3.

Methodology
3.1 Research design and approach
The study used a descriptive type of research design with a survey method of data collection
because the purpose was to report what happened in the area where the research was conducted.
The reason for choosing a descriptive type is that the research has no control over the variables
and only reports what happened in the area where the research was conducted. 
The components of the above-mentioned workforce diversity are set to be significant research
objects. Through surveying studies and theories on workforce diversity, the following model is
proposed:

H1
Gender diversity

H2
Age diversity
Workforce
H3 Y diversity
Educational diversity management
and
challenges
Benefits of workforce diversity H4
Management

Challenges of workforce H5
diversity Management
H6
Managers ability to utilize the
advantage of diversity
Management
3.2 Research methods
Both qualitative and quantitative data analysis methodologies are used in this study. Questionnaire
data was reviewed for consistency and completeness before being coded, arranged, and loaded
into a computer. The data is analyzed using descriptive statistics techniques such as percentage
and frequency. These facts are given in tables and graphs to provide a concise and clear picture.
Descriptive statements, on the other hand, are used to interpret qualitative data obtained through
key informant interviews.
3.3 Data collection
This study gathered data from both primary and secondary sources. Questionnaires were issued
directly to individuals in managerial positions to collect primary data. In order to measure the
variables, 5 likert scales were utilized as a measurement in which respondents indicated their level
of agreement or disagreement. Data were obtained from books, journals, papers, and earlier
research works as part of the secondary data gathering procedure, which assisted the researcher
in expanding his or her expertise on the issue under study.
 3.4 Scope of the research
According to Kreitz (2007), diversity can be defined as any major difference that distinguishes one
human from another and reflects a wide range of overt and hidden attributes. Canas and Sondak
(2010) also demonstrated that diversity can have both primary and secondary dimensions. Race,
age, gender, physical ability, and ethnicity are discussed in the first, while socioeconomic status,
geographic location, marital status, religious affiliation, and education are discussed in the second.
To analyze the practice and issues of diversity management, this study focuses solely on age,
gender, year of experience, and educational background. According to (Wheeler, 1997), managing
diversity is an important component of a manager's work. They believed they could give significant
information for the issue and eliminated clerical personnel due to time and money constraints, as
well as the researcher's belief that they are more vital to the topic and accountable for workforce
management. In order to conduct the research on this subject, Vietnam firms were chosen as a
sample to give useful and relevant information.
3.5 Consideration of ethical issues
Ethics considerations including confidentiality and anonymity were taken into account in the
research. As a result, the participants were first informed about the study's objective and
relevance, as well as the fact that their responses would be kept anonymous and utilized
exclusively for academic purposes.
REFERENCES
Krietz, A. (2007). Best practices for managing organizational diversity. Stanford Linear
Accelerator Center, SLAC-PUB-12499, 2-8.
Cañas, K., &Sondak, H. (2010, May). Challenging and improving the teaching of diversity
management. International Journal of Diversity in Organizations, Communities and Nations,
10(2): 139-158.
Wheeler, R.D. (1997) 'Managing workforce diversity'. Tax Executive, 49(6): pp. 493.