The Relationship Between Cultural Diversity and Workplace Bullying in Multinational Enterprises by Chua Zi Leng & Dr

Total Page:16

File Type:pdf, Size:1020Kb

The Relationship Between Cultural Diversity and Workplace Bullying in Multinational Enterprises by Chua Zi Leng & Dr Global Journal of Management and Business Research: A Administration and Management Volume 14 Issue 6 Version 1.0 Year 2014 Type: Double Blind Peer Reviewed International Research Journal Publisher: Global Journals Inc. (USA) Online ISSN: 2249-4588 & Print ISSN: 0975-5853 The Relationship between Cultural Diversity and Workplace Bullying in Multinational Enterprises By Chua Zi Leng & Dr. Rashad Yazdanifard Upper IOWA University, Malaysia Abstract - Workplace bullying has become a prevalent phenomenon for employees in multinational enterprises. As a result, employees’ job performance and mental health would be affected significantly. It is important for top management team to neutralize and reduce bullying among cross-cultural employees. This paper will focus on the relationship between cultural diversity and workplace bullying in multinational enterprises. Keywords: cultural diversity, workplace bullying, negative consequences, performance. GJMBR-A Classification : JEL Code: P12 TheRelationshipbetweenCulturalDiversityandWorkplaceBullyinginMultinationalEnterprises Strictly as per the compliance and regulations of: © 2014. Chua Zi Leng & Dr. Rashad Yazdanifard. This is a research/review paper, distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License http://creativecommons.org/licenses/by-nc/3.0/), permitting all non- commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. The Relationship between Cultural Diversity and Workplace Bullying in Multinational Enterprises Chua Zi Leng α & Dr. Rashad Yazdanifard σ Abstract- Workplace bullying has become a prevalent and interpretations and meanings of significant events phenomenon for employees in multinational enterprises. As a that result from common experiences” (Power JL, 2011). result, employees’ job performance and mental health would Multinational companies are comprised of cross-cultural be affected significantly. It is important for top management workers from different countries. Cultural differences team to neutralize and reduce bullying among cross-cultural 2014 have brought many problems to the company either employees. This paper will focus on the relationship between through the relationship between employees and emplo- cultural diversity and workplace bullying in multinational ear enterprises. yers or performance of job. It is important to understand Y the cultural differences among employees that from Keywords: cultural diversity, workplace bullying, negative 133 consequences, performance. different nationality so that they can work under a good working condition and facilitate the organization opera- I. Introduction tion smoothly. The cultural differences are distinguished into collectivism and individualism, acceptability of work- orkplace bullying is mistreatment of behavior by place bullying, gender, age, and disability. For example, managers or co-workers in the workplace. Asian and Southern American culture are more toward Leymann studied that bullying may be related W fully devote themselves to the company where as to poor management and work condition (Tambur & Western countries like America and British culture emph- Vadi, 2012). Working bullying is divided into two groups; asize on working balance (Dimitrov, 2012). Thus, top which are work related bullying (WRB) and physically management team play an important role in managing intimating bullying (PIB) (Power, 2011). WRB is giving cultural diversity in multinational company. unlimited workload and overtime from the manager whereas PIB is not respecting, and shouting at employ- III. Acceptability of Workplace ees. People from different culture and background ) Bullying A would have different degree of acceptability to the ( workplace bullying, especially multinational enterprises. There are three orientations that showed that According to Lutgen-Sandvik et al. (2007), 5-28 percent different cultures have different level of acceptability of of workers in western countries have been bullied workplace bullying. Humane orientation pursues of (Cooper-Thomas, Gardner, O’Driscoll, Catley, Bentley, & compassionate and concerns of living life of workers. Trenberth, 2013). Multinational enterprises consist of People that from humane orientation culture believed employees that come from different culture which shape that compassionate and concern to workers are import- cultural diversity in cross-cultural organizations. Today, ant in workplace. Workplace bullying usually would not cultural diversity also encompassed race, ethnicity, nati- happen with people that are human orientation. Perform- onal origin, thinking style, and position in organization ance orientation emphasizes more on ability to work hierarchy. Workplace bullying is one of the factors that rather than relationship with people. Employers would contribute to low productivity and performance of an exert higher pressure or