Diversity and HRD

The issue of diversity is prompting many organisations to find a training response, and it is one which needs to be considered strategically (Home Office, 2003). In addition, in the UK, especially in the public sector, there has been a growing awareness of the embedded nature of discrimination following the publication of the report of the Stephen Lawrence Inquiry (Macpherson, 1999).

A number of changes in the legal context are widening the coverage of anti-discrimination legislation, and this is coinciding with a broadening of philosophies that seek equal opportunities at work towards diversity, often emphasising business benefits (Bratton and Gold, 2012, p.287). However, a CIPD (2007) (Chartered Institute of Personnel and Development) survey in the UK found a significant disconnection between policies for diversity and the reality, and little evidence that diversity was considered to be a ‘mainstream business issue’ (p. 3). Diversity is usually considered as conforming with the law and therefore as a cost.

This is inevitably a difficult issue, but a common view is that HRD and training activities have an important part to play. A survey of over 850 organisations across the public sector in the UK (Institute of Employment Studies, 2002, p. 29) found that over 70 per cent had HRD activities focusing on discrimination and diversity with the 'hope' of raising awareness and changing behaviour that would 'eliminate' discrimination. It was also found that, although there were variations in the priority given to the training, priority was increasing. One of the crucial findings was that the shift towards diversity meant a recognition of the need to take a long-term view of cultural change - it is not a 'one-size-fits-all' or a 'one-off' effort but has to be continuous (Institute of Employment Studies, 2002 cited in Bratton and Gold, 2012, p.287).

The Home Office (2003, p. 4) suggests a strategic approach, based on a philosophy that 'embraces diversity'. The strategy needs to be problem-oriented by identifying the issues that need to be confronted and 'be explicit about them' so that it is clear what is being tackled in order that any learning can be matched to the need. Crucially, for such learning to have any chance of being effective, it requires a supportive learning climate. Wood et al. (2004) argue that a critical confrontation of deeply embedded prejudices is required if the aspirations of the diversity agenda are to be seriously considered.


Defining Diversity Training

Diversity training refers to organisational initiatives designed to develop skills needed to work with people from diverse backgrounds (Noe, 2010; Thomas, 2006). These initiatives are in general distinct programs aimed at facilitating positive intergroup interactions, reducing prejudice and discrimination, and enhancing the skills, knowledge, and motivation of people to interact with diverse others (Bezrukova, Jehn, and Spell, 2012, 208).

Diversity training is still one of the most popular and well-known initiatives being used by organisations (Scott, 2014) and is one of the most prevalent management strategies for managing diversity (Cox and Blake, 1991). Two types of diversity training were introduced into organisations training agendas in the late 1980s and early 1990s—awareness training and skills-building training:

Awareness training focuses on creating an understanding of the need for, and meaning of managing and valuing diversity. It is also meant to increase participants’ self-awareness on diversity related issues such as stereotyping and cross-cultural insensitivities. Skill building training educates employees on specific cultural differences and how to respond to differences in the workplace. (Cox and Blake, 1991, 53)

Diversity training should be initiatives and programs directed toward transforming organisational cultures and non-inclusive behaviours and mind-sets and ensuring a sustained change in exclusive behaviours toward difference (Cocchiara, Connerly, and Bell, 2010).


Purpose and Goals

The initial purpose of diversity training was to facilitate the integration of minority groups into the workforce (Pendry, Driskoll, and Field, 2007). Now this purpose includes “attempting to confer on the entire workforce the skills, knowledge and motivation to work productively alongside dissimilar others and/or to interact effectively with a diverse customer population” (28). Diversity training aims to diffuse stereotypes and attitudes resulting in a more harmonious working environment. HRD professionals are integral to helping to develop and provide diversity programs that benefit all employees and the organisation. Diversity has been shown to have an impact on organisation and career development (Hughes, 2015). Knowing how diversity impacts HRD and sharing this impact with others is an essential responsibility of HRD professionals.

The goal of diversity training is to not only foster effective relationships and create learning opportunities for people to be cognisant of difference, but also recognise and respect the whole person (Hughes and Byrd, 2015). Since organisations have begun to realise the strategic competitive advantage that diversity brings to the table, diversity training needs to assume more competency-based goals designed to emphasise skills building and the importance of matching of skills to represent the overall organisation’s purpose (Hughes and Byrd, 2015).

