 50.5% of the population and 50.8% of the labour force; that is, approximately 15,703,800 persons (Statistics Canada, 1996). The increase in the numbers of women working in the paid labour force has been a major demographic change. Although this increase is well known, the rate of participation of mothers in the workforce, as presented by Nan Weiner, may surprise some:

Fifty-seven percent of all women, aged 15 years and older, are in the labour force. Of women with children younger than three years of age, 56% are in the labour force while 59% of those whose youngest child is between three and five years of age work. However, the highest proportion of working mothers are the 69% of women with school age children (6 to 15 years of age). Sixty percent of all women with children 16 or older are in the labour force. One of the biggest changes in the women’s labour force participation is that mothers are in the labour force at the same or higher levels of women in general.



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Physical Abilities/Qualities

Disabilities can arise at any time during one’s life, including at birth, through aging or because of an accident or illness. Persons with disabilities represent approximately 13% of the Canadian population and 6.5% of those in the labour force. Their disabilities can fall into several categories:

• Physical disabilities with respect to:

- mobility

- vision

- hearing

- speech

- muscular-skeletal difficulties

- hidden physical disabilities, such as heart problems, arthritis, diabetes or epilepsy

• Psychiatric disabilities :

- emotional

- psychological

• Learning disabilities.

• Developmental disabilities

Sexual Orientation

Gays, lesbians and bisexuals are not a new element in the labour force. However, systemic barriers can impede their full participation in an organization. For example, benefits such as pensions are not provided to same-sex couples in the same way that they are to opposite-sex partners.

Nan Weiner describes these additional types of discrimination:

…the unwillingness to include sexual orientation in discrimination and anti-harassment policies. Organizations would never consider not prohibiting race or gender or religion or age discrimination, yet they often hesitate to include sexual orientation in their internal policies. The second [type of systemic discrimination] is the openness for lesbians and gay men to be able to talk about their partners by name and correct pronoun, rather than having to pretend that they do not exist or are a member of the opposite sex. The inability to be open means living in fear that a slip about an aspect of one’s personal life that is typically discussed at work all the time could result in a job loss or gay-bashing.

There are no accurate statistics about the gay and lesbian population, but it is estimated that they represent between 7 per cent and 10 per cent of the Canadian, population with likely the same representation in the labour force.



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Thinking/Learning Styles

Learning style is defined as the way individual people begin to concentrate, process, internalize and remember new and difficult material. This is an important issue in the workplace, since learning is a constant component of any job. Therefore, knowing someone’s learning style will aid in planning both their formal and informal training. There are three types of learners: mentally centred, relationally centred, and physically centred. Nan Weiner describes them as follows:

Mentally centred learners use concepts, written words, diagrams or illustrations to stimulate learning. They focus on an idea, a theory or data rather than on people or action. They depend more on their belief system than on personal experience or feelings to decide what is important to them. These learners, more than those in the other two groups, can work on their own. Mentally centred learners look to documentation and authorities, and use language and communication with care and precision to ask questions, probe issues, debate and discuss theories and ideas. This learning style fits the stereotype of the rational “man.”

Relationally centred learners rely on interaction with others in the learning process; talking with their supervisor, instructor or peers helps sustain attention and involvement. This group starts by speaking from the personal point of view – their experience of what they are learning, their feelings about it, and the difference it will make in their lives. Relational learners like to hear how others learned the same subject matter. For this group, feelings are vital to learning. It is important, therefore, that they feel relaxed and good about themselves when they learn. When members of this group feel threatened or vulnerable, learning becomes more difficult. Relational learners learn best if there is ongoing support and sufficient interaction.

Physically centred learners focus on doing the task. They learn best when something is taught in a step-by-step fashion. Watching someone else do something is often the best way for them to learn. They like to hear, see and touch as they learn. Having enough time to practice and complete tasks is essential for these learners. There is a thoroughness in what physically centred learners undertake that may sometimes require more time than for the other two styles of learners. An emphasis on cooperation rather than competitiveness enhances the learning.

Everyone learns using parts of all three of these approaches, but generally people have a preferred method of learning. One style is not better than any other style, but training at work may be frustrating if those doing the learning are being taught by techniques that are incompatible with their learning style.

Benefits from Diversity

All of these characteristics define how different and how similar we are to each other. Recognizing these differences and taking them into account is the first step in using difference creatively to develop and grow as an organization.



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Cultural Diversity in Canada

It is often said that Canada is a land of immigrants (except for the Aboriginal population of Canada). Canada’s immigration policy allows for an influx of almost 200,000 immigrants and refugees every year.

In 1996, according to Statistics Canada:

• visible minorities constituted 11.2 per cent of the population

• immigrants comprised 17.4 per cent of the population

• visible minorities made up 43.8 per cent of the total immigrant population.

These figures are important because changes in society affect the workforce available to businesses. For example, the 1996 census also revealed that:

• although immigrants only comprised 17.4 per cent of the population, they accounted for 19 per cent of the labour force – that is nearly 3,000,000 workers

• 38 per cent of computer engineers were immigrants

• 11 per cent of all computer engineers were recent immigrants

• visible minorities constituted 10.4 per cent of the labour force

The change in the makeup of Canada’s population is vividly illustrated in the following figures. The first reveals that the percentage of visible minorities as part of the total immigration population has increased steadily from 3 per cent prior to 1961 to nearly 74 per cent for the period from 1991 to 1996. The second shows that 44 per cent of the Canadian population in the 1996 Census reported at least one ethnic origin other than British, French or Canadian. Also from the 1996 Census, the third discloses that approximately 17.5 per cent of Canadians reported at least one mother tongue that was neither English nor French.



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Visible Minority Immigration

1,038,990

769,635

0

200,000

400,000

600,000

800,000

1,000,000

1,200,000

before 1961 1961-1970 1971-1980 1981-1990 1991-1996

Years

Popu

latio

n

totalvisible minorities

Source: Statistics Canada, 1996 Census of Canada



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Ethnic Origin2% 3%

7%

10%

17%

19%

42%

Aboriginal British & FrenchCanadian and/or British/French FrenchBritish CanadianOther



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Mother Tongue

59.21%

23.26%

16.12%

0.38%

0.87%0.13%

0.03%1.41%

EnglishFrenchNon-official languageEnglish & FrenchEnglish & non-official languageFrench & non-official languageEnglish, French & non-official language



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Part 2: Learning Activities

Activity 1 – Defining Culture

List some concepts that you associate with culture. Concepts that are often linked to culture include:

• Ethnicity for example, British, French, Chinese, Italian

• Religion for example, Catholics, Protestants, Muslims

• Language for example, Franco-Ontarians, French-speaking Quebeckers

But the definition of culture also lends itself to after groupings in society. For example, age could define a culture; for example, it could be said that urban Canadian teenagers share a culture or that rural seniors do. Cultures can also vary according to geography – inhabitants of northern India have a different culture from those living in the south. Similarly, the Cree in Saskatchewan may have different cultural practices from the Cree in northern Quebec.



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Learning Activity 2 – Introductions

Please write down the most important things about yourself in twenty-five words or less. Specifically write what you would want people to remember about you after you have passed away. You may be asked to read your paragraph to the class.

From Robert Kohls and John M. Knight, Developong Intercultural Awareness: A Cross-cultural Training Handbook, p. 23-4, 1994.

Managing Cultural Diversity Module 2 – Why Manage Cultural Diversity?


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Module 2

Why Manage Cultural Diversity?

Module Learning Outcome You will have the opportunity to learn three theories for managing cultural diversity in the workplace.


• identify the discrimination-and-fairness paradigm for managing cultural diversity

• identify the access-and-legitimacy paradigm for managing cultural diversity

• identify the learning-and-effectiveness paradigm for managing cultural diversity

• consider the benefits and disadvantages of each theory.

Information

Technology




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Part 1: Class Notes

Overview

The various theories that drive the desire to manage cultural diversity have evolved with the increased in understanding of the differences and similarities between workers and the civil, political and societal conditions in which organizations operate. This module introduces three paradigms that have been used to justify managing cultural diversity: discrimination-and-fairness, access-and-legitimacy and learning-and-effectiveness. An examination of these theories shows that the most effective management of cultural diversity goes beyond simply increasing the diversity of the workforce or of niche marketing; it incorporates the different perspectives and assets of each employee’s approach to their job so that work may be done more efficiently and effectively. Diversity is not simply about the colour of one’s skin or gender; it is also about the ways in which one works. David A. Thomas and Robin J. Ely tell us that those who exist outside of the mainstream:

…bring different, important, and competitively relevant knowledge and perspectives about how to actually do work – how to design processes, reach goals, frame tasks, create effective teams, communicate ideas, and lead. When allowed to, members of these groups can help companies grow and improve by challenging basic assumptions about an organization’s functions, strategies, operations, practices, and procedures. And in doing so, they are able to bring more of their whole selves to the workplace and identify more fully with the work they do, setting in motion a virtuous circle. Certainly, individuals can be expected to contribute their firsthand familiarity with niche markets. But only when companies start thinking about diversity more holistically – as providing fresh and meaningful approaches to work – and stop assuming that diversity relates simply to how a person looks or where he or she comes from, will they be able to reap its full rewards.