shout to the employees so that organization. This would lead to a few negative conseq- they can complete their works effectively and improve in uences such as high absenteeism, decreased job job performance. Therefore, they could accept workpla- satisfaction, great turnover, low productivity, or quit of ce bullying as well as their goals are achieved. Future job (Dumay & Marini, 2012). Thus, management has the orientation focused on long-term view where gathering responsibility to neutralize workplace bullying between and interaction can improve relationship with employees cross-cultural workers. regardless of race, age, or culture. Employer would reward employees frequently if they achieved the goals II. Cultural Diversity by giving holidays, presents or gathering (Power JL, Global Journal of Management and Business Research Volume XIV Issue VI Version I According to Global Leadership and Organ- 2011). izational Behavior Effectiveness (GLOBE), culture is IV. Collectivism and Individualism defined as “shared motives, values, beliefs, identities, Collectivism and individualism also contributes Author α σ : American Degree Program, Upper IOWA University, to workplace bullying. Workers that are collectivists tend Malaysia. e-mails: [email protected], [email protected] to work in groups and promote in cohesion of social ©20014 Global Journals Inc. (US) The Relationship Between Cultural Diversity and Workplace Bullying in Multinational Enterprises groups. On the other hand, individualism emphasized using their native language which indirectly forms on independence and achieve one’s goal that is oppo- bullying that isolated other co-workers (Beirne & Hunter, site from collectivism. Workers that are individualistic 2013). found boundaries with collectivist workers that tend to Workplace bullying also associated with gender work together and their common language, beliefs, and discrimination. Women generally have lower position perspectives. Additionally, power distance is common in and power than men in their workplace as most of the Asian countries than western countries. Workers that do men underestimate the working ability of women not agree with unequal power distribution would like to (MacIntosh, O'Donnell, Wuest, & Merritt-Gray, 2011). react negatively to the hierarchy structure of the firm. According to a study, men managers have more control Western workers are more tolerate with ambiguity and over the working environment compared to women work with risk. On the contrary, Asian workers prefer to managers in Malaysia managerial workforce. Besides be uncertainty avoidance with clear decisions and the ability to work, women have the family burden that consensus (Loh, Restubog, & Gallois, 2009). they need to take care of family and work equally. 2014 Therefore, men thought that women cannot pay full ear V. Gender Differences attention to the works. (Ismail & Ibrahim, 2008). As a Y result, women always are the target of bullying in the Most of the organizations are managed in workplace. On the other hand, studies also discovered 142 masculine style where top management teams are that more men are reported as the victims in workplace mostly men. Since long time ago, men are having higher bullying than women. Men typically hold a higher privilege and labeled as the one who have higher ability position such as managerial position, face more work- to manage company compared to women. It is because related stress and social manipulation from managers male and female have different characteristic in manag- and co-workers (Salin & Hoel, 2013). ement style. Men are more toward aggressiveness, independence, risk taking, and higher control over work- VII. Organization Structure of ing environment (Syed & Murray, 2008). On the other Multinational Companies hand, women are view as emotional, risk adverse, and emphasize on relationship. According to Fischer and Multinational company is a large and complex Glejim (1992), communication style of gender is disti- company that distributed in around the world and nation nguished as women would like to improve relationship with different national origin, race, skin color, religion, through communication while men are straight forward disabilities and age (Kapoor & Sherif, 2012). Manage- into what they want. Men would speak firmly in the ment is crucial to integrate all departments in order to () meeting so that everyone is under his control and facilitate the structure of organization. However, it is also women perceptions are mostly undervalued and less important to emphasize on different national
Recommended publications
  • Systematic Review of Academic Bullying in Medical Settings: Dynamics and Consequences
