Valuing Diversity

(Social Responsibility Dimension, Leading Others Ethically Facet)

Competency Definition:  Encourging a wide range of viewpoints among team members in order to avoid groupthink and create more culturally sensitive solutions.

Suggestions here are also related to these Self Management competencies:  Suspending Judgment, Optimism

• Volunteer as an English practice partner for an international student--don't forget to discuss topics of special interest to you, such as cultural differences, differing approaches to your field of study, etc.¹   Contact the Office of International Education for more information.
• Take a class or receive training in cross-cultural communication to learn about cultural differences in decision-making, status protocol, perceptions of time, and personal relationships.^{1, 2} 
• Take some classes to increase your diversity knowledge and practice your communication skills in diverse settings.  All of these courses are offered at Central Michigan University and were suggested by Central Michigan University faculty:

Sociology of Sex and Gender; Political Sociology; Sociology and/or Psychology of Small Groups; Social Psychology; Small Group Communication; Male/Female Communication; Introductory Sociology, Anthropology, and Psychology; Nonsymbolic Logic; Diversity Issues in the Health Professions; Hispanic Cultures in the U.S.; Religion and Social Issues; African-American Relgion; Community Service in Health Education

• Educate yourself on nonverbal communication and the different meanings gestures can have in different cultures.¹
• Get involved with a student organization to learn about other cultures and your own as well.^{1, 3}  Examples at Central Michigan University include:

Common Ground, Asian Cultural Organization, Pride, Latino Cultural Organization, Organization for Black Unity

• Volunteer in community organizations.  Interviews with Central Michigan University faculty indicate the usefulness of volunteer experiences in developing this competency.
• Educate yourself on group dynamics--read some literature, or take a class.  Different types of diversity affect group dynamics and performance differently.  For a start on this topic, check out Jehn, Northcraft, & Neale, 1999, or Swanson, 2002, or look at the suggestions for the Developing and Building Teams competency under Leading Others.^4,5
• Musavi-Lari exercise⁶.  While this can be done alone, ideally you should discuss your answers with 2-3 group members, or even separate groups of 2 or more if possible.  Here it is:

The Musavi-Lari story:  Akilah Musavi-Lari has been killed.  The authorities have rounded up 10 suspects, all of whom are known terrorists.   All of the suspects are known to have been near the scene of the killing at the approximate time that it occurred.  All had substantial motives for wanting Akilah killed.  However, one of the suspected terrorists, Pat Flaherty, has positively been cleared of guilt.

Now answer these 10 true/false questions based on the story:

1. Pat Flaherty is known to have been at the scene of the killing of Akilah Musavi-Lari.
2. All 10 of the rounded up terrorists were known to have been near the scene of the murder.
3. One man, Pat Flaherty, has been cleared of guilt.
4. All 10 of the rounded up suspects were near the scene of Akilah's killing at the approximate time it took place.
5. The police do not know who killed Akilah.
6. All 10 of the suspects rounded up by the police are known to have been near the scene of the crime.
7. Musavi-Lari's murderer did not confess of his own free will.
8. It is known that the 10 suspects were in the vicinity of the murder.
9. Pat Flaherty was not cleared of guilt.
10. The following events were included in the story:  a man was killed, police rounded up the 10 suspects near the scene of the murder, all suspects wanted Akilah Musavi-Lari killed, and one man has positively been cleared of guilt 

For possible "answers," click here.

• Educate yourself on laws relevant to diversity, including ADA (Americans with Disabilities Act of 1990), ADEA (Age Discrimination in Employment Act), Civil Rights Act, and case precedents on sexual orientation discrimination and sexual harassment.^{5,7,8,9,10,11,12,13,14} Michigan residents can check out Troung & Kleiner for state-specific precedents.
• Team building and self-study of characteristics of teams ^15,16,17,18--see also the suggestions for the Developing and Building Teams competency under Leading Others.
• Consider all potential reasons for individual differences between yourself and peers, supervisors, or subordinates.  Most people make faulty attributions:  for example, considering a difference in sex or ethnicity as a cause behind someone's behavior if that person if the opposite sex and/or from a different ethnic group.  For an example of the outcomes of these attributions, see Sanchez & Brock^19.
• Trouble on the Bridge Exercise²⁰--like Musavi-Lari exercise, discuss with others if possible:

In a house is a young woman married to a man who works very hard.  She feels neglected.  When her husband goes off on still another trip, the young wife meets an attractive man who invites her to his house.  She spends the night and at dawn she leaves, knowing her husband is coming back.  Alas!  The bridge is blocked by a madman who kills everyone who comes near him.  The young wife follows the river and meets the ferryman but he demands thirty dollars ($30.00) to take her to the other side.  The young wife has no money.  She runs back to her lover and asks for $30.00; he refuses to help.  The woman remembers a platonic friend lives close by.  She runs to him and explains her plight.  The friend refuses to help; she has disillusioned him by her conduct.  Her only choice is to go by the bridge in spite of the danger, and the madman kills her.

