MN5073QA: Developing Inclusive Organisations

1.

Define the concept of Inclusion. Describe how inclusion is different from Diversity and Equal Opportunities using examples?

Cultivating an atmosphere where everybody, despite differences, feels appreciated, respected, and encouraged is referred to as inclusion. No matter their ethnicity, gender, age, ability, or any other attribute, it means making sure that everyone has the same chances and resources (Hudson, 2022).

Conversely, diversity refers to the variety of differences that occur amongst individuals. It includes a broad variety of traits, such as race, religion, gender, socioeconomic background, and age, among others.

Equal opportunities refer to making sure that everyone, despite differences, has an equal opportunity to achieve their goals. It implies that irrespective of their background, all have the same chances, resources, and supports.

For example, a diverse company with individuals from many origins may nonetheless be exclusive if some workers are refused access to opportunities or resources because of their differences. Equal opportunities may not meet the various demands and obstacles that people from different backgrounds experience. Inclusion goes beyond diversity and equal opportunities.

2.

 Give three reasons why inclusivity may not lead to equality in the workplace?

There are several reasons why inclusivity may not necessarily lead to equality in the workplace:

Unconscious Bias: Even when a workplace is inclusive, individuals may still have unconscious biases that affect how they interact with others. These biases can result in unequal treatment, regardless of how inclusive the workplace is.

Unequal Access to Opportunities: Inclusivity alone does not guarantee that everyone will have equal access to opportunities, such as promotions or training. Factors such as experience, education, and networking can still create inequalities, even in an inclusive workplace.

Systemic Barriers: In some cases, there may be systemic barriers that prevent certain groups from achieving equality, such as discrimination or unequal pay. While inclusivity can help address these issues, it may not be enough to overcome deeply rooted systemic barriers.

1.

Explain the weaknesses of the ‘liberal’ approach for creating diversity and change in education and organizations in the UK? Provide some examples.

Due to systemic inequalities, the "liberal" approach to fostering diversity and change in UK organisations and education makes the false assumption that all individuals have the same starting position and access to opportunity. It can also promote tokenism since it places more emphasis on individual success than on systemic change. Tokenism examples include companies filling quotas for diversity by recruiting a token number of people from underrepresented groups without addressing the root causes of prejudice (Huziej, 2022). Realizing and addressing structural injustices as well as challenging pre-existing power structures and institutions are crucial for bringing about true and long-lasting change.

2.

Outline the strengths and weaknesses of the Equality Act 2010? Critically assess how the Equality Act of 2010 improves individuals’ protection from discrimination in the workplace?

The Equality Act of 2010 sets up an extensive framework for safeguarding persons against discrimination based on protected characteristics such as age, colour, gender, disability, belief, and sexual orientation ()Mason and Minerva, 2022). The Act's comprehensive coverage of many sorts of discrimination, emphasis on encouraging equality and diversity, and mechanisms for legal remedies and enforcement are among its many virtues. However, there are certain flaws, like a lack of understanding in certain areas, for example the concept of indirect discrimination, as well as the intricacy of the legal system, which may be hard for people to navigate.

The Act mandates companies to adopt proactive measures to avoid harassment and discrimination, such as offering training and accommodations for workers with disabilities to improve people's protection against such behaviour in the workplace. Moreover, by streamlining the legal procedure and broadening the definition of protected characteristics, it facilitates the filing of discrimination cases by people. Generally, the Equality Act of 2010 has made a substantial contribution to the promotion of diversity as well as equality at work, but more needs to be done to guarantee that all individuals are treated equally and with respect.

1.

What is the Business case for diversity management in the workplace? Give examples of positive arguments for Business diversity in organizations?

A diverse workforce may contribute a variety of viewpoints and experiences, which can boost creativity, innovation, and productivity, according to the business case for diversity management in the workplace (weforum.org, 2019). Organizations may boost staff morale and retention levels by fostering an inclusive and welcoming atmosphere for people from all backgrounds. A varied staff may also aid businesses in better understanding and serving a diverse clientele.

