strategy report

Equal oppotunity

Human resources is a crucial point of intersection between

the broader society and business

(Cappelli & Yang 2010)

Assumptions of Superiority

· Assumption that human progress has been linear

· Assumption that a culture can be labelled “primitive” meaning “backward” because it has roots in its historical past; or

· Assumption that new technologies, for example, represent cultural as well as technological “progress”

· Assumptions of Universality

· Myth of projected cognitive similarity

· Does not accept that worldviews are different

· Assuming that “everyone is the same”

How do we demonstrate and evaluate diversity?

· Performance?



· Equity and fairness?

Diversity enlargement

· Increasing the representation of groups

Diversity sensitivity through training

· Cultural audits

· Advisory panels

· Why are we concerned about diversity?

– Problem?

· How do we implement diversity management?





· How do we define diversity?

· How does it fit with our industry / market?

Diversity challenges

Societal Culture … Workplace Culture

Recognize the difference between workplace culture and societal culture:

· Societal culture is relatively constant in the short‐term: varies dependent on homogeneity

· Workplace culture is relatively moldable: ‘cultural incubators’ (Caprar, 2011)

Demographic change in organisations: ‘From’ Diversity ‘to’ Inclusion

Diversity becomes (is?) mainstream = Inclusion

Systems and processes for integration

Building community of change agents

Growing awareness of diversity

Society is diverse. Workplaces draw from society. Solution: Social inclusion at work (Oswick & Noone,2014; Theodorakopoulos & Budhwar 2015)

Millenials

Millennials, in general, express little loyalty to their current employers and many are planning near‐term exits, according to Deloitte Touche Tohmatsu Limited’s fifth annual Millennial Survey.

· 44% of Millennials say, if given the choice, they would like to leave their current employers in the next two years

· Millennials still want businesses to focus more on people (employees, customers, and society), products, and purpose—and less on profits:

· 73 percent of Millennials surveyed believe that businesses are having a positive impact. This was especially true in the emerging markets of Indonesia (98 percent), Philippines (91 percent), India (90 percent), China (89 percent), and Mexico (89 percent).

· However, the highest number of respondents reporting a negative business impact on society came from developed markets: Germany (66 percent), Belgium (59 percent), France (56 percent), Japan (55 percent), and Italy (44 percent)

DU Press Millennial survey 2015

More than 7,800 Millennials in 29 global emerging and developed markets contributed their views to Deloitte’s fourth annual Millennial Survey.

Gender equality

removing the barriers to entry for half the population

· Recruitment, selection, development, retention

· Pay gap

· Graduate salary

· experienced managers

· Quotas

· Vic government strategy: compliance approach

http://www.mckinsey.com/global‐themes/leadership/a‐ceos‐guide‐to‐gender‐equality http://www.theage.com.au/sport/appoint ‐women‐or‐lose‐funding‐state‐crackdown‐on‐sports‐bodies‐20151224‐glupfa.html

Read more: http://www.drive.com.au/video ‐business/video‐businessday/myer‐ceo‐aims‐for‐diversity‐in‐leadership‐20151209‐47kvt.html#ixzz48IXKiVKy

People in group at work

Self categorisation theory

· Social categorisations: cognitive tools that order and segment the social world (stereotypes)

· Categorisations create mental models or ‘hats’ of ingroups and outgroups that vary in strength – social identities

· People have many different social identities (hats). We change hats according to the situation we’re in

· An outgroup does not equate to conflict, although it can result in conflict. We need outgroups to have ingroups

MONASH BUSINESS SCHOOL

Social identity theory (SIT)

(Tajfel 1974, Tajfel & Turner, 1979)

Definition of key terms:

· Social identity: An individual’s self concept in part derives from collective identification:

a) perceived membership of social groups; and

b) the importance and emotional significance attached to the membership (Hogg, 2001)

· Group: the perception by individuals that they are joined in common category membership (Turner, 1982)

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The social aspect of employee behaviour: connecting and comparing

· Feeling connected ‐ belonging ‐ contributes to self esteem

· Helps to answer “Who am I?” by comparing ourselves to others – ingroups and outgroups

· ‘Others’ likely see us differently to the way we see ourselves

· People want to be both included and distinctive

For example:

I want to belong to my team but not to the extent that my individuality does’t matter.