    Open access Original research BMJ Open: first published as 10.1136/bmjopen-2020-043256 on 12 July 2021. Downloaded from Systematic review of academic bullying in medical settings: dynamics and consequences Tauben Averbuch ,1 Yousif Eliya,2 Harriette Gillian Christine Van Spall1,2,3 To cite: Averbuch T, Eliya Y, ABSTRACT Strengths and limitations of this study Van Spall HGC. Systematic Purpose To characterise the dynamics and consequences review of academic bullying of bullying in academic medical settings, report factors in medical settings: dynamics ► This systematic review is comprehensive, including that promote academic bullying and describe potential and consequences. BMJ Open 68 studies with 82 349 consultants and trainees, 2021;11:e043256. doi:10.1136/ interventions. across several countries and including all levels of bmjopen-2020-043256 Design Systematic review. training. We searched EMBASE and PsycINFO for Data sources ► We defined inclusion criteria a priori and used es- ► Prepublication history and articles published between 1 January 1999 and 7 February additional supplemental material tablished tools to assess the risk of bias of included for this paper are available 2021. studies. online. To view these files, Study selection We included studies conducted in ► The included studies varied in their definitions of please visit the journal online academic medical settings in which victims were bullying, sampling bias was noted among the sur- (http:// dx. doi. org/ 10. 1136/ consultants or trainees. Studies had to describe bullying veys and intervention studies were suboptimally bmjopen- 2020- 043256). behaviours; the perpetrators or victims; barriers or designed. facilitators; impact or interventions. Data were assessed Received 29 July 2020 independently by two reviewers.
    [Show full text]
  • Teacher Perspectives on Bullying and Students with Disabilities 1
    TEACHER PERSPECTIVES ON BULLYING AND STUDENTS WITH DISABILITIES 1 Teacher Perspectives on Bullying Towards Primary-Aged Students with Disabilities By Lara Munro A research paper submitted in conformity with the requirements For the degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Copyright by Lara Munro, April 2016 TEACHER PERSPECTIVES ON BULLYING AND STUDENTS WITH DISABILITIES 2 Abstract Bullying is an international phenomenon that impacts up to 70% of students. Research has consistently demonstrated that students with special educational needs are overrepresented as victims of bullying. Despite this high prevalence, limited research has explored teachers’ perspectives on this topic and the challenges they face in preventing bullying in the classroom. This study used a qualitative approach consisting of semi-structured interviews with two educators who are committed to anti-bullying education and inclusion. The purpose of the study included an exploration of strategies and practices used by educators to prevent and respond to bullying behaviour towards students with disabilities. This study looked at various disabilities, such as Autism, ADHD, physical disabilities, and Learning Disabilities. The study found that participating teachers primarily employ preventative approaches to bullying behaviour by creating an inclusive classroom environment, integrating anti-bullying education throughout the curriculum, and being involved in school and classroom-wide anti-bullying initiatives. Moreover, involvement in professional development specific to bullying was identified as a necessary component of reducing bullying behaviour in schools. Participants also identified many challenges they experienced, including lack of teaching staff to adequately support the integration of students with disabilities in a mainstream classroom.
    [Show full text]
  • Doe Cast All Employee Notification
    THE NOTIFICATION AND FEDERAL EMPLOYEE ANTIDISCRIMINATION AND RETALIATION ACT (No FEAR Act) On March 3, 2011, Secretary Steven Chu issued a memorandum for all DOE employees, entitled “Equal Employment Opportunity and Diversity Policy Statement”. In his policy statement, Secretary Chu expressed his commitment to equal employment opportunity and diversity, and his support of the rights of employees to participate in the EEO process without fear of reprisal. The Secretary’s statement accords with the principles of the Notification and Federal Employee Antidiscrimination and Retaliation Act of 2002 (the “No FEAR Act”). The No FEAR Act is designed to reduce and prevent discrimination and retaliation, and to hold agencies and individuals accountable for their actions. The Act is also designed to promote the prompt resolution of complaints at the administrative level. PROHIBITION AGAINST DISCRIMINATION Pursuant to antidiscrimination laws, statutes, regulations and Executive Orders, the Department may not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, national origin, age, disability, marital status, political affiliation, genetic information, or sexual orientation, in any term, condition or privilege of employment. The No FEAR Act reinforces a number of Federal antidiscrimination laws, including: Title VII of the Civil Rights Act of 1964; the Equal Pay Act of 1963; the Age Discrimination in Employment Act of 1967 (ADEA); Sections 501 and 505 of the Rehabilitation Act of 1973; and The Civil Rights Act of 1991. WHISTLEBLOWER PROTECTION Under whistleblower protection laws, the Department may not take a personnel action, threaten to take a personnel action, or refuse to take a personnel action because an employee or applicant made a protected disclosure.
