strachan ppt chapter 5 7618 3626

Chapter 5 Auditing and mapping equity and diversity Erica French and Lyn Simpson Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Strachan, French and Burgess, Managing

Chapter 5

Auditing and mapping equity and diversity

Erica French and Lyn Simpson

Copyright  2010 McGraw-Hill Australia Pty Ltd

PPTs to accompany Strachan, French and Burgess, Managing Diversity 5-1

Equity/diversity audits

• An audit is universally understood as an evaluation of an individual or system to identify effectiveness, value and/or appropriateness

• Equity, diversity and/or cultural audits evaluate the current system or processes for accomplishment

to identify overall development, policy implications and the need for change

Equal Opportunity for Women in the Workplace Agency

• Develops a workplace profile

• Identifies and analyses issues specific to groups and workplace by consulting with employees

• Prioritises issues to be addressed and takes appropriate action

• Reviews actions taken to identify the effectiveness

of the program

• Reports on outcomes

• Reviews program

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Identified approaches to equity and diversity programs in Australia

• Traditional – equity and diversity ignored at an organisational level and identified as matters of individual choice

• Anti-discrimination – removal of discriminatory practices and processes offering equal treatment based on human rights

• Equal opportunity – adoption of special measures designed to assist members of disadvantaged groups through the strategic identification and implementation of appropriate policies and strategies for sharing opportunities in the workplace equally

• Managing diversity – proactive activities that address potential sources of disadvantage for all workers, or the different needs

of all workers, and that support culture change for inclusivity

(French 2001)

Effects of equity and diversity programs on

status of women in organisations (French 2001)

Traditional approach findings – 244 organisations (n=1961)

There were no links to measures for change in the status of women in these organisations, and no changes to the

numbers of women employed or in management or non-traditional work areas.

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Effects of equity and diversity programs on

status of women in organisations (French 2001)

Anti-discrimination approach findings – 699 organisations (n= 1961)

Equal treatment policies are predictors of increased numbers

of women moving into top-level management from middle management However, these policies are not a predictor for women moving into lower levels of management There were

no changes in other predictors including the numbers of women in non-traditional work or full-time work.

Effects of equity and diversity programs on

status of women in organisations (French 2001)

Equal opportunity approach findings – 618 organisations (n=1961)

These programs were predictors of significantly higher numbers of women managers throughout the organisation, particularly women in entry-level management positions The equal opportunity approach, of the four approaches, was the best predictor of increasing women managers across various tiers of management within organisations.

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Effects of equity and diversity programs on

status of women in organisations (French 2001)

Managing diversity programs findings – 401 organisations (n=1961)

This approach was not a predictor of significant increases in the number of women employed in different levels and

categories of jobs, including the full range of management levels

Research findings

• This research identifies that different intentions

in managing equity and diversity support different strategic approaches and that different approaches lead to different outcomes

• It is rare to find organisations that are implementing equity and diversity policies designed to bring about substantive cultural change or to encourage the potential for cultural exchange and intercultural competence

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Intercultural competence

Defining Intercultural competence:

‘A dynamic, ongoing, interactive self reflective learning process that transforms attitudes, skills and knowledge for effective communication and

interaction across cultures and contexts.’ (Freeman

et al 2009; Treleavan et al 2007)

Developing intercultural competence

Basic principles of knowledge, values and skills in cultural competence require

progressive development through levels which include awareness, understanding and finally professional practice This encourages individual and group autonomy

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Applications

The taxonomy provides an operational mechanism for reflecting upon and extending curricula aimed at developing intercultural competency in organisations

It encourages practitioners to identify and reflect upon learning activities and assessments currently in use and identify which domains and levels the

activity addresses

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