Cocchiara, Connerley, and Bell (2010) reported some of the more common reasons for conducting diversity training:

  • Complying with moral and legal standards.
  • Succeeding in business and remaining competitive in a global marketplace.
  • Building leadership skills necessary to maximise increased organisational diversity.
  • Dealing with firm-specific diversity issues.
  • Developing an awareness of individual feelings about diversity.
  • Disseminating information about diversity-related issues and policies.
  • Enhancing leadership development and management effectiveness.

References

Bezrukova, Katerina, Karen A. Jehn, and Chester S. Spell. 2012. “Reviewing Diversity Training: Where We Have Been and Where We Should Go.” Academy of Management Learning and Education 11 (2): 207–227.

Bratton, J. and Gold, J. (2012) Human resource management: Theory and practice. 5th ed. Basingstoke, England: Palgrave Macmillan.

Chartered Institute of Personnel and Development (2007) Diversity in Business. London: CIPD.

Cocchiara, Faye K., Mary L. Connerley, and Myrtle P. Bell. 2010. “‘A GEM’ for Increasing the Effectiveness of Diversity Training.” Human Resource Management 49 (6): 1089–1106.

Cox, Thomas H., and Stacy Blake, S. 1991. “Managing Cultural Diversity.” Academy of Management Executive 5: 45–56.

D’Art, Daryl, and Thomas Turner. 2006. “New Working Arrangements: Changing the Nature of the Employment Relationship?” International Journal of Human Resource Management 17 (3): 523–538.

Home Office (2003) Diversity Matters. London: Home Office.

Hughes, C. and Byrd, M., 2015. Managing Human Resource Development Programs. Palgrave Macmillan US.

Hughes, Claretha, ed. 2015. Impact of Diversity on Organization and Career Development. Hershey: IGI Global.

Macpherson, W. (1999) The Stephen Lawrence Inquiry. London: Stationery Office.

Noe, Raymond A. 2010. Employee Training and Development. New York: Irwin/McGraw-Hill Companies, Inc.

Pendry, Louise F., Denise M. Driscoll, and Susannah C. T. Field. 2007. “Diversity Training: Putting Theory into Practice.” Journal of Occupational and Organizational Psychology 80 (1): 27–50.

Scott, Chaunda L. 2014. “Historical Perspectives.” In Diversity in the Workforce: Current Issues and Emerging Trends. Edited by Marilyn Y. Byrd and Chaunda L. Scott, 3–33. New York: Routledge.

Tamkin, P., Aston, J., Cummings, J., Hooker, H., Pollard, E., Rick, J. et al. (2002) A Review of Training in Racism Awareness and Valuing Cultural Diversity. Brighton: Institute of Employment Studies.

Wood, I., Rodgers, H. and Gold, J. (2004) ‘Picturing prejudice: learning to see diversity,’ paper presented at the Fifth HRD Conference, Limerick University, May.

Comments

  1. Ramesh TharangaMay 6, 2022 at 11:01 AM

    Hi Mohamed, interesting topic. This would shift the emphasis within the field of HRD from a dominant concern with performativity to include, and draw upon, critical theory as a Way of engaging in a questioning of the values and assumptions underpinning theoretical development, organisational priorities, and subsequent HRD practices. It has been well argued (Callahan, 2007)

    ReplyDelete
    Replies
    1. Mohamed ShamranMay 15, 2022 at 6:23 AM

      Thank you for your comment, As Kandola and Fullerton (1994) express it, the concept of managing diversity ‘is founded on the premise that harnessing these differences will create a productive environment in which everyone will feel valued, where their talents are fully utilized, and in which organizational goals are met’.

      Delete
  2. Maheshani Priyankara Weerarathne (Maheshi)May 6, 2022 at 12:37 PM

    Agreed with you Mohamed , The most significant asset of any firm is its diverse staff, which is adept at problem solving since it provides different and unique ideas and gives the company a competitive advantage (Hughes, 2015).

    ReplyDelete
    Replies
    1. Mohamed ShamranMay 13, 2022 at 3:18 AM

      Agreed Maheshani, It is suggested that diversity can provide an organisation with a valuable resource in competing both globally and locally. Thus, Singh (2002) highlights a business case for diversity, claiming that inclusion and the development of people ‘to the best of their abilities’ (p. 3) will result in commitment, creativity and competitive advantage for the organisation.

      Delete

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