Discrimination-and-Fairness Paradigm

This is perhaps the paradigm by which most people understand the concept of diversity. The underlying rationale behind this paradigm is the notion that discrimination and prejudice have excluded certain groups in society from full participation in the workforce. One of the ways in which this paradigm has manifested itself is the creation of various legislation and initiatives to respond to equity issues.

Legislation

In Canada, several federal-level laws and programs address concerns about discrimination and fairness in employment. This course discusses four pieces of legislation and one program: the Employment Equity Act, the Canadian Human Rights Act, the Canadian Charter of Rights and Freedoms, the Multiculturalism Act and the Federal Contractors Program.

The Employment Equity Act, S.C. 1995, c 44

(electronic copy located at http://info.load-otea.hrdc-drhc.gc.ca/~weeweb/billc64e.htm)

The Employment Equity Act, with its regulations, came into force on October 24, 1996. It applies to the federal public service as well as to federally regulated employers and Crown corporations with 100 or more employees. Thus, it covers business sectors such as banking, communications and transportation. This Act was put into place to achieve workplace equality for four target groups: women, Aboriginal peoples, persons with disabilities, and visible minorities. As stated in Human Resources Development Canada’s Annual Report, Employment Equity Act, 1998, employers covered by this legislation have four core obligations:



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• to survey their workforce to collect information on the number of members of designated groups

• to carry out a workforce analysis to identify any under representation of members of designated groups

• to review their employment systems, policies and practices to identify employment barriers and

• to prepare an employment equity plan that outlines what their organization will do to both remove employment barriers and to institute positive policies and practices. (The employment equity plan must include a timetable and establish short-term and long-term numerical goals.)

The Canadian Human Rights Commission is mandated to carry out on-site audits of employers to determine compliance with the Employment Equity Act.

The Canadian Human Rights Act, R.S. 1985, c. H-6

(electronic copy located at: http://www.chrc-ccdp.ca/chra-lcdp.asp?l=e)

The Canadian Human Rights Act became law in 1977 and is administered by the Canadian Human Rights Commission (http://www.chrc-ccdp.ca/). The fundamental philosophy underlying the Act is found in section 2 of the legislation, which says:

Every individual should have an equal opportunity with other individuals to make for himself or herself the life that he or she is able and wishes to have, consistent with his or her duties and obligations as a member of society.

According to this Act, it is against the law for any employer or provider of service that falls within federal jurisdiction to discriminate on any of the following grounds:

• race

• national or ethnic origin

• colour

• religion

• age

• sex (including pregnancy and childbirth)

• marital status

• family status

• mental or physical disability (including previous or present drug or alcohol dependence)

• pardoned conviction or

• sexual orientation.



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The Act covers the following employers and providers of service:

• federal departments, agencies and Crown corporations

• Canada Post

• chartered banks

• national airlines

• interprovincial communications and telephone companies

• interprovincial transportation companies

• other federally regulated industries, such as certain mining operations.

Thus, for example, it is discriminatory for a federal employer to deny a job to a person with a disability, where the disability does not affect the job or can be accommodated. A federal department cannot pay women lower wages than it pays to men for work of equal value. A senior manager at a chartered bank cannot harass someone on the basis of the colour of their skin. And a national airline company cannot deny promotions to persons because they are gay or lesbian.

The Canadian Charter of Rights and Freedoms, Part I of the Constitution Act, 1982, as enacted by the Canada Act 1982 (U.K.), 1982, c. 11

(electronic copy located at: http://canada.justice.gc.ca/Loireg/charte/const_en.html)

The Canadian Charter of Rights and Freedoms, which was adopted in 1982, ensures that laws in Canada comply with the guarantees found within. Thus, any law that violates the Charter and is not demonstrably justified in a free and democratic society will either be struck down or amended by the government responsible. For example, in the case of Vriend v. Alberta, [1998] 1 S.C.R. 493 (electronic copy located at: http://www.droit.umontreal.ca/doc/csc-scc/en/pub/1998/vol1/html/1998scr1_0493.html), the Supreme Court of Canada found that the Alberta human rights legislation was in violation of the Charter because it did not provide protection against discrimination on the basis of sexual orientation. The case involved a gay man who was terminated from his position due to his sexual orientation. As the Alberta human rights legislation did not allow him to lay a complaint with the human rights commission, he launched a challenge to the legislation itself for its failure to provide him with some recourse. The following sections of the Charter relevant to questions of diversity are:

15 (1) Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

(2) Subsection (1) does not preclude any law, program or activity that has as its object the amelioration of conditions of disadvantaged persons or groups, including those that are disadvantaged because of race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

27 This Charter shall be interpreted in a manner consistent with the preservation and enhancement of the multicultural heritage of Canada.

28 Notwithstanding anything in this Charter, the rights and freedoms referred to in it are guaranteed equally to male and female persons.



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The Canadian Multiculturalism Act, R.S. 1985, c. 24 (4th Supp.)

(electronic copy located at: http://www.pch.gc.ca/multi/html/act.html)

When the Canadian Multiculturalism Act was proclaimed in 1988, Canada became the first government in the world to give official legislative recognition to the concept of multiculturalism. The underlying premise of the Act is that all Canadians should be able to participate fully in society. The preamble to the Act explicitly recognizes the cultural diversity that exists in this country:

…the Government of Canada recognizes the diversity of Canadians as regards to race, national or ethnic origin, colour and religion, as a fundamental characteristic of Canadian society and is committed to a policy of multiculturalism designed to preserve and enhance the multicultural heritage of Canadians while working to achieve equality of all Canadians in the economic, social, cultural and political life of Canada…

The goal of the Act is to encourage all federal departments and agencies to “remove discriminatory barriers to employment, service delivery, and civic participation.” Specifically, federal institutions shall (Department of Canadian Heritage, 1999: 7):

• ensure that Canadians of all origins have an equal opportunity to obtain employment and advancement in those institutions

• promote policies, programs and practices that enhance the ability of individuals and communities of all origins to contribute to the continuing evolution of Canada

• promote policies, programs and practices that enhance the understanding of and respect for the diversity of the members of Canadian society.

The difference between the Employment Equity Act and the Canadian Multiculturalism Act is that the former piece of legislation deals only with the four target groups and outlines a regulatory scheme by which employers must abide, whereas the latter has a much wider scope that focuses on all of Canadian society and does not have the power of regulation.

Provincial and Territorial Legislation

All of Canada’s provinces and territories also have human rights legislation that protects against discrimination in employment within their jurisdiction. These statutes are listed below for reference:

1. Alberta: Human Rights, Citizenship and Multiculturalism Act, R.S.A. 1980, c. H-11.7

(electronic copy located at: http://www.gov.ab.ca/qp/ascii/acts/H11P7.TXT)

2. British Columbia: Human Rights Code, R.S.B.C. 1996, c. 210

(electronic copy located at: http://www.bchrc.gov.bc.ca/)

3. Manitoba: The Human Rights Code, C.C.S.M. c. H175, enacted by S.M. 1987-88, c. 45

(electronic copy located at: http://www.gov.mb.ca/hrc/english/publications/hr-code.html)

4. Saskatchewan: The Saskatchewan Human Rights Code, S.S. 1979, c. S-24.1

(electronic copy located at: http://www.qp.justice.gov.sk.ca/samples/s24-1.htm)

5. Ontario: Human Rights Code, R.S.O. 1990, c. H.19

(electronic copy located at: http://www.ohrc.on.ca/index2.htm)

6. Quebec: Charter of Human Rights and Freedoms, R.S.Q. 1977, c. C-12

(electronic copy located at: http://www.cdpdj.qc.ca/htmen/htm/4_4.htm)

7. Nova Scotia: Nova Scotia Human Rights Act, R.S.N.S. 1989, c. 214



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8. Prince Edward Island: Human Rights Act, R.S.P.E.I. 1988, c. H-12

(electronic copy located at: http://www.isn.net/peihrc/h-12.htm)

9. New Brunswick: Human Rights Act, R.S.N.B. 1973, c. H-11

(electronic copy located at: http://www.gov.nb.ca/acts/acts/h-11.htm)

10. Newfoundland: Human Rights Code, R.S.N. 1990, c. H-14

11. Yukon: Human Rights Act, R.S.Y. 1987, c. 3

12. Northwest Territories: Fair Practices Act, R.S.N.W.T. 1988, c. F-2

Federal Contractors Program for Employment Equity

(http://info.load-otea.hrdc-drhc.gc.ca/~weeweb/infsupe.htm)

Although much of the legislation discussed previously deals mainly with the federal government and federally regulated agencies, the Federal Contractors Program for Employment Equity deals directly with private sector companies that supply goods and services to the government of Canada. The objective and requirements of the program are described as follows:

Suppliers of goods and services to the federal government who employ 100 persons or more and who want to bid on contracts of $200,000 or more will be required to commit themselves to implementing employment equity as a condition of their bid. Failure to subsequently comply with prescribed employment equity measures can result in the loss of opportunity to compete for future government business (http://info.load-otea.hrdc-drhc.gc.ca/~weeweb/infsupe.htm).

