Level : Chartered Qualification in HRM

Unit Code : CQ-EXPT U11

Session : Diversity and Inclusivity
Name & Index No: …………………………………………

Chartered Institute of Personnel Management Sri Lanka (Inc)

www.cipmlk.org
Chartered Institute of Personnel Management Sri Lanka
Version 01

Unit Title Diversity and Inclusivity

Level Chartered Qualification in HRM (CQHRM)

Competency Sustainability Focus

Unit Code CQ-EXPT U11

Unit Review Date 12th July 2021

Purpose and aim of the unit

This unit provides knowledge on the key concepts of Diversity and Inclusion. The unit
further provides knowledge on the significance of managing Diversity and Inclusion at the
workplace. The unit also provides knowledge on Diversity and Inclusion strategy. The unit
explains the defined values in Diversity and Inclusion. The unit explains the rationale for
managing Diversity and Inclusion, how to manage this important area and the development of
a policy for Diversity and Inclusion.

Learning Outcomes
 On the completion of this unit students will;
 Appraise the meaning and significance of managing Diversity and Inclusion.
 Evaluate the rationale in managing Diversity and Inclusion
 Analyze how to manage Diversity and Inclusion
 Evaluate the results of diversity and inclusion in line with its strategy, values, and policies
 Critically analyze the major benefits of an organization in promulgating diversity and
inclusion policies and, practices, procedures and strategies.

Assessment modes
 Case Study

Guided Learning Hours

The guided learning hours for this unit would be 03 with an additional 20 hours of self-
managed learning

Copyright © 2020 CIPM P a g e 2 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

Contents
1. Diversity and Inclusivity ........................................................................................................ 4

1.1 Definition, concepts, meaning and significance of managing diversity and inclusion .... 4

1.2 How to manage diversity and inclusion? ......................................................................... 4

1.3 Rationale for managing diversity and inclusion ............................................................... 5

1.4 Aspects of Diversity and Inclusion .................................................................................. 5

1.5 Generational Gaps ............................................................................................................ 7

1.6 Diversity and inclusion strategies .................................................................................. 10

1.7 Diversity and inclusion values ....................................................................................... 10

1.8 Diversity and inclusion policy........................................................................................ 11

1.9 Diversity networks and evaluation ................................................................................. 11

References ................................................................................................................................ 12

List of Figures
Figure 1. Dimensions of Diversity ............................................................................................. 6
Figure 2. Mind the Gap: Managing Five Generations in the Workplace................................... 7

Copyright © 2020 CIPM P a g e 3 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

1. Diversity and Inclusivity

1.1 Definition, concepts, meaning and significance of managing diversity

and inclusion

If a forest comprises a single species of tree, then the forest will not be beautiful. One the other
hand if there are a variety of trees then the forest become very beautiful. The reason is the
diversity. In a society as well as in an organization, we can see the diversity. People are different
by their age, gender, educational background, religion, nationality, caste, religion and skin
color etc. Diversity is all about differences and dissimilarities among people. Organizations
should manage diversity by recognizing the differences between people while guaranteeing
that every employee feels valued will make the employee satisfied about the job as well as feel
secure about him or herself. Ultimate result is high level of employee job performance. Let’s
have a look about the definitions of diversity and inclusion.
Yadav and Lenka (2020) wrote:

“According to Williams and O’Reilly (1998,p. 81), diversity is defined as “any attributes that
people use to tell themselves that another person is different.”

Taole (2018) wrote:

“Inclusion can be defined as both a process for, and outcome of, an understanding, acceptance
and valuing of differences among learners and youths (Whitworth 1999).”

The essence of definition about diversity is that, diversity is all about differences and
dissimilarities among people. Inclusion is accepting and identifying the worth of these
differences and dissimilarities. The view of Köllen et al., (2018) equality, diversity and
inclusion are unique concepts, but they are closely-related concepts.

1.2 How to manage diversity and inclusion?

Organizations tend to managing the diversity as some kind of morally or good organizational
practice. One method is through awareness programs make the employee aware about the
importance of diversity. There are differences between cultures, or may be generations.
Especially in the multi-national companies there are employees from different countries.
Sharing knowledge among the employees from the different backgrounds is worthwhile. Other
method is developing and implementing diversity and inclusion policies.