    [Show full text]
  • MEMORANDUM for ALL ACUS EMPLOYEES October 1, 2019 FROM: Matthew L. Wiener, Vice Chairman and Executive Director SUBJECT: Policy
    MEMORANDUM FOR ALL ACUS EMPLOYEES October 1, 2019 FROM: Matthew L. Wiener, Vice Chairman and Executive Director SUBJECT: Policy Statement on Equal Employment Opportunity, Non-Discrimination, Diversity, Harassment, and Whistleblower Protection; No FEAR Act Notice Since the re-establishment of ACUS in 2010, this agency has maintained a clean record of non-discrimination, inclusiveness, and diversity in all of its activities and operations. I believe that the agency’s staff has been diligent in observing and complying with the applicable laws and agency policy statements issued from time to time relating to these matters. The following information will serve as an official Policy Statement on Equal Employment Opportunity, Non- Discrimination, Diversity, Harassment, and Whistleblower Protection, as well as the annual notice required by the No FEAR Act of 2002, Pub. L. 107-174. The Administrative Conference of the United States is committed to enforcing a zero- tolerance policy for any form of discrimination or harassment in the workplace, including physical, psychological or sexual harassment. Related to this commitment is a determination to seek diversity and to ensure the rights of employees under the federal whistleblower protection laws and policies that prohibit reprisals. Every employee of ACUS is responsible for helping to ensure equal employment opportunity (EEO) and for complying with EEO laws and other federal policies to prevent discrimination, harassment, and reprisal. Each of us has a role in maintaining an environment of equal opportunity and must take personal responsibility for adhering to the principles that guarantee equal opportunity for all. It is important that we always foster a culture of inclusion and respect at ACUS and promote an environment that embraces diversity.
    [Show full text]
  • Whistleblower Protection Policy and Procedure
    WHISTLEBLOWER PROTECTION POLICY AND PROCEDURE POLICY STATEMENT Public Authorities Law §2857, Civil Service Law §75-b, Labor Law §740, State Finance Law §191 and Executive Law §55(1), as well as certain federal laws, provide public employees and other parties, including any Member, officer, employee, consultant or contractor of the Dormitory Authority of the State of New York (“DASNY”), with protection against retaliation for engaging in various forms of “whistleblowing”. It is the policy of DASNY to fully comply with these laws, and to afford certain protections to individuals who in good faith report potential instances of Inappropriate Behavior to a Designated Person within DASNY. The Whistleblower Protection Policy and Procedure set forth herein is intended to encourage and enable Whistleblowers to raise such concerns in good faith within DASNY and without fear of retaliation or adverse employment action. This Policy and Procedure is in addition to, and not a limitation on, any comparable whistleblowing rights and protections under State or federal law. DEFINITIONS For purposes of this policy, the following terms shall be defined as follows: “Whistleblower”: Any Member, officer, employee, consultant or contractor of DASNY who in good faith discloses information to a Designated Person concerning potential Inappropriate Behavior. “Good Faith”: Information concerning potential Inappropriate Behavior is considered to be disclosed in “good faith” when the individual making the disclosure reasonably believes such information to be true and
    [Show full text]
  • An Investigation of Middle School Teachers' Perceptions on Bullying Stewart Waters1 & Natalie Mashburn2 Abstract Introduct
    Journal of Social Studies Education Research www.jsser.org Sosyal Bilgiler Eğitimi Araştırmaları Dergisi 2017: 8(1), 1-34 An Investigation of Middle School Teachers’ Perceptions on Bullying Stewart Waters1 & Natalie Mashburn2 Abstract The researchers in this study investigated rural middle school teachers’ perspectives regarding bullying. The researchers gathered information about the teachers’ definitions of bullying, where bullying occurs in their school, and how to prevent bullying. Peer-reviewed literature associated with this topic was studied in order to achieve a broader understanding of bullying and to develop a self-administered survey addressing these issues. A total of 21 teachers participated in the survey and the results of this study convey the need to recognize bullying in many forms, appropriately address bullying when it occurs, and incorporate preventive actions that will discourage bullying and encourage acceptance. Keywords: Bullying; Middle School; Teacher Preparation. Introduction