The potential to tap into new markets, enhanced adaptation to changing surroundings, and improved decision-making processes are a few examples of benefits of business diversity in firms. A multinational corporation, for instance, can profit by hiring personnel from many nations and cultures in order to better comprehend and cater to its diverse clientele. Similar to this, having a diverse team may aid firms in identifying possible dangers and possibilities that a more homogenous team could have missed.

2.

What are the criticisms of Business case diversity? Why despite diversity policies, are women who work flexibly/and or part-time under-represented in senior management in organizations?

Critics of the business case for diversity argue that it reduces diversity to a matter of economics, overlooking the moral and ethical imperatives of creating a fair and inclusive workplace. They argue that diversity should be valued for its own sake, rather than simply as a means of improving the bottom line.

Despite diversity policies, women who work flexibly and/or part-time are underrepresented in senior management in organizations due to several factors, including unconscious bias and a lack of access to informal networks and mentoring opportunities. Many organizations still have a traditional view of leadership and prioritize full-time availability and long hours, making it difficult for individuals with caregiving responsibilities to advance to senior positions. Additionally, stereotypes about women's leadership styles and capabilities can also contribute to their under-representation in senior management roles.

1.

Explain the rationale for segregation in the labour market using either economic or sociological theories?

Segregation in the labor market can be explained by both economic and sociological theories. Economic theory suggests that employers use observable characteristics such as race, gender, and age as proxies for unobservable characteristics such as productivity and work ethic. This leads to segregation in the labor market as employers make assumptions about the performance and productivity of certain groups based on stereotypes, rather than actual ability. Sociological theory suggests that individuals and groups seek to maintain their position in society by limiting access to resources and opportunities to those who share their social characteristics. This leads to segregation in the labor market as individuals from certain social groups face barriers to entry or advancement due to discrimination or lack of access to opportunities (Tonoyan, Strohmeyer and Jennings, 2020).

2.

How do cultural capitals (Bourdieu, 1986) reproduce class privilege in education and the workplace?   Give three examples using a cultural capital.

According to Pierre Bourdieu's theory of cultural capital, certain cultural knowledge, skills, and practices are valued and rewarded in society, and those who possess them have an advantage in education and the workplace. Cultural capital can be passed down from generation to generation and can reproduce class privilege (Claussen and Osborne, 2013).

For example, parents who have knowledge of the arts and humanities and can afford to expose their children to cultural events and activities are passing on cultural capital. Similarly, being able to speak a second language or having knowledge of certain etiquette and manners are also forms of cultural capital that can provide advantages in the workplace. Another example of cultural capital is possessing a degree from a prestigious university, which can give an individual an advantage in the job market over those who attended less prestigious institutions.

1.

 Explain how Intersectionality offered a different approach compared to the traditional feminist perspective in the US?  

Theoretical framework known as intersectionality was developed in the US in the late 1980s and early 1990s in response to the limits of conventional feminist viewpoints. The classic feminist viewpoint tended to emphasise gender as the main axis of oppression and neglected the ways that other kinds of identity and oppression, like race, class, and sexuality, interact with gender (Nash, 2008).

By realising that people may experience numerous types of oppression at once and that these various forms of oppression are interrelated and cannot be comprehended in isolation, intersectionality provided an alternative perspective. For example, a Black woman may experience discrimination on the basis of both her race and gender, and these two forms of oppression cannot be disentangled from one another. Intersectionality has been an important tool for highlighting the experiences of marginalized groups and advancing more inclusive and nuanced understandings of social justice issues.

2.

Define an Inequality regime according to Acker (2006)?  Give two examples, of how an inequality regime (Acker, 2006) makes invisible and legitimate; gender, race or class inequalities in an organization?

An inequality regime, according to Acker (2006), is a set of behaviours, rules, and procedures used by an organisation to establish and sustain gender, racial, or class disparities (Olofsdotter, Bolin and Mathiassen, 2023). Such regimes are frequently covert and given legitimacy by widely held presumptions and beliefs. Policies that reward employees for putting in long hours, for instance, may unintentionally harm individuals who must take care of others, like parents, and entrench gender and class disparities. Similar to this, discrimination against members of disadvantaged groups may be sustained through recruiting practises that rely on arbitrary standards like "culture fit." In both examples, the inequality regime operates invisibly and legitimizes gender, race, or class inequalities within the organization.

1.