Copyright © 2020 CIPM P a g e 4 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

1.3 Rationale for managing diversity and inclusion

The rationale of managing diversity and inclusion is to improve the performance of a diverse
or mixed workforce and the development of employees with differences in age, gender,
ethnicity, culture, nationality and educational backgrounds. One reason for variety in the
workforce is the recruitment of migrated people. And also now there is a global tendency of
recruiting under under-represented groups and ethnic minorities.
Every employee in the organization has unique knowledge. This needs to be recognized for the
holistic development of the organization. Because of the proper management of diversity and
inclusion organizations get positive outcomes on individual-level, group-level and
organizational-level. Refer to Table 1.

Positive outcomes of diversity and inclusion

Level Outcome

Individual-level Commitment, less absenteeism, job satisfaction and reduce

turnover

Group-level -Reduce conflict

-Increase the cohesion, creativity, group performance and idea

generation.

Organizational-level Increase financial performance, productivity and

organizational image

Source Adapted: Yadav & Lenka (2020)

1.4 Aspects of Diversity and Inclusion

Definitions and significance of diversity in theoretical perspectives Diversity refers to

differences between individual characteristics and attributes that lead to a perception among
others that next person is different from self (Williams and O’Reilly, 1998). Basically, diversity
varies with different dimensions in terms of age, gender, race/ ethnicity, nationality, religion,
tenure, educational background, functional background, task skills, knowledge, attitude and
finally ranging from local preferences to boundary-crossing preferences. However, diversity
research has primary emphasized on age, gender, race/ ethnicity, tenure, functional background
and educational background (Milliken and Martins, 1996; Pelled, 1996; Williams and O’Reilly,
1998). Furthermore, Jehn et al. (1999) explored three specific types of workgroup diversity:

Copyright © 2020 CIPM P a g e 5 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

(1) social category diversity;

(2) informational diversity; and

(3) value diversity.

Social category diversity refers differences in readily detectable attributes such as age, gender
and race/ethnicity, whereas informational diversity refers differences in knowledge and
perspectives related to job oriented attributes such as tenure, functional and educational
background (Jehn et al., 1999; Tsui et al., 1992). While value diversity occurs when group
members differ in terms of values, beliefs and thought processes about their real task and goal
(Jehn et al., 1999).

Diversity

Social category Informational

diversity Diversity

Educational Functional
Age Gender Ethnicity Tenure
Background Background

Figure 1. Dimensions of Diversity

Aspects of individual diversity are cultural diversity, racial diversity, gender diversity and age
diversity are some of the aspects of individual level diversity. In every culture there are
fundamental standards. With regard to social interaction such as personal space distance, eye
contact, amount of body language displayed in public and negotiating style. Even the food
preference
changes according to the cultural diversity. For instance prefer vegetarian food.

Copyright © 2020 CIPM P a g e 6 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

In an organization employees work as teams as well. Therefore, group level diversity is also
need to be concern. There can be work groups with a dominating factor of diversity. For
instance knowledge or the area of expertise. This can be a group of engineers in a particular
organization. There can be another group of employee formed based on their religion or the
age (young employees and more matured employees).

1.5 Generational Gaps

Generational differences can include lifestyle differences and motivational differences.
Therefore, it is essential to know about the general differences. Generations in the workplace
are Traditionalists/Veterans, Baby Boomers, Generation X, Generation Y and Generation Z. In
some organizations there is no retirement age. Therefore, workforce comprise of all these
generations.

Figure 2. Mind the Gap: Managing Five Generations in the Workplace

Traditionalists/Veterans (years of birth: 1925-1942)

Copyright © 2020 CIPM P a g e 7 of 12
Chartered Institute of Personnel Management Sri Lanka
Version 01

This is the oldest generation in the workplace, although most are now retired. Members of this
generation were influenced by the Second World War among other events and have been
described as being conservative, as having a sense of obligation and as observing fiscal restraint
(Niemic, 2002). They are also likely to be stable, detail oriented, thorough, loyal and
hardworking, although they may be inept with ambiguity and change, reluctant to buck the
system, uncomfortable with conflict and reticent when they disagree (Zemke et al., 2000).
Source: Sarraf et al., (2017)

Baby Boomers (years of birth: 1943-1960)

