Менеджмент гетерогенной среды
сравнительный аспект
DIVERSITY MANAGEMENT: Comparative Aspects
3 ECTS (108 HOURS)
АвторAuthor / Наталья Александровна Шайдорова, кандидат филологических наук, доцент, Новгородский государственный университет имени Ярослава Мудрого
Natalia Shaydorova, Assistant Professor, Candidate of Science (Philology), Novgorod State University
Place of the Module in the Education Program / The module is part of the Master's program (compulsory modules “Fundamentals of Diversity Management”) and is taught bilingually.
Aim / The aim of bilingual module is to provide students with expertise in diversity management, taking into account the ideas of intercultural education, adult education, communication science, and the Human Resource Management and to teach them conceptual treatment of job-relevant situations.
Competences / СПК-МА-3, СПК-МА-6, СПК-МА-8
Learning Outcomes / Students acquire a basic understanding of peculiarities of heterogeneous organizations.
Students acquire the ability to analyze current concepts of diversity management in international settings, to systematize and convey the major ideas.
Students are able to describe basic concepts and case studies from the perspective of diversity management to interpret and reflect.
Students are placed in a position of diversity analysis in different facilities taking into account the organizational culture to deal with diversity and to consult in this area.
Students acquire the skills to create organizational conditions for efficient cooperation in heterogeneous organizations.
ECTS – 3 (108 hours out of which contact hours - 54, independent study – 54)
Number of topics - 3
Introduction
The module has both the theoretical foundation and practical orientation. Students acquire a theoretical-analytical and systematic knowledge in the field of diversity and diversity management and the skills to use this specific theoretical knowledge and the developed ability for reflection to assess processes in heterogeneous organizations, to evaluate and support these processes. The interdisciplinary approach, combined with the cross-cultural perspective, broaden the students’ understanding of the theoretical basis of the module. In addition to the advanced knowledge and methods the students will be able to improve their English language skills and receive assistance to facilitate understanding of the English scientific language and how to write texts in English.
Contents of the Module and the Recommended Teaching Methods
Topics and Contents / The RecommendedTeaching Methods and Forms / Forms and Means
of Evaluation and Assessment / Hours / Recommended Literature and Sources of Information
1. Diversity and Inclusion: definitions, historical context, and theoretical perspective
1.1 Cultural aspect of diversity. Dimensions of diversity: awareness of self and awareness of cultural diversity. Learning stages of developing sensitivity to others.
1.2 Diversity as group differences. Inclusion as “social participation”. The idea of dual society.
1.3 Theorizing equality and diversity approach: The equal opportunities agenda of 1970-80s in USA. A critique of equal opportunities: danger of “sameness”. The diversity model of 1990s. A critique of the diversity model: dangers of “difference”.
1.4 Diversity and multicultural education: a European perspective. Diversity and inclusion in education: school desegregation and curriculum / Lecture “Cultural aspect of diversity” (3 hours)
Lecture “Diversity and Inclusion in the USA” (3 hours)
Practical Tasks (3 hours):
1. Individual Diversity: The Relevance of Personal Values
2. Common and
Uncommon Threads: A Values Clarification Exercise
Seminar “Theorizing equality and diversity approach” (3 hours)
Round Table “Diversity and multicultural education: a European perspective” (4 hours)
Key notions and review test (2 hours) / Evaluation of the
participation in group work; evaluation of student reports and presentations; key notions and review test / 18
contact:
6
lecture
10 practice
2 evaluation
18 independent work / №1. International perspectives on educational diversity and inclusion:
Carl.A. Grant
Diversity and Inclusion in the USA;
Gajendra K. Verma Diversity and Multicultural Education: Cross-cutting Issues and Concerns;
Gajendra K. Verma, Adamantios Papastamatis
Multicultural education: a European perspective
Hilary Gray Diversity, Inclusion and Education: The educational needs of children from severely disadvantaged socio-cultural groups in Europe
№ 2. The Dynamics of Managing Diversity (pp.99-117)
№ 3. Thomas Sowell “A World View of Cultural Diversity”// Understanding and Managing Diversity pp. 33-42
№3: pp. 241-243, 244-245
2. Diversity Management and Strategies for Managing Diversity
2.1 The genesis of diversity as management concept. Managing diversity as maximizing the ability of all employees to contribute to organizational goals.
2.2. The “diversimilarity” approach to diversity management. The concept of diversimilarity, diversimilarity principles. Managerial approach.
2.3 Strategic responses to diversity: reactive, defensive, accomodative, proactive. Implementation approaches: episodic, freestanding, systematic. Diversity Monitoring. Diversity Audit.