The program requires contractors to implement employment equity measures. Such measures necessitate the identification and removal of barriers to the selection, hiring, promotion and training of members of the designated groups that is, women, Aboriginal peoples, persons with disabilities, and members of visible minorities. As well, contractors must take steps to improve the employment status of these designated groups by increasing their participation in all levels of employment.

There are five steps in the implementation and operation of this Program: certification, implementation, compliance review, appeal and sanctions.

1. Certification

Suppliers who employ 100 persons or more and who wish to, or are invited to, bid on federal government contracts worth $200,000 or more will first certify in writing their commitment to implement employment equity according to specific criteria.

2. Implementation

Upon having been awarded a federal government contract valued $200,000 or more, suppliers will implement employment equity in keeping with the terms and conditions of criteria provided by Human Resources Development Canada. Essential components of this process are the development and implementation of a plan of action and the means to monitor activities for:

• removal of discriminatory barriers to the employment and promotion of designated groups including elimination or modification of all human resources practices and systems that cannot be shown to be bona fide occupational requirements

• improvement in the participation of designated group members throughout the contractor's organization through hiring, training and promotion

• introduction of measures and the establishment of internal goals and timetables towards the



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achievement of employment equity through recruitment, hiring, training and promotion of designated group members and by making reasonable accommodations to enable members of such groups to compete with others on an equal basis

• retention of records regarding the employment equity implementation process for assessment by officials from Human Resources Development Canada (HRDC).

3. Compliance review

Human Resources Development Canada will conduct in-depth compliance to:

• review the records and documents kept by contractors

• assess compliance with the program criteria and the results obtained

• determine the extent of efforts made by contractors on behalf of designated groups

• measure the performance levels attained by contractors.

If the compliance review results are positive, the process is complete and the contractor will be so informed.

If the compliance review results are negative, the contractor will be informed and will be expected to initiate remedial action for review within a prescribed time limit not to exceed 12 months.

4. Appeal

The contractor has the right to appeal an unfavourable finding resulting from a compliance review to the Minister of Labour. In that instance, an independent review will be undertaken to study the findings of the original compliance review and advise the Minister of Labour.

5. Sanctions

In the event that the results of the independent review indicate a failure to comply, sanctions may be applied, which may include eventual exclusion from bidding on federal government contracts.

The federal government has developed several criteria for implementation of an employment equity plan:

• communication by the organization's chief executive officer to employees, unions and/or employee associations of the organization’s commitment to achieve equality in employment through the design and implementation of an employment equity plan

• assignment of senior personnel with responsibility for employment equity

• collection and maintenance of information on the employment status of designated group employees, by occupation and salary levels and in terms of hiring, promotion and termination in relation to all other employees

• analysis of designated group representation within the organization in relation to their representation in the supply of qualified workers from which the contractor may be expected to recruit employees

• elimination or modification of those human resource policies, practices and systems, whether formal or informal, shown to have an unfavourable effect on the employment status of designated group employees

• establishment of goals for the hiring, training and promotion of designated group employees. (Such goals will consider projections for hiring, promotions, terminations layoffs, recalls,



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retirements and, where possible, the projected availability of qualified designated group members)

• establishment of a work plan for reaching each of the goals listed above

• adoption of special measures where necessary to ensure that goals are achieved, including the provision of reasonable accommodation as required

• establishment of a climate favourable to the successful integration of designated group members within the organization

• adoption of procedures to monitor the progress and results achieved in implementing employment equity

• authorization to allow representatives of the Human Resources Development Canada access to the business premises and to its records in respect of the above implementation criteria in order to conduct on-site compliance reviews for the purpose of measuring the progress achieved in implementing employment equity.

As mentioned earlier, the creation of employment equity programs and anti-discrimination legislation is only one manifestation of the discrimination-and-fairness paradigm. Indeed, companies that operate from this theory often go beyond simply looking at numbers and initiate mentor and career-development policies and, at the same time, offer training on respecting cultural differences. Progress under this paradigm is measured by the success in achieving its recruitment and retention goals rather than by how well the company environment allows employees to draw on their own backgrounds and experiences to do their work more efficiently and effectively. Although the workforce may become more diverse, the work does not.

A prime example of this approach is IBM’s policy on equal opportunity: (electronic copy located at: http://www-3.ibm.com/us/jobs/diverse/letter.html)

IBM's employees represent a talented and diverse workforce. Achieving the full potential of this diversity is a business priority that is fundamental to our competitive success. A key element in our workforce diversity programs is IBM's long-standing commitment to equal opportunity, a commitment based on sound business judgment and a fundamental belief in respect for the individual.

Business activities such as hiring, training, compensation, promotions, transfers, terminations and IBM-sponsored social and recreational activities are conducted without discrimination based on race, color, religion, gender, sexual orientation, national origin, disability, age or either Vietnam-era or Special Disabled veteran status. These business activities and the administration of IBM benefit plans comply with all applicable federal, state and local laws, including those dealing with equal opportunity. IBM also makes reasonable accommodation for disability and religious observance.

To provide equal opportunity and affirmative action for applicants and employees, IBM carries out programs on behalf of women, minorities, people with disabilities, Vietnam-era veterans and Special Disabled veterans. This includes outreach as well as human resource programs that ensure equity in compensation and opportunity for growth and development.

In addition, the IBM work environment must be free from harassment based on sex or sexual orientation, race or ethnic origin, religion, age, disability or veteran status. In respecting and valuing the diversity among our employees and all those with whom we do business, managers are expected to ensure a work environment free of all forms of discrimination and harassment.

Effective management of our workforce diversity is an important strategic objective. Every manager in IBM is expected to abide by this policy and uphold the company's commitment to workforce diversity.



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Access-and-Legitimacy Paradigm

Under the access-and-legitimacy model, companies focus on the increasingly diverse nature of the consumer base. In order to deal with such changes, companies need to have staff that can speak a variety of languages, and come from a variety of ethnic origins. Such companies match their staff demographics with those of their clientele. Thus, a bank may open a branch in Vancouver’s Chinatown staffed primarily with people who speak Mandarin or Cantonese, or a large retail grocery chain may carry Indian products in Toronto’s Little India neighbourhood.

The bottom line of this approach is the bottom line – that is, having a diverse staff will provide a competitive advantage, leading to more sales and increased use of products. But there are also limitations to this model. Companies tend to highlight the role of cultural differences without examining the effect of these differences on the work being done. This can lead to cultural “job ghettos” where certain employees are considered only for certain niches. In this age of globalization and world travel, one should not assume that only an Italian Canadian can speak Italian or that she knows anything about the Italian community – she might have been raised on a farm in northern Manitoba. A Danish person could just as easily be fluent in Mandarin or have studied in China for two years. If people are hired only for their potential to target niche marketing, feelings of exploitation and a loss of morale will result, possibly leading to these employees leaving the organization if they feel that other career paths in the organization are not open to them. Indeed, often the specialized departments are cut first when money must be saved, making such employees more vulnerable to job loss.

Learning-and-Effectiveness Paradigm

Under the learning-and-effectiveness paradigm, organizations consciously incorporate the diversity of their employees’ experiences and perspectives into their core business practices, enhancing the organization’s ability to rethink primary tasks and redefine markets, products, strategies and missions.

Go to Activity 1, Module 2



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Making the Paradigm Shift In order to make the paradigm shift from either discrimination-and-fairness or access-and-legitimacy to the learning-and-effectiveness model, an organization must meet eight prerequisites:

1. The leader must understand that a diverse workforce will embody different perspectives and approaches to work, and must truly value variety of opinion and insight.

For example, a financial services business once believed that the only successful sales approach was one that involved aggressive, rapid-fire cold calls. However, the figures revealed that the first, and third most successful employees were women, who were most likely to use a sales approach that gradually built a relationship between the sales representative and the client. This opened the company’s managers to other ways in which tasks could be accomplished.

2. The leader must recognize both the learning opportunities and the challenges that the expression of different perspectives presents to an organization.

Under this condition, the top management must be committed to the long-term process of unlearning, learning and relearning that is required by this paradigm shift.

3. The organizational culture must create an expectation of high standards of performance from everyone.

Some organizations expect those from outside the mainstream to underperform, a negative assumption that sometimes becomes a self-fulfilling prophecy. A successful paradigm shift relies on a company believing that every member of its organization can and should contribute to the fullest of their potential.

4. The organizational culture must stimulate personal development.

In such a culture, employees are encouraged to express their full range of knowledge and skills. This is accomplished through careful design of jobs that allow staff to grow and develop, as well as the provision of training and educational programs.

5. The organizational culture must encourage openness.

There must be a high level of support for open debate and constructive conflict on work-related matters. Such openness will lead to creative resolutions of conflicts, building a better, stronger organization.

6. The culture must make workers feel valued.

If employees feel that an organization values their contributions to the workplace, they will be committed to the organization and, subsequently, will feel comfortable in taking the lead in applying their skills and knowledge in new ways to enhance their work.

