This is a presentation on Managing for Diversity as a Student Affairs Professional

Cottrell, Morgan

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University of Rhode IslandDigitalCommons@URIStudent Affairs Digital Community Development The Community, Equity, & Diversity Collections2010Managing for Diversity 2010Morgan CottrellUniversity of Connecticut - StorrsFollow this and additional works at: http://digitalcommons.uri.edu/sadcdPart of the Higher Education Administration Commons, and the Interpersonal and Small GroupCommunication CommonsThis Article is brought to you for free and open access by the The Community, Equity, & Diversity Collections at DigitalCommons@URI. It has beenaccepted for inclusion in Student Affairs Digital Community Development by an authorized administrator of DigitalCommons@URI. For moreinformation, please contact digitalcommons@etal.uri.edu.Recommended CitationCottrell, Morgan, "Managing for Diversity 2010" (2010). Student Affairs Digital Community Development. Paper 12.http://digitalcommons.uri.edu/sadcd/12Managing for Diversity Morgan Cottrell To gain awareness of the benefits of diversity To understand the negative effects of diversity under certain conditions To expand knowledge related to the components of ineffective and effective diversity initiatives To apply learning through an experiential learning activity Why diversity is important Benefits of diversity Challenges with diversity Diversity training • Ineffective • Effective     Changes in the world (Johnson & Johnson, 2009)  Competitive advantage in workforce (Roberge & Dick, 2009)  Emerging student populations  Decreases stereotyping and prejudice  Increases the diversity Renews the vitality of society  Increases achievement and productivity  Increases creative problem solving Fosters growth in cognitive and moral reasoning Fosters perspective taking (Johnson & Johnson, 2009)  Broader range of task relevant knowledge (Roberge & Dick, 2009) Creativity and innovation in work (Roberge & Dick, 2009)  Increases team learning behaviors (Roberge & Dick, 2009)  Increases sophisticated thinking (Johnson & Johnson, 2009)   Informational Diversity Social Category Diversity Value Diversity Three Frameworks (Jehn, K. A., Northcraft, G.B., Neale, M.A., 1999) [Education, Functional Area, Position Within the Workplace]    Increase in task and process related debates • Deciding on “what” to do and “how” to do it         (Jehn, K. A., Northcraft, G.B., Neale, M.A., 2009)  Increase in turnover due to lack of cohesion and increased conflict                     (Johnson & Johnson, 2009) [One’s identification within the social categories society has created.  It can be self-identified or perceived by others. Example: ethnicity, gender, sexual orientation, etc.]     Increased relational conflicts Less relevant over time       (Jehn, K.A., Northcraft, G.B., Neale, M.A., 1999; Johnson & Johnson, 2009; Watson, W.E., Johnson, L., & Merritt, D., 1998)  [Goal (efficiency vs. quality), communication style]   Largest conflict between group mates Decrease in intent to remain, satisfaction, and commitment to group              (Jehn, K.A., Northcraft, G.B., Neale, M.A., 1999) Unintended consequences: • Tokenism/stereotyping (Briggs, 2002) • Backlash (Chavez & Weisinger, 2008; Briggs, 2002) • Disruptive to group dynamics  Distrust (Briggs, 2002)  Communication breakdown (Briggs, 2002)   Lack of assessment (Chavez & Weisinger, 2008) Learning outcomes/goals (Steward, Neil & Miller, 1999) Experience of trainer (Briggs, 2002) Choice of materials/activities (Briggs, 2002) Context of training (Watson, 2008)  Factors to consider: • Group composition • Goal of training (knowledge or skills) • Champions of diversity (management and/or employees) • Experts opinion   If goal is knowledge acquisition • Group composition has little effect on outcomes  If goal is skill acquisition • Use of behavioral modeling more effective in homogonous groups   (Roberson, L., & Kulik, C. T., Pepper, M. B., 2001) Champions of diversity respond enthusiastically to initiatives even in the face of resistance. • Managerial support • Co-workers support  Women  Racial minorities Burdening underrepresented group members (Cunningham, G. B., & Sartore, M. L., 2010) Components of effective diversity training • Support from management • Part of the strategic plan • Programs tailored to the specific organization • Qualified trainers • Combined with other trainings • Mandatory • Inclusive • Trusting and confidential environment • Requires accountability • Conduct evaluation (Wenting, M. R., & Palma-Rivas, N., 1999)  To apply learning from diversity training workshop   To raise the awareness of how complex the implementation of diversity training can be   To gain a general knowledge of the factors that play into the successful or ineffective training   To emphasize that in the future, as student affairs professionals, these are experiences that are not uncommon   (Note: The objective of the activity is not for each group to reach a “correct” decision.  Instead, the activity is about understanding the complex factors at play when choosing and creating effective diversity training, activities, and workshops.)  Briggs, T.E. (2002). Diversity training: Intended and unintended consequences (Doctoral dissertation: Northern Illinois University). Vailable from ProQuest Dissertations and Theses database. (2003-95010-060) Chavez, C.I., & Weisinger, J.Y. (2008). Beyond diversity training: a social infusion for cultural inclusion. Human Resources Management, 47(2), 331-350. Cunningham, G. B., & Sartore, M. L. (2010) Championing diversity: The influences of personal and organizational antecedents.  Journal of Applied Social Psychology, 40(4), 788-810.  doi: 10.1111/j.1559-1816.2010.00598.x Easter, M. (2002). The rise and fall of diversity training. Proceedings of the AERA Convention New Orleans,  LA. Jehn, K. A., Northcraft, G. B., Neale, M. A. (1999).  Why differences make a difference: A field study of diversity, conflict, and performance in workgroups.  Administrative Science Quarterly, 44(4), 741-763. Retrieved from http://www.jstor.org/stable/2667054 Johnson, D. W., & Johnson, F. P. (2009).  Valuing Diversity. In M. Fossel (Ed.),  Joining together group theory and group skills (pp. 439-471), Upper Saddle River, NJ: Pearson. Paluck, E. L. (2006).  Diversity training and intergroup contact: A call to action research. Journal of Social Issues, 62(3), 577-595.  doi: 10.1111/j.1540-4560.2006.00474.x Roberge, M., & Dick, R. V. (2009). Recognizing the benefits of diversity: when and how does   diversity increase group performance?. Human Resource Management Review, 20. Retrieved from http://www.elsevier.com/locate/humres doi: 10.1016/j.hrmr.2009.09.002 Roberson, L., & Kulik, C. T., Pepper, M. B. (2001).  Designing effective diversity training: influence of group composition and trainee experience.  Journal of Organizational Psychology, 22(8), 871-885.  doi: 10.1002/job.117 Steward, R.J., Neil, D.M., Breland, A., & Miller, M. (1999). Negative outcomes of diversity training: what can we do? Proceedings of the great lakes regional counseling psychology conference Columbus, OH. van Knippenberg, D. & Schippers, M. (2007).  Work group diversity.  Annual Review of Psychology, 58, 515-541. doi: 10.1146/annurev.psych.58.110405.085546 Watson, J. (2008). When diversity training goes awry. Diverse: Issues in Higher Education, 24(25), 11-13. Watson, W. E., Johnson, L., & Merritt, D. (1998).  Team orientation, self-orientation, and diversity in task groups: Their connection to team performance over time.  Group & Organization Studies, 23(2), 161-188. doi:10.1177/10596011982322006 Wenting, M. R., & Palma-Rivas, N. (1999). Components of effective diversity training programmes.  International Journal of Training and Development,3(3)1, 215-226.  doi:0.1002/hrdq.3920090304  

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