Question:  In what order do you hold the principals (woman, husband, lover, madman, ferryman, and friend) responsible for the tragedy?

• Take the Cross-Cultural Sensitivity Inventory.^21,22
• Participate in diversity awareness and skill-building trainings ^8,15,23,24
• Participate in cultural awareness extracurricular programs, such as the Alternative Spring Breaks program or offerings from the Leadership Institute at Central Michigan University, or become involved in Academic Senate or student government (suggested by faculty at Central Michigan University)

References

1 - Nixon, J.C., & Dawson, G.A.  (2002).  Reason for cross-cultural communication training.  Corporate Communications, 7(3), 184-191.

2 -  Herbig, P.A., & Kramer, H.H.  (1992).  Do’s and don’ts of cross-cultural negotiations.  Industrial Marketing Management, 21(4), 287-298.

3 - Zhu, J., & Kleiner, B.H.  (2000).  The value of training in changing discriminatory behavior at work.  Equal Opportunities International, 19(6/7), 5-9.

4 - Jehn, K., Northcraft, G., & Neale, M.  (1999).  Why differences make a difference:  A field study of diversity conflict and performance.  Administrative Science Quarterly, 44, 741-763.

5 - Swanson, D.R.  (2002).  Diversity programs:  attitude and realities in the contemporary corporate environment.  Corporate Communications, 7(4), 257-268.

6 -  Berger, N.S.  (2001).  Musavi-Lari:  an experiential exercise in diversity awareness.  Journal of Management Education, 25(6), 737-745.

7 -  Bauer, M., & Kleiner, B.H.  (2001).  New developments concerning sexual orientation issues in the workplace.  Equal Opportunities International, 20(6/7), 27-31.

8 -  Button, S.B.  (2001).  Organizational efforts to affirm sexual diversity:  a cross-level examination.  Journal of Applied Psychology, 86(1), 17-28.

9 -  Crow, S.M., Fok, L.Y., & Hartman, S.J.  (1998).  Who is at greatest risk of work-related discrimination—women, blacks, or homosexuals?  Employee Responsibilities and Rights Journal, 11(1), 15-26.

10 -  Gill Foundation.  (2004).  Employment Equality Fact Sheet.  Retrieved July 22, 2004, from http://www.turnout.org. 

11 - Mohammed, S., & Angell, L.C.  (2003).  Personality heterogeneity in teams:  which differences make a difference for team performance?  Small Group Research, 34(6), 651-677.

12 - Nijstad, B.A., Dreu, D., & Carston, K.W.  (2002).  Creativity and group innovation.  Applied Psychology:  An International Review, 51(3), 400-406.

13 - Phomphakdy, R., & Kleiner, B.H.  (1999).  How to eliminate discrimination in the workplace.  Equal Opportunities International, 18(2-4), 43-46.

14 - Troung, F.T., & Kleiner, B.H.  (2001).  New developments concerning homosexual harassment in the workplace.  Equal Opportunities International, 20(5-7), 32-36.

15 -  Combs, G.M.  (2002).  Meeting the leadership challenge of a diverse and pluralistic workplace:  implications of self-efficacy for diversity training.  Journal of Leadership & Organizational Studies, 1-16.

16 -  Devine, D.J., Clayton, L.D., Philips, J.L, Dunford, B.B., & Melner, S.B.  (1999).  Teams in organizations:  prevalence, characteristics, and effectiveness.  Small Group Research, 30(6), 678-711.

17 - Kozlowski, S.W.J., Gully, S.M., Nason, E.R., & Smith, E.M.  Developing Adaptive Teams:  A Theory of Compilation and Performance Across Levels and Time.

18 - Woodman, R.W., & Pasmore, W.A.  (2002).  The heart of it all:  group- and team-based interventions in organization development.  In J. Waclawski & A. H. Church (Eds.) Organization Development:  A data-driven approach to organization change.  San Francisco, CA:  Jossey-Bass.

19 - Sanchez, J.I., & Brock, P.  (1996).  Outcomes of perceived discrimination among Hispanic employees:  is diversity management a luxury or a necessity?  Academy of Management Journal, 39(3), 704-719.

20 - Reardon, J.  (2003, December).  Trouble on the Bridge.  Paper presented at Interest Based Training for the State of Iowa Public Employee Relations Board, Waterloo, IA.

21 -  Cushner, K.  (1986).  The Inventory of Cross-Cultural Sensitivity.  Kent State University:  School of Education.

22 - Loo, R.  (1999).  A structured exercise for stimulating cross-cultural sensitivity.  Career Development International, 4(6), 321-325.

23 - Zakaria, N.  (2000).  The effects of cross-cultural training on the acculturation process of the global workforce.  International Journal of Manpower, 21(6), 492-504.

24 - Sue, D.W.  (1991).  A model for cultural diversity training.  Journal of Counseling & Development, 70(1), 99-105.

~ Contributed by Kirsten Gobeski

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