7. The organization must have a well-articulated and widely understood mission.

A clear mandate and mission about what the company is trying to accomplish will ground and guide discussions about work-related changes that arise from staff suggestions. A clear mission statement will help to in keep discussions on work differences focused on the accomplishment of goals instead of degenerating into debates about the validity of people’s perspectives.

8. .The organization must have a relatively egalitarian, non-bureaucratic structure.

The company’s structure must welcome ideas and constructive challenges, from any employee with valuable experience, to the traditional modes of working. Progressive leaders will be able to retain the control systems that allow an organization to accomplish tasks, while at the same time find ways to revise the model of classic bureaucracy, which is often resistant to change.

Go to Activity 2, Module2



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Part 2: Learning Activities Activity 1 – Identifying Theories (Three Case Studies)

Please read the following three case studies, answer the questions that follow, and hand in your responses to your instructor.

Case Study 1: Iversen Dunham

An international consulting company began in the early 1970s to diversify its higher ranks by increasing its racial and gender diversity. Women and people of colour were hired and placed on a career path toward becoming project leaders. By 1989, about 50 per cent of the company’s project leaders and managers were women and 30 per cent were persons of colour. The membership of the previously all white and male 13-person management committee now included five women and four persons of colour. Despite the increased diversity of the workforce, there were still complaints about racial discrimination and tensions were high.

Most complaints were from mid-level project leaders. Although white project leaders welcomed a more diverse workforce, they also felt that the new employees were changing the company in some way and pulling away from its traditional roots and culture. Some critics said that the new staff made problems too complex by linking issues that were traditionally thought to be unrelated. As well, some thought that projects initiated by the new staff required too much cultural sensitivity.

Some of the new staff felt that they did not receive the same level of respect and authority as did the white male project leaders. They also felt that their peers were sceptical of their views and they resented that doubts were not raised publicly.

There was also some tension with respect to racial complaints concerning white managers and those they supervised. It is precisely this problem that the organization chose to focus on and try to resolve.

Case Study 2: Access Capital International

In the early 1980s, an investment bank decided to launch a campaign into Europe. But problems arose immediately from the opening of offices in international markets. Employees brought over from the United States lacked credibility in the new branches because they were ignorant of local customs and market conditions and therefore could not connect with the potential client base.

In response, the company hired Europeans who had attended North American business schools and placed them, rather than Americans, in these positions. This venture was truly successful. The European branches, where the staff were internationally diverse, became highly profitable.

As time passed, these foreign offices continued to thrive but some managers began to feel that the company was not taking full advantage of its diversity efforts.



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Case Study 3: Dewey & Levin

An all-white public-interest law firm noticed in the 1980s that the women they were representing in employment-related disputes were exclusively white. They believed this to be a failure of the organization, since its mandate was to advocate on behalf of all women. Using the access-and-legitimacy paradigm, the firm also felt that they were missing out on a large segment of their potential customer base.

The business decided to address this deficiency by hiring a woman of colour. The firm’s partners hoped that she would bring in clientele from her own community, thereby demonstrating their commitment to representing all women.

Fortunately, the firm was able to benefit even more from this attempt at niche marketing. The new lawyer had creative ideas about the kinds of cases the firm could handle. Senior management was receptive to these approaches and pursued them with great success.

More women of colour were hired who also brought fresh and innovative ideas. The firm now handles cases it would not have traditionally believed to be linked to affirmative action policies. For example, it now pursues cases dealing with English-only policies, thereby serving a group of women that it had previously failed to represent adequately, that is, those of recent immigrant women.

Source: David A. Thomas and Robin J. Ely, 1996.



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When you have completed this page, please hand it to your instructor for evaluation.

1. Identify which underlying theory of managing cultural diversity in the workplace is at play in each of the case studies:

i) Iversen Dunham: Discrimination-and-Fairness Paradigm (5)

ii) Access Capital International: Access-and-Legitimacy Paradigm (5)

iii) Dewey & Levin: Learning-and-Effectiveness Paradigm (5)

2. Identify the benefits and disadvantages of each of the approaches in the case studies, including potential future advantages and drawbacks:

Iversen Dunham

Benefits (10)

♦ increased workforce diversity at all levels

Disadvantages (20)

Interestingly, top management felt more compelled to deal with racial discrimination complaints than with the concerns between the project leaders. Due to the company’s focus on the discrimination-and-fairness paradigm, it could be foreseen that this would be the way that the organization would deal with racial tensions. Instead of focusing on the ways in which diversity could help to increase productivity at the project level, the company tried to resolve the racial complaints.

Although increasing the diversity of one’s workforce is one component of managing cultural diversity, it is simply the beginning. In order to benefit fully from a diverse staff, an organization must learn to utilize the creativity that arises from having employees with different backgrounds, rather than simply focusing on the hiring numbers.

Access Capital International

Benefits (10)

♦ successful niche marketing

Disadvantages (20)

Some leaders felt that the company could be vulnerable because of its management of diversity. For example, the company would truly be lost if one of the teams in one of the foreign offices quit en masse. Although the company recognized that cultural differences affected local offices, the company as a whole never examined what those differences were. Instead, they responded by hiring people who would know what the local customs were instead of learning themselves.

This company valued difference and diversity but not enough for it to incorporate these ideas into the core corporate culture or its business practices.



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Dewey & Levin

Benefits (20)

The increased diversity of its staff has allowed the firm to expand the type of work it covers by linking issues in creative ways to the mandate of the firm, enhancing the quality of its work.

This venture has strengthened the firm’s commitment to diversity in its workforce, its clientele and its work. The new lawyers feel that their perspectives are listened to and acted upon and, subsequently, staff morale is high and the firm has enjoyed relative ease in attracting and retaining capable and diverse employees.

Disadvantages (10)

♦ Start-up takes time, and prolonged efforts at increasing diversity will mean a long-term commitment in resources and time. Still, the benefits to the firm far outweigh the costs.



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Activity 2 – Making the Paradigm Sift (Three Case Studies)

Case Study 1: First Interstate Bank

A midsize bank serves a mainly minority community through “the development of a highly talented workforce.” The company also, atypically, welcomes constructive criticism and has a relatively egalitarian and non-bureaucratic structure and an open-minded culture. Nevertheless, the bank has a long-standing policy that loan officers must have university degrees. Those without such qualifications were hired in support-staff positions and were never promoted outside of the administrative unit.

Two years ago, the support staff, many of whom were from lower socio-economic communities than the university-educated loan officers, challenged this policy. Many were long-term employees who had upgraded their skills with the company’s active support and encouragement through training and on-the-job development. As a result, some of the support staff were performing many of the same tasks as loan officers but, of course, were not being remunerated at the same level or accorded the same respect.

1. What is the diversity issue here? That is, what cultural difference (in the large sense) is the basis of this conflict?

2. What assumptions did the company make with respect to the position of loan officers and support staff?

3. How could or should the bank address this problem?



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Case Study 2: Mastiff

A senior manager reported to the vice-president of Mastiff that he wanted to demote an employee hired for a leadership position, a woman of colour whom he had recently promoted. She had worked for 15 years in the lower ranks prior to this promotion. The vice-president was puzzled as to why the manager would want to do this, especially since the company was trying to increase the diversity of its higher-ranking workforce.

It was revealed that the manager knew the employee from church and was familiar with the way she handled leadership there and in other community environments. In these situations, he had observed her to be an exceptionally capable, dependable and impressive leader. He was disappointed that she had not brought these qualities to the workplace.

During a meeting of all three people, the employee revealed that she did not feel comfortable in expressing her community leadership style at work. She said that her leadership style would work only where she felt complete freedom to use that style. She did not feel that she had the leeway to act in this manner on the job.

1. Why does this employee not feel comfortable expressing her true self at work?

2. What could the vice-president and manager do to resolve this problem?



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Case Study 3: Torinno Food Company

A team of chemists at a food company, all of whom were white males except for one woman of Chinese origin, experienced a problem with the flavouring of one soup. After attempting a number of unsuccessful scientific solutions, the woman employee drew from her experience of cooking Chinese food to correct the problem. However, she did not share the source of her inspiration with the rest of the team for fear of damaging her career. After solving the problem, she went back to the scientific method of doing things.

1. Why might this employee not feel comfortable in sharing the inspiration that led to the solution of the problem?

2. This company had introduced diversity training to its workforce but something was not working. How is the company failing? What could be the fallout from this failure?

Source: David A Thomas and Robin J. Ely, 1996.

Managing Cultural Diversity Module 3 – Cross-Cultural Communication


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Module 3

Cross-Cultural Communication

Module Learning Outcome You will study various elements of communication and learn to remove barriers in cross-cultural communication.


• identify the various elements of communications

• identify the link between language and culture

• identify ways to remove barriers to cross-cultural communication.

Information

Technology




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Part 1: Class Notes

Overview

Once an organization’s leaders decide to pursue diversity initiatives, they must accurately and effectively communicate this to the rest of the organization so that there are no misunderstandings and the mandate is clear.