Middle school can be a transformative and exciting time for students. However, during these important developmental years, bullying continues to be a persistent and serious issue. In more recent years, national and international concerns relating to the harmful effects of bullying have increased significantly (Thompson & Cohen, 2005). According to Frey and Fisher (2008), bullying has become a part of life for countless students, and can take on many forms within contemporary schools. As a result, bullying has placed a considerable amount of pressure on administrators and teachers to effectively respond to bullying (Bush, 2011). Often, teachers and administrators can be unaware of bullying, making it difficult to develop appropriate policies that are proactive instead of reactive. In 2003, Seals and Young stated that bullying is a persistent and insidious problem that affects roughly one-fourth of the students in the United States.
    [Show full text]
  • Bullying and Harassment of Doctors in the Workplace Report
    Health Policy & Economic Research Unit Bullying and harassment of doctors in the workplace Report May 2006 improving health Health Policy & Economic Research Unit Contents List of tables and figures . 2 Executive summary . 3 Introduction. 5 Defining workplace bullying and harassment . 6 Types of bullying and harassment . 7 Incidence of workplace bullying and harassment . 9 Who are the bullies? . 12 Reporting bullying behaviour . 14 Impacts of workplace bullying and harassment . 16 Identifying good practice. 18 Areas for further attention . 20 Suggested ways forward. 21 Useful contacts . 22 References. 24 Bullying and harassment of doctors in the workplace 1 Health Policy & Economic Research Unit List of tables and figures Table 1 Reported experience of bullying, harassment or abuse by NHS medical and dental staff in the previous 12 months, 2005 Table 2 Respondents who have been a victim of bullying/intimidation or discrimination while at medical school or on placement Table 3 Course of action taken by SAS doctors in response to bullying behaviour experienced at work (n=168) Figure 1 Source of bullying behaviour according to SAS doctors, 2005 Figure 2 Whether NHS trust takes effective action if staff are bullied and harassed according to medical and dental staff, 2005 2 Bullying and harassment of doctors in the workplace Health Policy & Economic Research Unit Executive summary • Bullying and harassment in the workplace is not a new problem and has been recognised in all sectors of the workforce. It has been estimated that workplace bullying affects up to 50 per cent of the UK workforce at some time in their working lives and costs employers 80 million lost working days and up to £2 billion in lost revenue each year.
    [Show full text]
  • Diversity and Inclusion in Recruitment
    ROBERT WALTERS WHITEPAPER DIVERSITY AND INCLUSION IN RECRUITMENT INTRODUCTION: CONTENTS DIVERSITY AND INCLUSION Understanding why 02 IN RECRUITMENT diversity is important Developing an inclusive 05 Employers are increasingly coming to recognise the strong business business culture case for improving the level of diversity and inclusion within their workforce. By recruiting professionals from a range of backgrounds at all levels of Helping diverse candidates 06 seniority, businesses gain access to a wide variety of viewpoints and find your company perspectives. Companies with staff from a broad range of backgrounds have been found to outperform firms with a less diverse workforce1. Exploring new 08 recruitment tools By attracting and retaining a diverse range of staff, businesses can identify opportunities and explore new solutions. Developing, implementing and Reducing unconscious 10 promoting a diversity strategy is the challenge employers now face. bias Securing the most talented professionals will require employers to take on Improving diversity in 11 a new, innovative approach to access more diverse talent pools. leadership This research paper, based on a survey of over 450 employers, will examine new tools and technology that can help businesses reach Encouraging collaboration 13 new sources of talent, explore strategies to develop a company culture in a diverse workforce that embraces diversity and address the hurdles faced when creating a collaborative, diverse workforce. Key findings 15 1http://www.mckinsey.com/business-functions/organization/our-insights/why-diversity-matters ABOUT ROBERT WALTERS Robert Walters is a specialist professional recruitment consultancy, working with businesses of all sizes as a trusted recruitment partner. With an international network of offices spanning 27 countries, we are perfectly positioned to help you find the very best skilled professionals.