 Explain Hakim’s (2006) preference theory?   Do all women with children or caring responsibilities, make a choice to give up their career? How does this differ from Ackers (2006) ‘unencumbered male performance standard’? Discuss using examples.

Hakim's (2006) preference theory posits that women's choices to work or not work are primarily influenced by their personal preferences, rather than systemic barriers. She argues that women fall into three groups: work-oriented, family-oriented, and adaptive women who balance both. This theory suggests that not all women with caring responsibilities give up their career, and some may choose to prioritize their career over family commitments (Leahy and Doughney, 2006).

On the other hand, Ackers' (2006) 'unencumbered male performance standard' suggests that the current work culture is structured around the expectations and capabilities of unencumbered men, and this creates difficulties for women with caring responsibilities (Kokot-Blamey, 2021). This theory implies that women who prioritize their family commitments may face barriers to career advancement and may ultimately have to give up their careers.

For example, a working mother who is highly motivated to advance in her career may prioritize her job over her family responsibilities, while another mother may choose to focus on her family and leave her career. However, if the workplace culture is structured around the unencumbered male performance standard, then both women may face similar obstacles to career advancement, and this may ultimately limit their choices.

2.

Undertake a Diversity Audit of an organization. Either one you know of; or using the internet to get information. For example, company reports.

The international consumer products corporation Unilever is dedicated to workplace inclusion, equity, as well as diversity. To combat racism and discrimination, they have designed an Equality & Inclusive Advancement Framework and identified key areas of under-representation. Throughout its management, Unilever has maintained a gender balance. The firm employs gender-balanced succession planning as well as balanced slates in recruiting to encourage gender diversity, and senior female representation has climbed to 31%. By 2025, the firm wants 5% of its employees to be individuals with disabilities. To that end, it is gathering employee self-reported data on disability and striving to make its technology and website more accessible. A vibrant LGBTQI+ network within Unilever supports education and community development. A more thorough evaluation of the organization's diversity and inclusion initiatives would be possible with more details on the proportion of racial and ethnic minorities in the firm, especially at the senior level (unilever.com, 2023).

1.

Define social class.  Explain how cultural capitals reproduce class privilege in education and, work in the UK?  Give examples of inequalities exacerbated by recent Covid 19 in the UK?

The term "social class" refers to a hierarchical structure that divides people or groups into categories according to their level of social, economic, and cultural capital. Upper class, middle class, and working class are the three main social class categories in the UK. Class advantage in school and the workplace is significantly reproduced by cultural capitals including education, knowledge, skills, and social networks. Those from wealthy origins, for instance, have more access to cultural capital, which can result in higher educational achievement and better employment opportunities.

Inequalities already present in the UK have been made worse by the Covid-19 epidemic, with underprivileged groups suffering more serious health and financial repercussions. For instance, low-income families have experienced higher rates of job loss and financial hardship due to the pandemic. Additionally, the shift to remote learning has highlighted disparities in access to technology and reliable internet, further disadvantaging students from lower socioeconomic backgrounds.

2.

Why does the merit argument not enable social mobility and, equal the career ‘trajectories’ in the professions? Discuss by applying theories of class, race and gender inequalities to entry stage and senior management levels in the elite UK professions.

According to the merit argument, people should be rewarded for their talents and accomplishments rather than their social status. This argument falls short, though, since it ignores the significance of structural disparities like class, race, and gender, which prevent social mobility and equalise career paths in the workforce. The entrance stage and senior management levels of the prestigious UK professions, where people from rich origins have an edge, mirror these disparities. For instance, research indicates that a lack of cultural and social capital prevents people from the working class from entering elite professions. Similar to how coloured people and women are frequently subjected to racism in the workplace, which hinders their ability to advance in their careers.

1.

 Define the terms migrant and race. Explain the differences between the two.

A migrant is someone who relocates, either permanently or temporarily, from one nation or region to another. It is a phrase used to define someone's immigration status.

Contrarily, race is a social construct that classifies people or groups according to physical and cultural traits including skin colour, facial features, and lineage. The societal as well as cultural identities that people or groups have are referred to as their race.

The primary distinction between the two is that whereas race relates to a person's social and cultural identity, migrant refers to a person's position as a migrant. While a person's migratory status may vary over time, their race is a trait that tends to remain constant and is influenced by things like lineage and physical characteristics.

