Managing Cultural Diversity

Managing Cultural
Diversity
(ITP 018)

Participants Manual

Information
Technology
Professional Program
Managing Cultural Diversity Table of Contents

Copyright 2001 Software Human Resource Institute (SHRI) Inc. All rights reserved. Participants Manual
Unauthorized use of this material without the express written consent of SHRI is strictly prohibited.
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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
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
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.
10
th
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, 2
nd
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.
Managing Diversity: Inclusive Communication. TVOntario. Mississauga: International Tele-Film, 1995.
Managing Diversity: Diversity Leadership. TVOntario. Mississauga: International Tele-Film, 1995.
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

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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 womens 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 ones 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 ones 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 someones 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).
Canadas 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 Canadas 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
P
o
p
u
l
a
t
i
o
n
total
visible minorities

Source: Statistics Canada, 1996 Census of Canada

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Ethnic Origin
2%
3%
7%
10%
17%
19%
42%
Aboriginal British & French
Canadian and/or British/French French
British Canadian
Other
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Mother Tongue
59.21%
23.26%
16.12%
0.38%
0.87%
0.13%
0.03%
1.41%
English
French
Non-official language
English & French
English & non-official language
French & non-official language
English, 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?

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 employees approach to their job so that work
may be done more efficiently and effectively. Diversity is not simply about the colour of ones 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 organizations 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 Canadas
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 Canadas 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 organizations 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 IBMs 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 Vancouvers Chinatown staffed primarily
with people who speak Mandarin or Cantonese, or a large retail grocery chain may carry Indian products in
Torontos 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 organizations
ability to rethink primary tasks and redefine markets, products, strategies and missions.
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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 companys 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 peoples perspectives.
8. .The organization must have a relatively egalitarian, non-bureaucratic structure.
The companys 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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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 companys 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 firms 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 companys 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 ones 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 firms
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 companys 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

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 organizations 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 Chevrolets 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 ones hands to get the waiters 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 anothers 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. Ones 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 someones speech, but also appropriate
interpretation of body language. And one must remain open to the possibility that ones 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
anothers motives they dislike me, abilities they are ignorant, or character they are rude. Or some
people might blame themselves whats 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 clichs. 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 peoples 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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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, symbolsmeanings.
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, symbolsmeanings. Since they do not belong to the
same culture, this implies that they do not share the same assumptions, beliefs, values orsame 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 dont see what we dont 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 grandfathers 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

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.

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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 Weiners book cites five sources of conflict and their
existence in different group conflicts:

Coxs 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 groups 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 groups 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 ones own and/or others 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 ones 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 ones hair bothered her. But such a style was in
keeping with the banks 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 ones own behaviour and expectations both within ones own culture and within the
others culture, and to understand the others culture both within ones own culture and within the
others culture. This leads to four conditions:

Four-Way Understanding Needed
Understand ones own culture within ones own
cultural context.
Understand ones own culture within the others
cultural context.
Understand the others culture within ones own
cultural context.
Understand the others culture within the others
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 persons right to hold his or her opinion, and explain your own
perspective. Offer options. Break through the eitheror way of thinking to the bothand 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 others 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

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
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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 organizations 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 organizations 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 ones 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 organizations 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 organizations 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 organizations 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 employees 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 others 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 organizations 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 candidates valuing of, and ability to work with,
diversity. This affects the organizations 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 organizations 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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67
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

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