Communication occurs when one person sends a message to another person , either verbally or non-verbally, with a conscious intent to evoke a response. Effective communication occurs when the receiver perceives the communication in the way that the sender meant the communication to be understood. Communicating, especially across cultures, is a difficult process, as George Henderson illustrates:

I know you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant!

Communications occur on two different levels, verbal and non-verbal. The ways in which these two types of communication interact can influence how messages are received and interpreted.

Language

Language and culture are inseparable concepts. George Henderson says:

How we speak, our form of communication, ever after denotes our connection to culture. In a large sense, our language expresses our embeddedness in one nation or another, our accent within that language identifies our social class or place of origin, and our choice of vocabulary links us to certain subgroups. We “speak” from our place within society.

One definition of language describes it as “a culturally defined, rule-governed system of sharing arbitrary symbols used to transmit [and elicit] meaning.” As children, when we learn the language of our culture, we also learn its values, beliefs, perceptions and norms.

Cultures assign symbols to things in order to label them. More important things are given specific labels and less important things are given general labels. For example, the Inuit have at least 20 words to describe snow. Due to the importance of weather in northern Canada, the precise description of the snow conditions is all important to survival.

One term may have different meanings in different cultures. For example, in Britain, to “knock someone up” means to meet someone, to tire them out or to give them a wake-up call, whereas in North America, this phrase can be used colloquially to denote getting someone pregnant.

Words may be culture-based with no direct translation in another language. In Japanese, there are no direct translations of races other than the Japanese (Nihon jin) and Westerners or white foreigners (Gai jin). Context is important when one translates from one language to another, since using the technical translation in the wrong context could lead to misunderstanding.

All of these variables add to the difficulty of effective communication across cultures. As businesses become global, it is important to ensure that linguistic differences do not hinder business ventures. An oft-quoted example is that of Chevrolet’s unsuccessful launch of its Nova automobile in South America. If they had discussed their decision with even one Spanish-speaking consultant, they would have learned that “no va” in Spanish means “no go” – not an image one would want to associate with a motor vehicle!



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Words can aid in understanding, inhibit understanding, or have no effect. People within an organization must learn to effectively communicate with each other using the appropriate language for every context. However, words are not the only means of communication.

Non-Verbal Communication

According to studies, only 20 to 30 percent of communications are verbal. At least one hundred thousand distinct physical gestures have meaning to people around the world. These gestures are produced by facial expressions and movements of certain body parts, such as the arms, legs, hands and fingers. These movements are important because they add additional meaning to the spoken word. Non-verbal communication can include such things as:

• degree of eye contact

• facial expressions

• arm and hand gestures

• tone of voice, speed, pitch

• silences or breaks in the conversation

• formality or informality of situation

• body language

• physical distance between sender and receiver.

In Canada, a common way to call a waiter is to raise your hand, sometimes with a wave. In the Middle East, it is common to clap one’s hands to get the waiter’s attention; in Africa, a person should gently knock on the table. In North America, a thumbs-up gesture means that something is okay but in Ghana and Iran, this is an extremely vulgar gesture. In some Aboriginal cultures, looking directly into another’s eyes during a conversation is a sign of disrespect, whereas mainstream North American cultures tend to perceive such behaviour as indicative of trustworthiness and straightforwardness.

The way in which one speaks is also closely connected to gestures. One’s manner of speaking includes the quality, volume, pitch and duration of speech. Thus, the delivery of a message also influences how a communication is received and perceived. For example, an emotional speaker, by Western standards, might be perceived as assertive, self-confident and tough-minded, whereas a calmer, more neutral speaker may be thought to be more honest, trustworthy and people-oriented.

Effective communication involves not only actively listening to someone’s speech, but also appropriate interpretation of body language. And one must remain open to the possibility that one’s interpretation is not the right one.




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Removing Barriers to Cross-Cultural Communication

Many factors can hinder effective cross-cultural communication including, as Nan Weiner says:

• stereotypes and prejudices that filter meaning

• fear of communicating with those of a different culture

• misinterpretation of intent

• negative interpretation regarding greetings, expressions of “politeness,” appreciation, emotions and feelings

• expectations that meaning will be conveyed primarily through context or primarily through words (the issue of context)

• expectation that important information will be put first (or last the issue of directness)

• different meanings attached to non-verbal signals, such as nodding, silence or interruptions

• touching and interpersonal space

• taboo topics of conversation.

Failure to deal with cross-cultural miscommunication will lead to even more miscommunication, resulting in cumulative negative repercussions. Although different communication styles are often the cause of miscommunication, this is generally not what people look to for an explanation. Rather, people blame another’s motives ‘they dislike me,” abilities “they are ignorant,” or character “they are rude.” Or some people might blame themselves “what’s wrong with me?” or the relationship “we cannot communicate.”

One of the ways to ensure effective cross-cultural communication is active listening, which involves three steps:

1. Attending: Give the speaker your attention and show through postural, visual and non-verbal indicators that he or she has your attention. You cannot listen actively “on the fly.” If this is not a good time or if it is clear that more time is needed to ensure good communication, stop the communication and set up a mutually agreeable time when you both can be there physically and mentally.

2. Repeating: Clarify what you did not hear or are not sure you heard or understood. This may involve asking questions about the background situation, for example, so that you have enough information to understand what is being said.

3. Paraphrasing: Repeat in your own words what the other person said. It is possible for people to “parrot back” (repeat verbatim) what has been said to them even if they have not understood it. With paraphrasing, it is often possible to learn that someone has understood up to a certain point. This then allows the communication to continue on from this point rather than reviewing what has been understood.

Nan Weiner tells of other ways to improve your cross-cultural communication techniques.

• Know yourself. What is your style of communicating? What differences do you find difficult to contend with when communicating? These might be someone with an accent whom you have to keep asking to repeat what they said; someone who is confrontational, or someone who is indirect. What value judgements do you make about people who are different? How much ambiguity can you tolerate? What prejudices and stereotypes do you hold about various groups?



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• When communication breaks down, blame the process and not the individuals or groups involved. Look for ways to ensure that the breakdown does not occur in the future.

• Be sensitive to humour, idioms and clichés. If you are using sports or cooking analogies, does everyone know what they mean?

• Monitor your speech and writing to ensure inclusive language. To say “men” when meaning “men and women” is exclusive.

• If you find yourself repeating the same thing for the third time (probably louder) but in the same words, stop. Think of another way perhaps using other words, pictures, or the help of a “translator”) to communicate.

• Ensure that you have enough time. Successful communication across cultures requires more time.

• Be willing to talk about communication issues. Pick a time when you are not in the middle of a miscommunication or conflict and talk about how people’s communication style differ. Pick a time that is mutually convenient and present the problem as a process issue without blaming yourself or the other. Sometimes it is helpful to involve a third party who understands either both cultures or neither one.




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Part 2: Learning Activities Activity 1 – Communication and Intercultural Interactions

What is Communication?

According to Pierre Casse in his book Training for the Cross-Cultural Mind, communication is a “…process by which two individuals ‘try’ to exchange a set of ideas, feelings, symbols…meanings.”

Intercultural communication is “…a process by which two individuals who do not belong to the same culture ‘try’ to exchange a set of ideas, feelings, symbols…meanings.” Since they do not belong to the same culture, this “implies that they do not share the same assumptions, beliefs, values or…same ways of thinking, feeling, and behaving. This phenomenon makes the communication process much more difficult and challenging than we think.”

In addition, Casse emphasizes the following five facts about communication that have an impact on all cross-cultural exchanges.

1. Pure communication is impossible, since we all bring prior associations to the communication process.

2. We communicate in many ways, and much of our communication is unconscious.

3. We see what we expect to see. (In other words, we provide meaning to life.)

4. We don’t see what we don’t expect to see.

5. We all perceive things differently.

In summary, we create the reality upon which our communication is based. We bring prior assumptions and associations, many of which are culturally based, to the process of communication. We can never assume that the assumptions we operate under are the same for everyone, particularly when we are engaged in cross-cultural communication.

Source: Robert Kohls and John M. Knight, 1994.



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Activity 2 – Barriers to Cross-Cultural Communication

Case Study

A Canadian firm was involved in negotiations to merge one of its branches with a Chinese firm. Negotiations between the Canadian executives and their Chinese counterparts were going well. One of the Chinese businessmen had recently been elected chair of the board upon his grandfather’s retirement. Together, over weeks of discussion, they had devised creative new strategies and policies to lead the merged company in new directions. Several days later, the grandfather dropped by and began to speak about the history of the company and how it had been built on traditional practices, some of which had been discarded by the merger executives. Instead of talking about the new policies developed by the merger team, the grandson simply nodded in agreement with his grandfather. One of the Canadian executives started to protest. Tension immediately filled the room. A week later, the Chinese company declined to pursue the merger.

1. Why do you think that the merger failed?

Source: George Henderson, 1994.