2.4 The impact of diversity initiatives: group outcomes, individual outcomes. Diversity intelligence. Diversity as a competitive advantage of an organization. / Lecture “Diversity as management concept” (3 hours)
Lecture
“The ‘diversimilarity’ approach to diversity management”
(2 hours)
Case Studies (4 hours):
1. First Union Case: Lessons in the
Politics of Space
2. Diversity in Law
Enforcement: The report
Practical task (2 hours):
1. Religion and Work
Seminar “Strategic Responses to Diversity and Implementation Approaches” (3 hours)
Seminar “Diversity Monitoring and Diversity Audit” (2 hours)
Interim Review Test 2 hours / Evaluation of the participation in group work; evaluation of student reports and presentations, results of case study analysis; review test / 18 contact:
5 lecture
11
seminar, practice and case studies
2
evalution
18 independent / № 3. M. June Allard Theoretical Underpinings of Diversity”// Understanding and Managing Diversity pp.3-27
№ 3. Parshotam Dass, Barbara Parker Strategies for Managing Human Resource Diversity: from Resistance to Learning // Understanding and Managing Diversity, pp. 60-76
№3. Joseph C. Ofori-Dankwa, Scott D. Julian The Diversimilarity Approach to Diversity Management: A Primer and Strategies for Future Managers //Understanding and Managing Diversity, pp. 84-88
№3.Taylor H.Cox, Stacy Blake Managing Cultural Diversity: Implications for Organizational Competitiveness //Understanding and Managing Diversity, pp. 45-58
№ 3 pp. 169-174, 187-194, 279-280, 285-286
№ 5. Nigel Bassett-Jones The Paradox of Diversity Management, Creativity and Innovation
№№ 9-14
3. Diversity Management in Educational Institutions
3.1 HEI as a heterogeneous organization. Equality and diversity policy, and strategy of HEI. Equality and Diversity Committee: its role and functions in a university.
3.2 Diversity trainings. Equality and diversity analysis and monitoring, diversity audit in HEI. / Lecture “HEI as a heterogeneous organization” (4 hours)
Case Study (2 hours):
1. The Implementation of Diversity
Initiatives: Lessons from the (Battle) Field
Seminar “Equality and diversity policy and strategy of HEI” (3 hours)
Practical task (5 hours):
1. Exploring Diversity on Your Campus
2. University of California San Francisco HR policy in diversity
3. Equality and diversity policy in University of Bristol
4. Equality and diversity strategy in University of Central Lancashire
5. Equality and Diversity Committee of the University of Bath
Final review:
Evaluating Diversity in the Real World: Conducting a Diversity Audit (4 hours) / Evaluation of the
participation in group work; evaluation of student reports and presentations, results of case study analysis; final review task / 18
contact:
4 lecture
10 practice
and case studies
4 evaluation
18 independent / №1. Carl. A. Grant
Diversity and Inclu-sion in the USA// International per-spectives on educa-tional diversity and inclusion
№ 3
№№ 4,6,7,8,15
№3: pp. 237-238
LITERATURE
1. International perspectives on educational diversity and inclusion: Studies from America, Europe and India / ed. by Gajendra K. Verma, Christopher R.Bagley, Madan Mohan Jha. London [u.a.]: Routledge, 2007. - IX, 222 S.
2. The Dynamics of Managing Diversity: a Critical Approach / Gill Kirton and Anne-Marie Greene. -Repr. Kirton, Gill
Oxford [u.a.]: Butterworth-Heinemann, 2001. - VII, 282 S.
3. Understanding and Managing Diversity: Readings, Cases, and Exercises / Carol P. Harvey ; M. June Allard. -2. ed.
Upper Saddle River, NJ : Prentice Hall, 2002. - XVI, 293 S. (4th edition – 2009)
4. University of California San Francisco HR // https://hr.ucsf.edu/hr.php
http://ucsfhr.ucsf.edu/index.php/pubs/article/chapter-12-managing-diversity-in-the-workplace/
5. Bassett-Jones, Nigel The Paradox of Diversity Management, Creativity and Innovation// Creativity and Innovation ManagementVolume 14, Issue 2, Article first published online: 11 MAY 2005 http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8691.00337.x/pdf
6. Equality and Diversity Committee of the University of Bath // http://www.bath.ac.uk/statutory-bodies-committees/jointcouncil/edc/
7. University of Cenral Lancashire // http://www.uclan.ac.uk/equality_diversity/strategy.php
8. University of Bristol // http://www.bristol.ac.uk/equalityanddiversity/act/
9. Diversity Audit // http://www.leoncharacteredu.com/diversity-audit.html
10. Diversity Audit // http://www.firovia.com/Diversity-Audit/58
11. http://www.bedford.gov.uk/community_and_living/equality_and_diversity_info.aspx
12. http://www.careinternational.org.uk/jobs/diversity-monitoring
13. Diversity Monitoring Guidance http://uat.bournemouth.gov.uk/CouncilDemocratic/EqualityDiversity/DiversityMonitoring.aspx
14. Equality Act 2010 Guide for Businesses who provide goods and services // http://uat.bournemouth.gov.uk/CouncilDemocratic/EqualityDiversity/EqualityAct2010.aspx
15. Structures for Equality, Diversity, and Inclusion // http://multifaiths.com/pdf/diversitybradford.pdf
SUPPLEMENT 1
Key Words and Key Notions
· Culture is a central concept in anthropology, encompassing the range of phenomena that are transmitted through social learning in human societies. The word is used in a general sense as the evolved ability to categorize and represent experiences with symbols and to act imaginatively and creatively. Culture has also frequently been understood as an attribute of the individual, the degree to which they have cultivated a particular level of sophistication, in the arts, sciences, education, or manners. When used as a count noun "a culture", is the set of customs, traditions and values of a society or community, such as an ethnic group or nation.