    [Show full text]
  • Diversity at Work: MAKING the MOST out of INCREASINGLY DIVERSE SOCIETIES  1
    FOCUS ON Diversity at work: MAKING THE MOST OUT OF INCREASINGLY DIVERSE SOCIETIES 1 September 2020 http://www.oecd.org OECD societies and workforces are becoming more and more diverse. Over the past two decades, the labour market participation of women has increased strongly; the population shares of migrants and their children are growing in almost all OECD countries; and more LGBTI people are open about their sexual orientation. Ensuring that groups that historically have been under-represented or disadvantaged in the labour market and society can participate fully is now more essential than ever. Preliminary evidence suggests that the COVID-19 crisis has had a disproportionate impact on some diverse groups, especially migrants and ethnic minorities. The death of George Floyd and the global “Black Lives Matter” movement have placed at the centre of the policy debate long-standing issues of discrimination and disadvantage against ethnic minorities. Full participation of diverse groups is not only an ethical imperative, it makes great sense also from an economic and social cohesion perspective. The economic case to justify measures promoting diversity and inclusion thus supplements the social justice obligation to promote inclusion and equal opportunity. There is a clear need to better understand under what conditions governments and employers can ensure inclusion, thereby harnessing the potential of a diverse populations more effectively. This policy brief assesses how OECD countries can be equipped to make the most out of diversity and ensure equality of opportunity. Key findings OECD societies and workforces have become increasingly diverse over the past decades; women’s participation in the labour market has increased significantly, the numbers of immigrants and people from ethnic minorities have increased virtually everywhere and more LGBTI people are open about their sexual orientation.
    [Show full text]
  • 12 Tips to Level up Your Diversity Recruiting Efforts Introduction
    AI-POWERED PLATFORM FOR RECRUITING DIVERSE TALENT 12 Tips to Level Up Your Diversity Recruiting Efforts Introduction Diversity is an important and urgent issue for our times, and it’s finally getting the attention it deserves. The spotlight on civil rights has made many companies reevaluate their Jackye Clayton recruitment practices, among other areas, and place an Diversity, Equity, & Inclusion Strategist increased emphasis on building diverse workforces. With acclaimed expertise in diversity and But with so many moving parts, how do we build and maintain inclusion, recruitment technology and momentum for this important work? SeekOut’s resident a global network of non-profit, human resource and recruiting professionals, Diversity, Equity, and Inclusion Strategist Jackye Clayton is Jackye Clayton is a servant leader, uniquely here to share her top tips and best practices. inspirational speaker, and a revered thought leader. In this short book, you will learn ways to accelerate your Jackye was named one of the 9 Powerful diversity recruitment program and ensure its long-term Women in Business You Should Know by SDHR Consulting, one of the 15 Women in success. Each tip is also accompanied by a corresponding HR Tech to Follow in 2019 by VidCruiter, 2019 video to further expand upon each topic. Whether you’re just Top 100 list of Human Resources Influencers by Human Resource Executive Magazine and getting started or looking for ideas to level-up your diversity one of the Top Recruitment Thought Leaders and inclusion program, this tip book is for you. that you must follow in 2019 by interview Mocha Magazine.