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The Inclusive Communications Model

The ways in which we communicate reflect the diversity of our backgrounds. The challenge lies in conveying your message in a way that will allow it to be understood as you meant it. The video Managing Diversity: Inclusive Communication, identifies an inclusive communications model with five stages:

1. approaching

2. listening

3. accepting

4. valuing

5. cooperating.

This model can bridge the differences among us, creating a common space where communication is mutually beneficial and satisfying.

Discussion

Do you see the benefits to using the model of inclusive communication depicted in the video Managing Diversity: Inclusive Communication?

Managing Cultural Diversity Module 4 – Cross-Cultural Conflict Resolution


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Module 4

Cross-Cultural Conflict Resolution

Module Learning Outcome You will learn about the elements that make up conflict resolution and consider the different styles of resolution and techniques to deal with cultural clashes.


• identify the benefits of effective conflict resolution

• identify sources of conflict

• identify different conflict resolution styles

• identify methods of dealing with cultural clashes.

Information

Technology




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Part 1: Class Notes

Overview

With an increasingly diverse workforce, conflicts will arise from the different styles and approaches to work that such diversity will bring, including communication differences. But conflict is not necessarily a negative occurrence. Conflict generally indicates that there is something wrong, gives provide an organization the opportunity to come up with a creative solution. The difficulty lies not with the fact that conflicts exist but with the inability to resolve the conflicts appropriately. Nan Weiner states that the benefits of managing cultural conflicts correctly can be many, including:

• heightening employee motivation to deal constructively with interpersonal conflict

• enhancing cross-cultural communication skills

• building better relationships in a diverse workplace

• improving decision making by promoting an open forum for disagreement

• stimulating effective team building

• expanding the ability to change problems into opportunities

• promoting creativity and innovation

• providing employees with skills that promote organizational effectiveness.

Cultures and Conflict

Conflicts occur in all cultures around the world. In some cultures (including European and North American) the conflict is confronted directly, whereas in other cultures (Asian), non-verbal behaviour and reciprocal sensitivity are used to minimize or avoid confrontation. Of course, conflicts also occur within cultures. One author notes that some sources of conflict are not based in differences in power. For example, conflict may arise between groups based on power imbalances, but within groups, conflict can arise even where there is no such imbalance. Nan Weiner’s book cites five sources of conflict and their existence in different group conflicts:

Cox’s Five Sources of Conflict and Occurrence Between Various Groups

Sources of Conflict Between Powerful and Low-Power Groups

Within Groups

1. Competing goals

2. Scarce resources

3. Cultural differences

4. Power discrepancies

5. Assimilation versus preservation of “minority cultural identity

Source: Taylor Cox, Jr., , Cultural Diversity in Organizations: Theory, Research and Practice. San Francisco, Berrett-Koehler Publishers, 1994.



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The first two sources would appear to be obvious causes of conflict. The third results from the differing world views held by each cultural group. These different perspectives can lead to miscommunication and misperceptions, which lead to conflict. For example, the traditional North American male culture values the provision for the family (working hard) as family commitment. However, for many Asian cultures and North American mothers, family responsibilities also include more direct contact with the family and fulfilling duties other than simply providing financial security. Although the traditional male values may not cause conflict between family and work, the Asian and female values may cause conflict as to whether work or family should take priority.

Conflict over differences in power results from groups competing for control of economic, political and social arrangements. Generally, this manifests itself in whether or not to maintain the status quo. For instance, the issue of same-sex benefits for gays and lesbians is ultimately a question of power, since the actual costs in terms of resources is relatively small. The issue at stake is who gets to determine the definition of “family.”

Assimilation versus preservation of identity results in conflict due to a non-mainstream group’s desire to maintain its identity. Generally, the group in power does not feel the need to preserve its identity because its identity is reflected everywhere. The minority group’s desire to maintain its identity can thus appear alien and divisive to the mainstream group. Some mainstream-group members may resent policies, such as those for inclusive language and support groups, viewing them as bestowing special advantages. The result? Conflict.

Resolution Styles

It is important to remember when discussing resolutions to cultural differences or conflicts that these are only group generalizations and that one cannot know another person until individuals interact. Everyone is a member of more than one culture, since we are defined by many different characteristics, including age, gender, ethnicity and ability.

Many components go into resolving a conflict. Three of the main components are: (1) the nature of the issues; (2) the situation; and (3) the individuals involved, as shown in the following figure.



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Components Affecting Conflict Resolution

INDIVIDUAL Traits and characteristics (need for control, cooperativeness) Conflict management skills (active listening) Preferred conflict strategies

NATURE OF ISSUES Content (resources, beliefs, values, relationship) Magnitude of consequences Rigidity of positions

SITUATION Degree of diversity Power differences History of conflict resolution Norms for handling conflict General climate

Resolution of Conflict

Source: Nan Weiner, 1997.



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Diversity is an important element of the situation. The more diverse the workforce, the higher the potential for conflict. The consequences of a conflict do not end simply when it is resolved. Rather, the history of conflict resolution will dictate in some part how conflicts will be resolved in the future. If conflicts are resolved satisfactorily, this will facilitate the resolution of future conflicts. On the other hand, if the conflict is not resolved or is resolved inappropriately, this will hinder the resolution of future clashes. When resolution of conflicts is hampered by stereotypes, people then anticipate conflict with members of a particular group due to past experience with other members of that group. Remember that generalizations may help you interact with other people but they can never tell what a particular individual is like. This is especially important in cross-cultural conflict situations, since it is at these times that people are more likely to rely on stereotypical expectations rather than actual observations.

There are six approaches to conflict resolution, five of which are individual styles: avoid, accommodate, compromise, collaborate and compete. The sixth approach is to change the structure or situation in order to minimize or avoid conflict. When there is continuous conflict between two particular groups, even when the individuals involved are replaced by others people over time, then it is likely that there is a structural element to the conflict.

Differences in individual approaches to resolution styles can be compared in three categories: cooperativeness, assertiveness and concern for one’s own and/or other’s interest. The five different individual styles are compared in the following chart, under the heading of these categories:

Concern for Style Assertive Cooperative

Self Other

Avoid:

Unwilling to engage in conflict so cannot resolve conflict

Accommodate:

Appeases other

Compromise:

Mutual agreement to splitting the difference

Collaborate:

Work together to find non-obvious way to resolve conflict so each party gains what is important to him or her

Compete:

Strive to resolve conflict totally in one’s own favour

Source: Nan Weiner, 1997.

Nan Weiner cites studies that show that task-related conflicts result in more positive recommendations and are more satisfactory than people-related conflicts, regardless of culture. They also found that people-oriented conflicts are more demanding .



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Dealing with Cultural Clashes

Nan Weiner outlines five steps to dealing with conflict between cultures:

1. Identify: Exactly what behaviours of the other person bother you? This includes what the other person did, what he or she said and how he or she said it. Now determine if this is a problem within the organization. For example, one bank supervisor did not like the tightly braided cornrow hairstyle. The “behaviour” of styling one’s hair bothered her. But such a style was in keeping with the bank’s dress code for a tidy and presentable look. The supervisor did not personally have to like the style, but there was no organizational problem.

2. Learn: Having identified the behaviour, do not make any assumptions about the reasons/motive behind it. You can learn this only from the other person. When talking to the other person about the problem, actively listen to what he or she has to say, including his or her feelings. A good way to present certain problems is through an “I” statement, such as:

“When you do X, I have problems with or feel Y.”

Or

“When X happens, I have problems with or feel Y.”

“X” is the behaviour and “Y” is the outcome for you. For example:

“When we go over the sales reports, I am unable to ascertain whether you understand them or not.”

Respond to what is being said, not how it is said. Be open to all information. One needs to understand one’s own behaviour and expectations both within one’s own culture and within the other’s culture, and to understand the other’s culture both within one’s own culture and within the other’s culture. This leads to four conditions:

Four-Way Understanding Needed

Understand one’s own culture within one’s own cultural context.

Understand one’s own culture within the other’s cultural context.

Understand the other’s culture within one’s own cultural context.

Understand the other’s culture within the other’s cultural context.

3. Evaluate: Learn about similarities or differences of expectations. Try to identify shared expectations such as fairness, trust, respect and harmony, being aware that these may be exhibited by very different behaviours. Try to ascertain if the conflict is due to:

• different expectations or misunderstanding of expectations

• differences in style or behaviours

• stereotypical assumptions about members of the other group.

Avoid expressing anger, shock or amusement. Simply stating that there appear to be cultural differences can be helpful to depersonalize the situation.



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4. Negotiate: Agree with the other person’s right to hold his or her opinion, and explain your own perspective. Offer options. Break through the “either–or” way of thinking to the “both–and” way. Negotiating is compatible with “assertiveness” in the earlier chart on resolution styles. Be willing to share your own needs and to listen to the other’s needs.

5. Collaborate: Develop joint problem-solving processes that, in addition to resolving a particular issue, take into account the core needs of each party. Learn to use differences to develop creative solutions.

Collaboration can result in creativity, one of the major potential advantages to diversity. Such creativity does not have to come through conflict, but it does come through seeing things differently, so conflict and potential creativity have the same root.