MONASH BUSINESS SCHOOL

· Salience: which aspect of an individual’s identity is activated in a situation (Brewer & Brown, 1998), ie, which hat we wear. Typically:

RACE GENDER ETHNICITY AGE

· Categorisations can result in being employees being treated as belonging to groups that they don’t themselves identify with. This can lead to discrimination

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For employees to engage, they need to feel included

Consequences of OID:

. Increased knowledge sharing behaviour &

. Decreased intentions to leave

Antecedents of OID: Skill- & social-based perceptions of the supervisor

OID can be a measure for employee engagement, which is

concerned with how connected employees feel to their workplace

… and is directly related to the profitability of an organisation

Research into OID and employee engagement

· Categorisations can also overlap and be inclusive: social identity complexity

· (Roccas & Brewer 2002)

Sexuality

Religion

Gender

· Example- Women matter: An Asian Perspective, Harnessing female talent to raise corporate performance

(McKinsey & Company 2013)

Intersectionality

(Van Buren III)

HCNs and expatriates of different levels

Categorisations can lead to discriminatory behaviour. Study of British HCNs. Examined factors that impact the decision by a HCN to offer role information and social support to an expatriate. Participants were:

· most likely to offer role‐related information to expatriate subordinates, then peers. They were least likely to offer role information to an expatriate supervisor

· more likely to offer social support to American supervisors than Indian supervisors

Varma, et al, 2011

Social identities at work: Organisational Identification (OID)

· Considers a person’s relationship to an organisation

· A specific form of social identification (Ashforth & Mael, 1989

· When a person’s OID is strong, the deindividuate and act as a group member, not as an individual

· A person has multiple OIDs e.g., at the team, departmental, and/or organisational levels. Technical or professional identities are other examples

· Over identification (Vadera & Pratt 2013)

Why a Global Manager?

Seeking Competitive Advantage

Multinationals have many sources of competitive advantage

· Economies of scale

· Larger talent pool

· Financial resources

· Larger markets

· Organizational innovations

· Global brand

Jane Elliott’s approach to diversity training ‐

a ‘lived’ experience of racial discrimination

Originated in the USA in the 1960s. It is powerful and confronting. It centres on behaviour based on categorising people into blue eyes and brown eyes.

Youtube clips from the blue eyes exercise run in Australia 2001:

https:// www.youtube.com/watch?v=YnICq2uUu1o https:// www.youtube.com/watch?v=ZmJy8jCAStY

Still relevant?

Audio from Radio National, 2010 http://www.abc.net.au/radionational/programs/lifematters/brown-eyes- blue-eyes-jane-elliott-on-racism/3044790

http://www.abc.net.au/news/2014-07-29/beyondblue-launches- campaign-against-subtle-racism/5631186

Skills of the Global Manager

· Enables strategic opportunities

· Manages decentralized organisations

· Aware of global issues

· Sensitive to issues of diversity

· Competent in interpersonal relations

· Builds communities and networks

International HRM: a distinct environment

Managing across cultures

· Attracting talent

· Setting the right incentive structures

· New ways of organizing work

· Increasing employee autonomy

· Encouraging employees to be imaginative and creative

· Facilitating learning on the job

· Crossing national boundaries

· Crossing cultures within national contexts

Negotiation Style

Select the

BEST Solution

Critical & Creative

Thinking Translate the BEST Solution Into Actions

Follow up the

Action/s Taken

Dealing with

Uncertainty

Leadership

Responsibility Sense

How?

Develop

Alternative Solutions

Creative Thinking

Analyse

Critical Thinking

Identify the

Problem or Opportunity Critical Thinking

Who ?

Decision Making

5/12/2016

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