They live to work, and respect authority and hierarchy in the workplace. Findings indicated
that the Baby Boomers are willing to wait their turn for promotions and rewards. They are also
very loyal. Seniority is more important for them. They expect their loyalty to the company to
be rewarded through promotions based on seniority. That is why job security is crucial for
them. Basically, they are very loyal to the company, and they expect the company to be loyal
to them.
Source: Sarraf et al., (2017)

Generation X (years of birth: 1961-1981)

They work to live. Their job provides the means to enjoy their life. Their life outside of work
is very important for them. They are not likely to sacrifice their life for the company. They
want to work as many hours as they have to, not a minute longer because they want to go home
and play. Seniority is not important for them. They are not willing to wait their turn for
promotion and raises. Whenever they do a good job, they expect the company to reward and
recognize them. They expect immediate recognition through title, praise, promotions and pay
(Gursoy et al., 2008). They tend to distrust big institutions and assume that every job is
temporary; every job is a stepping stone. They are not very loyal to any particular company.
They are very skeptical, self-focused and self-protective at work (Adams, 2000).
Source: Sarraf et al., (2017)

Generation Y (years of birth: 1982-1994)

Copyright © 2020 CIPM P a g e 8 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

They believe in collective action are optimistic about the future, and trust centralized authority.
They are great collaborators and favor teamwork. They are also very independent, self-
confident and self-expressive. They like to be recognized and respected because they believe
that they put so much of themselves into their work. They expect their supervisors and
managers to, at least, know their names and acknowledge their good work. This generation
believes managers should try to get to know everyone and give personal attention to each
employee. Even though they believe in collective action, they have a tendency to question
every rule because they believe rules are made to be broken. They simply reject the notion that
they have to stay within the rigid confines of a job description. They are likely to challenge
workplace norms such as dress codes, inflexibility of the standard workday and employee-
supervisor relations (Gursoy et al., 2008).
Source: Sarraf et al., (2017)

Generation Z (years of birth: After 1995)

Generation Z wants to start working as soon as they are onboard, as they are career ambitious,
and prefer real-time feedback (Gale, 2015). Considering Generation Z as the new cohort joining
the organization, their expectations from the onboarding process have to be studied. These are
a new generation that has not seen the world without the Internet, considered as the first digital
natives; they are very comfortable in collecting the information and integrating virtual and
offline experiences (Francis and Hoefel, 2018). Besides, they expect to access information and
use them before they make a decision. Generation Z wants to have a clear understanding of the
organizations’ values, vision and strategic goals.
As a generation, who had witnessed the great recession, they are more concerned about the
salary, perks, job security, work-life balance and flexibility in the workplace. Generation Z is
high on self-learning and prefers self-directed and independent learning, leveraging
technology. As part of their graduate studies, they undergo internships, showing an
appreciation for the need to bring practical skills as they begin their full-time careers. Being
the first digitally native generation, they learn the much-desired skills relevant to their jobs and
know that keeping up with technology requires ongoing learning. While they are keen on
acquiring additional skills, they also expect the new employer to equip them with the necessary
training, so they start contributing from day one.

Source: Chillakuri (2020); Armstrong & Taylor (2017).

Copyright © 2020 CIPM P a g e 9 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

1.6 Diversity and inclusion strategies

(1) Implement policies: Implement policies to maintain the diversity and inclusion in the
organization. Adhere to the anti-discrimination Act is also essential.

(2) Provide training: Provide training is very important. Especially managers should undergo
training on unconscious bias that occurs when they make judgments about employees based on
gender, religion, race or other factors without realizing that they are doing it.

(3) Form diversity and inclusion council: This council should involve in goal-setting and
implement policies on problem solving among underrepresented employee groups when doing
recruitment and selection, retaining, evaluating performance and grievance handling.

(4) Celebrate the differences: Celebrate the events and days that have a religious and cultural
significance. For example Vesak Full Moon Poya day, Christmas, Thai Pongal and Ramadan
etc.

(5) Diversity network

1.7 Diversity and inclusion values

Diversity and inclusion values lead to an organization that has a healthy environment for every
employee. Every person must value equality and fairness. And also he/she should have
tolerance, respect and benevolence.

Value equality and fairness as something morally “good,” is the view of Köllen et al., (2018).
“Equality” is assumed to be a crucial indicator for the degree of handling diversity and
inclusion in a positive and successful manner in an organization. Equal opportunities
irrespective of the educational background, gender and nationality etc is very significant.