· Diversity is the quality or state of having many different forms, types, ideas, etc.; the state of having people who are different races or who have different cultures in a group or organization.
· Diversity Audit is an examination of an organization’s diversity characteristics (its assumptions, norms, values, and practices) to find out to what extent they hinder or support the company’s mission.
· Diversity Intelligence is ability to manage biases, prejudices, and stereotypes; to recognize the varying degrees of difficulty in each topic; to regulate one’s emotions in order to effectively think, engage, and lead.
· Diversity Management is company initiatives undertaken to include all employees in company programs and informal social networks
· Diversity Monitoring is a process the organization uses to collect information about staff, service users and (potentially) non-users as well as information on residents. Diversity monitoring is an effective tool which enables the organization to analyze the use and experience of services by different groups of people and, where necessary, to take appropriate action to improve those services. Diversity monitoring usually comes in the form of a survey or feedback form.
· Diversimilarity concept is a way to look at workplace diversity issues that simultaneously considers the differences and the similarities between individuals, and the one that considers both to be equally important.
· Equality is the state of being equal
· Equality Analysis (EA) is a tool for identifying the potential or actual equality impact of any of activities on members of organization, residents of a community, etc. An EA involves collecting relevant evidence and making evidence led judgements on the impact of any activity and the necessary action that is required to mitigate any adverse impact. The EA also identifies opportunities to positively advance equality.
· Equal opportunities is a stipulation that all people should be treated similarly, unhampered by artificial barriers or prejudices or preferences, except when particular distinctions can be explicitly justified
· Heterogeneity is a society or group that includes individuals of differing ethnicities, cultural backgrounds, sexes, or ages
· Inclusion is an organizational practice and goal stemming from the sociological notion of inclusiveness which is the political action and personal effort but at the same time the presence of inclusion practices in which different groups or individuals having different backgrounds like origin, age, race and ethnicity, religion, gender, sexual orientation and gender identity and other are culturally and socially accepted and welcomed, equally treated, etc.
· Multiculturalism is a political ideology that values the peaceful coexistence and mutual respect between different cultures inhabiting the same territory.
· Multicultural Education is a set of strategies and materials in education that concentrate on the need of including notions of race, class, and diversity while teaching.
· Racism is discriminatory behaviors and beliefs based on cultural, national, ethnic, caste, or religious stereotypes. Racism is best understood as 'prejudice plus power' because without the support of political or economic power, prejudice would not be able to manifest as a pervasive cultural, institutional or social phenomenon.
· Sexism is discrimination, prejudice, or stereotyping on the basis of gender.
· Segregation is the institutional separation of an ethnic, racial, religious, or other minority group from the dominant majority.
· School Desegregation is the process of ending the separation of groups (usually referring to races) in a school system.
SUPPLEMENT 2
Module Didactic Materials
Theme I “Diversity and Inclusion: definitions, historical context, and theoretical perspective” (18 hours)
Practice:
Individual Diversity: The Relevance of Personal Values (exercise) (1 hour)
Objectives:
1. To develop student awareness of personal values as a dimension of diversity
2. To identify and clarify own values
3. To appreciate other people’s values
4. To explore how to deal effectively with individual value differences in work groups and organizations
Forms: individual work, small group work
Part 1 Clarifying one’s own values (can be completed in advance as a home work assignment)
Part 2 Appreciating other people’s values (small group work)
Part 3 Small group discussion
For assignment materials see “Individual Diversity: The Relevance of Personal Values” //Understanding and Managing Diversity: Readings, Cases, and Exercises / Carol P. Harvey; M. June Allard. -2. ed. Upper Saddle River, NJ : Prentice Hall, 2002. - XVI, 293 S. (4th edition – 2009), p. 241-243 (see the PDF version in the Appendix).
Lecture “Cultural Aspect of Diversity” (3 hours)
Objectives:
1. To introduce the dimensions of diversity models
2. To reflect upon developing sensitivity to others as a learning process
Summary:
· Dimensions of diversity: awareness of self and awareness of cultural diversity
Other awareness begins with self-awareness. Loden’s ‘dimensions of diversity’ model provides the example of the independent construal of self. In Loden’s model, individuals are defined and distinguished from each other both in terms of primary dimensions such as age, race and gender and in terms of secondary characteristics such as education, religion, and income. The Szapocznik and Kurtines model is an interdependent construal of self approach that rests upon the individual’s group membership. In this model each person wears several layers of cultural clothing. Closest is the cultural cloak of the family. Locke developed a similar, but even more comprehensive interdependent model which encompasses global and large cultural factors as well as community, family, and individual influences on the individual. Awareness of self and awareness of cultural diversity are both included in this model.