Compromise does not have the potential for creativity because it accepts what is currently known and simply divides it up to ensure that each party gets half of the benefits. With collaboration, something totally new can be created based on the common ground that the parties share but is not obvious when the conflict began.

Resolving conflict through collaboration requires getting to common ground. Getting to common ground requires knowing what is core. That is, there is a need to separate substance from style, or find out where style is important and why. Cross-cultural conflict is often about style differences rather than substantive differences. In an inclusive workforce, style differences need to be accepted and recognized for what they are (style differences) and what they are not (relevant to getting the job done). That is, common ground means being integrated on the core purposes even though differentiated in terms of style. So common ground involves sharing goals and rewards, and having mutual respect and understanding, with a mutual commitment to fairness and a shared vision of the future.

In other words, valuing diversity means enlarging the range of acceptable behaviours; it does not mean abandoning standards. In fact, in a diverse work environment, the need to articulate core values and performance standards increases so that stylistic differences can be accommodated.

Managing Cultural Diversity Module 5 – Achieving Inclusivity


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Module 5

Achieving Inclusivity

Module Learning Outcome You will learn the basic elements to designing a diversity plan.


• identify the elements of a diversity plan

• identify the foundational basis for successful implementation of a plan

• identify the reasons for workforce data collection and learn ways to collect such data

• identify methods of collecting employee feedback

• identify techniques to implement a diversity plan

• identify ways to communicate the details of the plan

• identify ways to of monitor the plan.

Information

Technology




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Part 1: Class Notes

Designing a Diversity Plan

The best way to achieve a comfortably diverse workplace would be to start with a new organization and incorporate diversity from the inception. This, however, is not generally possible. The second-best approach would be to incorporate diversity as a core value in the organization from the top down. For various reasons, most organizations are either not ready or not willing to undertake such a big endeavour. Of course, some companies have already started diversity efforts, most likely beginning with increasing the diversity of its staff, perhaps tying such members to niche markets. Most have not reached the third paradigm “learning-and-effectiveness,” discussed in Module 2.

Nan Weiner states that whatever stage its diversity efforts are at, an organization must consider there are some critical elements:

1. Obtain management commitment, leadership and support.

• Tie diversity to business objectives; relate to the analogy of diversification of products and investments.

2. Integrate diversity initiatives into business and organizational objectives.

• Incorporate diversity into business functions and units

• Incorporate diversity into the organization’s mission statement.

• Create diversity action plans.

• Set accountability for diversity in business objectives.

• Engage in employee career development and planning.

• Seek community involvement and outreach.

• Establish long-term initiatives directed at overall cultural change.

3. Communicate and ensure continuing dialogue among all employees.

4. Educate and train at all levels.

5. Set accountability for consequences, especially for senior and middle management.

6. Involve employees (through focus groups, special committees, networking groups) at all levels.

7. Measure results again goals.

8. Set up diversity so that it is line-driven rather than staff-driven.

9. Define diversity broadly.

10. Change the traditional corporate culture.

• As a long-term goal, clarify what the new culture will look like.



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11. Have a clear vision of diversity and its objectives.

12. Provide access for all employees to decision making and decision makers.

13. Encourage champions of diversity at all levels.

14. Commit the necessary resources.

15. Apply strong recruitment, retention and promotion efforts.



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Establishing the Foundation

Most organizations will not achieve full diversity until the next generation. Some estimates state it will take at least 10, or more likely 15 to 20 years to achieve inclusivity. Acknowledging the long-term commitment that is required will allow an organization’s members to set realistic expectations, goals and timelines. Given the North American desire for instant gratification, it is important to set short-term goals such as in one-year, three-years, five-years.

Having a future vision

Achieving true inclusivity will require an organizational culture shift that valuable core values and discards irrelevant trappings. Core values are those that allow an organization to succeed, now and in the future, and may include such elements as high standards, non-discrimination and zero tolerance for harassment. Unnecessary trappings may appear important on the surface but, in fact, really are not. For example, some organizations may consider “working long hours” to be a core value, when in reality the essential core value is “getting the task completed.” In order to determine whether something is a core value or not, an organization should consider it in relation to its mission statement.

Commitment and Mindset

Achieving true inclusivity requires not only a commitment from the organization but also a change in mindset, especially from those who hold the power. Nan Weiner says, “Commitment is a willingness to agree to do something in the future. Mindset refers to one’s ‘world view’ or overall way of thinking about the organization.”

As noted in Module 2, diversity is about more than having a representative workforce. It is also about more than niche marketing. True inclusivity means using diversity to rethink the way an organization does its work. This requires a long-term commitment of both time and resources.



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Collecting Data

In order to devise an appropriate diversity plan, one needs to know the true nature of the organizational culture and what the different member groups perceptions are. This will facilitate the assessment of what the core values are and which are trappings. The data could also reveal where certain groups are likely to come into conflict with the organizational culture.

Kinds of Data to Collect

Nan Weiner lists three kinds of data to gather in order to design, implement and monitor a diversity program:

1. Culture, systems and management practice audits

What are the organization’s cultural values and norms, employment systems, and management practices? The intention here is to find out the “shoulds” of the organization. What should be happening?

2. Various groups of employees’ perceptions of culture and systems

If the first set of data is what is expected to be happening, this set of data records what is perceived to be happening. It is important to collect it from different groups of employees because differing perspectives between employees, regardless of the reality, provides valuable information for diversity work.

3. Workforce demographics (internal and external)

When beginning to think about diversity is, people often ask, “Who are we?” They want to know about the various diversity characteristics of their organization’s workforce. This tends to be followed up by secondary questions such as, “How do we compare with our primary competition, our industry, the general labour market?”

Using the Information Collected

The data collected from employees and other sources can serve a number of purposes:

• To make various groups aware of the existence of cultural differences and what they involve

This will help members of all cultures to realize that their perspective, although valid and important, is not the only viewpoint that exists in the organization. The importance of this message must be stressed to both those in the mainstream and those in the minority.

• To determine where the current culture supports and where it hinders diversity and inclusivity

Every culture, including organizational cultures, has its norms concerning difference. Nan Weiner says its important to stress that:

… peripheral norms be broadly defined as acceptance of cultural differences that are important to individuals but do not truly impact on organizational outcomes. However, the issue of diversity becomes a core value of the organization with the positive affirmation that differences can enhance organizational effectiveness with their positive impact on creativity and flexibility.



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• To identify what various groups perceive as barriers to their full inclusion within the organization

In order for someone to feel included in an organization, respect and trust must be mutual. Policies and practices must be reviewed to ensure that they are inclusive and that they work for everyone. Moreover, the subtle rules that govern organizational culture need to be examined with respect to their ability to obstruct or encourage inclusivity.

• To provide decision makers with the necessary data to identify needed changes and to set priorities

This means that data must come from a representative sample of employees. Analyze data in accordance with all relevant differences. For example, lumping all visible minorities into one group may obscure important differences between them.

• To provide baseline data to assess change

Since achieving inclusivity is a long-term process, it is necessary to have a basis from which to measure progress. Collecting baseline data will help in this task.

How Can Data be Collected?

There are three ways to collect data on an organization’s members:

Focus Groups

Focus groups are asked questions to elicit their input about various issues. The purpose of a focus group is not to achieve consensus but rather to see perceptions – if perceptions differ, this is reality. Such groups should be homogenous, composed of members who have relevant elements in common (such as gender, age or sexual orientation). Typically, 10 to 20 per cent of employees (excluding senior managers, who are interviewed instead) are members of various focus groups. It is best not to have management and employees in the same group in order to ensure confidentiality. People can volunteer to take part or be asked, but the organization should always obtain input from some people who did not volunteer. Facilitators can be from inside or outside the organization. The edited notes from each session should be shared with the participants to check that their perceptions have been correctly captured.

Interviews

Interviews cover the same issues as focus groups, but they are done one-on-one. Typically, executives and senior managers are interviewed individually rather than combined in a single focus group. For instance, one wants to know the superiors’ perceptions of what it really takes to get ahead, not what the conventional wisdom is. Also, interviews are used to get information from individuals who do not want others to know that they are part of a particular group (such as a person with a disability).

Survey or Questionnaires

Surveys are a good way to gather information in large organizations when it is appropriate to sample a large segment of the workforce or when the organization wants to give everyone a chance to be heard. Surveys tend to consist of closed-ended (such as multiple choice) questions, with some opportunities for employees to provide more open-ended feedback at the end. This requires careful planning to ensure that the right questions are asked; otherwise, certain issues may not come to the surface, not because they are unimportant but because they were not asked.

One needs completed surveys from at least 20 people for any particular group being analyzed. Surveys can be completed during work time or sent to the employee’s home. If there is a very low level of trust on the part of employees, it is best to have employees complete the survey at work. Give a short lead-time so that the survey is not seen as something that can be done later. While surveys need to be confidential, there should be a way to determine who has not returned a survey so that a follow-up message can be sent to them encouraging completion.