‘Tolerance’ is “the ability to accept things you dislike or disagree with” (Pocket Oxford English
Dictionary, 2007). One reason is people differ in terms of religion, cast, nationality, age,
gender, ethnicity, values, interests, hobbies etc. Therefore, living with people of differences
can only be successful with tolerance.

Pocket Oxford English Dictionary (2007) gives a meaning for the word ‘respect’ as a feeling
of admiration for someone because of their qualities or achievements. Respect involves
admiration towards a person or thing with good qualities such as ideas, achievements or
contributions, organizations, nation and even the world. Therefore, when a particular person

Copyright © 2020 CIPM P a g e 10 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

respects another person or a thing, what it means is that he/she directs his/her earnestly
consideration to that person or thing. A person should respect the good qualities and the
contribution to the organization of another person irrespective of their nationality, education
background, age and religion etc.
According to Opatha (2010) ‘benevolence’ is kindness and helpfulness. It is the important to
understand the ways to show this virtue. The ways of showing the benevolence are,
(1) A particular person can help another unhappy or despondent person by being
sympathetic and showing condolence
(2) Give advice
(3) Provide right information
(4) Donate money and providing physical resources
What is important is being helpful in the way that is possible. In this matter, financial capability
is only one way of being benevolent, and someone who is financially feeble still can show
benevolence.

1.8 Diversity and inclusion policy

Diversity and inclusion policy should include the components given below.

 Acknowledge cultural and individual differences

 Emphasize the need to eliminate bias when doing recruitment and selection,
performance evaluation, reward and recognition and training and development
 Focus attention on individual differences
 Focus on diversity and inclusion values
 Stop distributing e-mail or messages via social media, which disrespect any ethnic
group and religion etc.
 Adhere to anti-discrimination act

1.9 Diversity networks and evaluation

Diversity networks are a widely popular practice in current organizations to promote
organizational equality. In recent years, the use of diversity networks as diversity management
instruments in organizations has increased tremendously. Diversity networks support the needs
of employees with different social identities, such as women, ethnic minorities, disabled and
young people (Dennissen et al., 2019).

Copyright © 2020 CIPM P a g e 11 of 12

Chartered Institute of Personnel Management Sri Lanka
Version 01

How successful of employees adhere to the diversity and inclusion policy can be evaluated by
employee feedback surveys. Employee grievances especially regarding unfair treatments and
discriminations also can be evaluated. Management should also concern about maintaining the
diversity among individual level, group level and organizational level. This leads to reduce
conflicts and problems, especially in terms of interpersonal relationships. Ultimate result is
increase the overall productivity of the organization.

References
Armstrong, M., & Taylor, S. (2017). Armstrong's handbook of human resource management
practice(14thed). Kogan Page Publishers.

Chillakuri, B. (2020). Understanding Generation Z expectations for effective onboarding.

Journal of Organizational Change Management.

Dennissen, M., Benschop, Y., & van den Brink, M. (2019). Diversity networks: networking for
equality?. British Journal of Management, 30(4), 966-980.

Köllen, T., Kakkuri-Knuuttila, M. L., & Bendl, R. (2018). An indisputable “holy trinity”? On
the moral value of equality, diversity, and inclusion. Equality, diversity and inclusion: an
international journal.

Opatha, H. H. D. N. P. (2010). Personal quality. University of Sri Jayewardenepura.

Pocket Oxford English Dictionary.(2007).OXFORD UNIVERSITY PRESS.

Scott, C. (2020). Managing and Regulating Commitments to Equality, Diversity and Inclusion
in Higher Education. Irish Educational Studies, 39(2), 175-191.

Taole, M. J. (2018). Diversity and inclusion in rural South African multigrade classrooms.
International Journal of Inclusive Education, 1-17.

Yadav, S., & Lenka, U. (2020). Diversity management: a systematic review. Equality,
Diversity and Inclusion: An International Journal.

Sarraf, A. R. A., Abzari, M., Isfahani, A. N., & Fathi, S. (2017). Generational differences in
job engagement: a case study of an industrial organization in Iran. Industrial and Commercial
Training.

Copyright © 2020 CIPM P a g e 12 of 12