2.

Define positive discrimination and positive action? How could positive action policies, eradicate race discrimination for recruitment and promotion in organizations? Provide your suggestions.

Positive discrimination is the practice of providing preferential treatment to members of a disadvantaged group, in order to address historical inequalities and promote diversity. In contrast, positive action refers to taking initiative to find and eliminate obstacles that keep individuals of underprivileged groups from taking advantage of possibilities in work, education, or other sectors (dundee.ac.uk. 2023).

Organizations should implement positive action policies including focused outreach to underrepresented areas, mentorship and training programmes for varied talent, and setting diversity objectives for hiring and promotion to eliminate racial discrimination in recruiting and promotion. Organizations should also work to foster an inclusive culture where all workers feel appreciated and have equal access to chances for advancement.

1.

 Define age discrimination according to the Equality Act, 2010.

Age discrimination, as defined by the Equality Act of 2010, is when someone is treated unfairly or differently depending on their real or perceived age. This encompasses both direct discrimination, where one person is regarded less favourably than another according to their age, and indirect discrimination where a practise or policy that is applied to all people has an unjustifiably negative effect on a specific age group. The law also shields people from age-related harassment and abuse in connection with complaints or age discrimination lawsuits. Age discrimination is not permitted in the workplace, in schools, or when providing products, services, or performing public duties (Benn, 2020).

2.

What are the hidden, invisible age barriers older workers face which lead to discrimination for access to jobs? What HR diversity policies would you recommend to change age discrimination in employment?

When looking for jobs, older employees may encounter covert and invisible age obstacles. These might include misconceptions about their aptitude for picking up new skills, a reluctance to engage in their education, and ideas that they may have greater expectations for their salaries or be less flexible to emerging technology.

HR diversity policy could cover the following to address age discrimination in the workplace:

• Offering senior employees, the chance to upgrade their knowledge and abilities through training and development.
• Utilising diversified interview panels or blind resume screening to ensure that age prejudice is not present in the recruiting and selection procedures.
• Fostering intergenerational collaboration and mentoring, as well as age diversity at work.
• Allowing for flexible scheduling to meet the demands of elderly workers.
• Utilising training and awareness-raising campaigns to combat ageist attitudes and actions in the workplace.

These laws can support inclusive workplace environments that recognise the contributions of all employees, regardless of age, and minimise age discrimination.

1.

How does the Equality Act 2010 prevent discrimination against LGBT workers?

Employees in the UK who identify as LGBT (lesbian, gay, bisexual, and transgender) are protected from discrimination under the Equality Act 2010. The law forbids victimisation, harassment, and direct and indirect discrimination in the workplace and during vocational training on the basis of sexual orientation or gender reassignment. Moreover, it mandates that companies make reasonable modifications in order to meet the requirements of transgender workers. The law guarantees that same-sex couples have the same legal rights as opposite-sex couples by prohibiting discrimination based on marriage or civil partnership status. Generally, the Equality Act of 2010 guarantees that LGBT employees have legal protection from harassment and discrimination at work (Hunt et al., 2019).

2.

Define disability.  Explain the differences between visible disabilities and invisible disabilities with examples?

Disability is defined as a physical or mental impairment that significantly and permanently impairs a person's capacity to carry out their usual day-to-day activities.

Visible disabilities are disabilities that are immediately noticeable to others, such as using a wheelchair, walking with crutches, or having a visible physical deformity. Examples of visible disabilities include amputations, blindness, and cerebral palsy.

Invisible disabilities, on the other hand, are disabilities that are not immediately noticeable to others, such as chronic pain, mental health conditions, or learning disabilities. Examples of invisible disabilities include depression, anxiety, dyslexia, and fibromyalgia (Kelly et al., 2023).

The main difference between the two is that visible disabilities are immediately noticeable, while invisible disabilities are not. It is important to note that both visible and invisible disabilities can have a significant impact on an individual's daily life and may require accommodations to enable full participation in society.

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• Claussen, S. and Osborne, J., 2013. Bourdieu's notion of cultural capital and its implications for the science curriculum. Science Education, 97(1), pp.58-79.
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