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Data Analysis

Data is analyzed for both quantitative and qualitative results. For example, the return rate of surveys from various group members could indicate something. The quantitative data could assist in explaining differences in perceptions among group members. For instance, white men may feel that all of the promotions are going to women and persons of colour, while women, persons of colour and persons with disabilities feel that they are not advancing. The data may show that white men, women and persons of colour are being promoted proportional to their representation in the organization, while women with disabilities are not. When there is actual data in hand and it is communicated throughout the organization, employees can move beyond their perceptions to the facts.

In terms of cultural analysis, the data will reveal the degree of differing viewpoints across the organization. Nan Weiner says:

The cultural assessment will show that those in different parts of the organization (e.g., senior management versus clerical staff) have different views of the organization. All views are valid, but the fact that they differ can be significant. Typically, views differ based on some of the primary characteristics such as gender, age and race. For instance, why may persons of colour feel that there is more racism against employees of colour within the organization than whites do? Do these two groups have different definitions of racism? This may be true since most whites, the dominant group in Canada, see incidents of racism as single, unfortunate incidents, an aberration. People of colour, on the other hand, see them as systemic (part of the system)….Whites look for intent while people of colour see such behaviour as part of the way they have always been treated as “other” (an out-group). The difference in perceptions indicates that employees of colour may feel that whites are insensitive to how they are treated while white employees may feel that people of colour are overly sensitive and see racism everywhere. It is not necessary to convince one group that the other is right, but it is helpful for each to acknowledge the other’s view.

After analyzing the data, one can set priorities for a diversity plan.

Employee Feedback

Once the data is collected and analyzed, it is important to communicate the results to the employees. An organization should also try to provide recommendations along with the results so that people are not frustrated that nothing will happen now that the information has been collected. The feedback can be either written or oral, although the structure of the organization may allow the results to be communicated in only one manner or another. If possible, alternate forms of the results and recommendations should be presented so that they are accessible to all. In every case, the data should be available to all employees upon request.

Some issues have consistently cropped up for most organizations:

Issues for Various Groups

Visible Minority Those Balancing Work and Family

Women White Males

Upward mobility Child care Upward mobility Denial of opportunities

Fairness Flexibility Sexual harassment Being blamed for thecurrent situation

Respect Recognition of dependent care issues and support

Inclusion (not part of “old boys’ network”)



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Implementing Diversity

There are several components to the implementation of a diversity plan, including education and training, changing the culture to value diversity, bringing diversity about, and the timing of the diversity plan.

Education and Training

Achieving inclusivity must go beyond simply providing training; it must also include education. Nan Weiner says:

Education refers to increasing understanding and training to developing the skills necessary to practice the understanding. Awareness education is aimed at helping people change their mindset, to see that inclusivity is about including all, not excluding any group. But it is also necessary to include skills training so that people gain cultural literacy, know how to communicate better cross-culturally and can resolve cultural clashes when they occur.

It is important to ensure that all discussions, training and education about diversity be based on models of acceptance and inclusivity. Although participants are allowed to disagree, they should not be permitted to make personal attacks.

Changing the Culture to Value Diversity

There are four steps involved in changing an organization’s culture to value diversity and inclusivity:

1. Examining corporate culture

2. Identifying those elements of the culture that are fundamental (core) – the roots from which corporate behaviours spring

3. Determining whether the roots support or hinder the intention to manage diversity

4. Changing the cultural roots that are hindrances.

One of the long-range strategies for changing a corporate culture to value diversity is to build into the employment selection process an assessment of a potential candidate’s valuing of, and ability to work with, diversity. This affects the organization’s hiring culture in two ways. It means that everyone hired is likely to value and be able to work with diversity, whether they are from the mainstream or not. Secondly, being able to bring a new perspective to the organization will be seen as an asset and be considered when hiring.

Bringing Diversity About

Composition of team

A diversity task force should be composed of a diverse group of employees. The team is likely to be involved in the following activities:

• developing a vision and strategy for diversity initiatives

• developing a rationale for diversity

• overseeing data collection and data feedback

• making recommendations to senior management about which diversity initiatives to take on

• overseeing implementation

• monitoring progress



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An organization’s human resources division plays a vital role in achieving inclusivity. Although they are not the sole owners of the organizational culture, their responsibilities include control of the employment policies and practices, which are a critical to the make-up of an organization. However, both management and line personnel need to be involved if this process is to succeed.

What and When: The Diversity Plan

Nan Weiner states that a diversity plan should have the following components:

• A vision statement of what it means to have an inclusive organization. This vision needs to include a link between diversity and the core mission of the organization.

• A list of responsibilities for organizational executives, senior management, other managers and supervisors, human resources staff, employees, union (if there is one) and the diversity task force. What is expected of each set of people? How are they being held accountable? And how will they be rewarded for fulfilling their responsibilities?

• Actions to carry out recommendations, including a timetable of each change will be completed. This section of the plan will be unique to each organization. It must be based on the realities of the organization, yet at the same time require the organization to stretch as it changes.

• Evaluation and monitoring to ensure the organization is making progress as intended or that the plan as is adapted as appropriate.



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Communicating the Plan

Once a diversity plan is prepared, a communications strategy is needed. The employees need to know about the following items:

• Commitment to, and beginning of, the program. Set realistic expectations for everyone; define what the program is and is not, and how employees will be involved (such as on the task force, collecting data about corporate culture).

• The diversity task force. How will it be staffed, what will it do and how can people get on it? Provide ongoing reports about its activities.

• Collection of data related to diversity. What is it being sought, and how? How will it be used and what feedback will the employees get.

• Feedback of data collection process in a format that all employees can easily understand. What is being done with these results or what has been decided based on these results? How can more input be given?

• Diversity implementation. What goals have been set, what are the priorities and why, and what are the time lines? What do these initiatives actually mean for changes in how things are done? How can employees give input? Indicate the various accountabilities: senior management, diversity task force, supervisors, union and employees.



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Monitoring

Monitoring answers two questions. First, is the organization moving toward its vision? Second , is this vision still appropriate for the organization? Monitoring involves the collection of data to compare with the initial baseline data that was collected at the beginning of the process. Then comparisons can be made, including asking the following questions suggested by Nan Weiner:

Does qualitative data indicate that all employees are feeling more included? Does quantitative data show that the organization is capturing the available diversity within the community? Are action steps getting done within the expected time frame? If not, why? Are employees being kept up-to-date on diversity successes and mistakes? Are employees aware of the ongoing nature of diversity efforts, even if a particular initiative is stalled? Are the mechanisms for ongoing input from employees working? Have some people become defensive about the diversity process rather than realizing that it must be a “living thing” that changes? What has been learned that has changed the priorities? Has this been communicated? Do people feel that the issues of one particular group have been given priority over other groups? Has the organization set realistic expectations? Has diversity lost its momentum? What is being done about this?

Nan Weiner proposes a time line for monitoring activities:

Timing of Monitoring Activities

TIMING ACTIVITY

Quarterly Assess ongoing action steps to ensure that they have the necessary momentum to be accomplished on time.

Annually Assess what has been accomplished on each action step. If nothing has been achieved, assess why and what needs to be changed. Celebrate successes.

Every two years Collect perceptual data (through surveys, focus groups.)

Every three years Ensure that diversity is appropriately linked to business objectives.

Totally review diversity plan and re-prioritize, adding new items, revising and deleting as needed.

Communicate what has and has not been accomplished and what has been learned.

Every five years Assess whether the diversity vision is correct or whether it needs updating or revision.



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Conclusion

The aim of this course is to help you to understand the need to manage cultural diversity and the ways in which this can be accomplished. Module 1 set up the framework for this course by establishing what cultural diversity is and how it has manifested itself in Canada. Module 2 explored three theories that have been used to justify the need for investing in the management of cultural diversity in the workplace. The third module examined the many aspects of cross-cultural communication; and the fourth canvassed the various cultural factors that influence conflict resolution. The final module outlined the way to design a diversity plan.

As stated earlier, managing cultural diversity is a long-term process that takes commitment and vision. Although the challenges are numerous, that the benefits are likely to be returned many times over. It is said that the success of a company lies not in its past achievements but in what processes it has in place to ensure growth. In an increasingly globalized society, achieving inclusivity is one of the foundations that will lead to future prosperity. That is why organizations need to examine and implement cultural diversity

.

Managing Cultural Diversity Appendix – Evaluation Record


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Appendix

Evaluation Record

Information

Technology


Managing Cultural Diversity Appendix – Evaluation Record


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Appendix - Evaluation Record

Please give this copy to your instructor at the end of the course.

Participant: ________________________________

Department: ________________________________

Exercise being evaluated: Criteria Self -

Evaluation %

External

Evaluation %

Final

Evaluation %

Activity 1

Module 1- What is Cultural Diversity?

Activity 2

No Evaluation

Activity 1 Instructor Module 2 – Why Manage Cultural Diversity?

Activity 2

No Evaluation

Activity 1

No Evaluation Module 3 – Cross-Cultural Communication

Activity 2

No Evaluation

Module 4 – Cross-Cultural Conflict Resolution

No Activities

Module 5 – Achieving Inclusivity

No Activities

managing cultural diversity

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