    [Show full text]
  • Avoiding Unconscious Bias
    Avoiding unconscious bias Avoiding unconscious bias A guide for surgeons 2 Avoiding unconscious bias 3 The Royal College of Surgeons of England Contents Introduction 2 Equality and diversity 2 Bias 3 Addressing individual bias 3 Addressing bias in organisations 3 Advice for those recruiting to committees or posts, to improve diversity 4 Advice for those organising, chairing or administrating meetings 4 Bullying 5 Who is most at risk of being accused of bullying? 5 Advice on avoiding bullying behaviour 5 What can be changed to reduce bullying? 6 What to do if you are accused of bullying or if a unit needs more help 6 Behaviour 7 What is acceptable behaviour? 7 Unacceptable behaviours 8 Behaviour in surgical environments 9 Advice for mentors, line managers, supervisors, appraisers 9 Definitions 11 Inequalities at work 12 Literature on diversity 12 References 13 Appendix 1 15 Avoiding unconscious bias Introduction The College aims to support all surgeons throughout their careers in achieving the highest standards of surgery and in all their professional interactions. Surgeons continuously aim to improve our clinical practice and professional behaviours. Organisations that are more diverse are better able to withstand change and we will support our members and fellows in embracing diversity. All surgeons are role models for students and trainees and are ambassadors for the profession. Their behaviour must therefore be welcoming, supportive and inclusive. Everyone has biases – some of which we are aware of, others we are not. Doctors, probably more than most, are conditioned to make assumptions or spot diagnoses and are uniquely exposed to a full spectrum of individuals at their most vulnerable.
    [Show full text]
  • Best Practices in Achieving Workforce Diversity
    BEST PRACTICES IN ACHIEVING WORKFORCE DIVERSITY U.S. DEPARTMENT OF COMMERCE AND VICE PRESIDENT AL GORE’S NATIONAL PARTNERSHIP FOR REINVENTING GOVERNMENT BENCHMARKING STUDY TABLE OF CONTENTS BENCHMARKING STUDY PARTNERS . iv ACKNOWLEDGMENTS . v EXECUTIVE SUMMARY . 1 CHAPTER 1: INTRODUCTION . 3 CHAPTER 2: LEADERSHIP COMMITMENT . 5 CHAPTER 3: STRATEGIC PLANNING . 7 CHAPTER 4: EMPLOYEE INVOLVEMENT . 11 APPENDICES A. BENCHMARKING AGENCY PARTICIPANTS . A1 B. TELEPHONE SURVEY . .B1 C. SCORE CARD . C1 D. SITE VISIT GUIDE . D1 BENCHMARKING STUDY PARTNERS Coors Brewing Company Golden, Colorado DaimlerChrysler Auburn Hills, Michigan Eastman Kodak Rochester, New York Fannie Mae Washington, DC The Prudential Insurance Company of America Newark, New Jersey The Seattle Times Seattle, Washington Sempra Energy San Diego, California United States Coast Guard Washington, DC Xerox Rochester, New York ACKNOWLEDGMENTS STUDY SPONSORS MORLEY WINOGRAD ROBERT L. MALLETT SENIOR POLICY ADVISOR TO THE VICE PRESIDENT DEPUTY SECRETARY DIRECTOR, NATIONAL PARTNERSHIP FOR REINVENTING U. S. DEPARTMENT OF COMMERCE GOVERNMENT (NPR) STUDY DIRECTOR WILETT BUNTON DIRECTOR NPR DIVERSITY TASK FORCE U.S. DEPARTMENT OF THE ARMY STUDY ADVISORS CAROL HAYASHIDA DEPUTY DIRECTOR NPR DIVERSITY TASK FORCE U.S. DEPARTMENT OF COMMERCE ROB SADLER RAJ K. GUPTA ATTORNEY ATTORNEY NPR DIVERSITY TASK FORCE NPR DIVERSITY TASK FORCE U.S. DEPARTMENT OF COMMERCE U.S. EQUAL EMPLOYMENT OPPORTUNITY COMMISSION STUDY TEAM LEADERS ORELIOUS WALKER, PRINCIPAL DAVID BENTON U.S. DEPARTMENT OF TREASURY U.S. DEPARTMENT OF TRANSPORTATION The Benchmarking Team thanks the corporate and government partners who willingly shared their experiences and best practices with us. Special thanks to Linda J. Bilmes, Chief Financial Officer and Assistant Secretary for Administration, United States Department of Commerce; John J.
    [Show full text]