Chaunda L. Scott - Diversity in the Workforce: Current Issues and Emerging Trends

After reading this chapter, along with completing the chapter summary questions and the case discussion questions, you will be able to:

• Define diversity in the workforce/workforce diversity, diversity, human diversity, and what workforce diversity is not
• Explain the reasons why it is important to know the history of human diversity and workforce diversity in the United States
• Describe key historical government legislations that have helped shape the practice of workforce diversity and direct related human resource development and human resource management decision making and policy
• Explain how the histories of human diversity and workforce diversity have influenced the practice of workforce diversity to date
• Describe the dynamics and dimensions of monolithic, plural, and multicultural organizations
• Explain the ways in which equal opportunities for minorities and women have improved, remained unchanged, or declined in the Unites States since the Affirmative Action and Civil Rights eras
• Describe The Trends in the Mandating, Managing, and Leveraging Diversity in the Workforce Framework 19542014 by Scott (2014)
• Explain why students and practitioners in the 21st century should study the practice of workforce diversity

In the United States, what do the terms diversity in the workforce and workforce diversity suggest? Do they just mean hiring qualified men and women in the workplace who represent different races, ages, ethnicities and, sexual orientations? Well the answer to this questions is no , because workforce diversity is not just about the above-mentioned physical characteristics and individualities in the workplace. It is much more than this. However, unfortunately, this is what many people believe workforce diversity represents.

To provide a clearer understanding of what diversity in the work-force in the United States symbolizes, this chapter describes workforce diversity as valuing the myriad of ways that leaders, business partners, employees, consultants, student workers, volunteers, customers, and visitor groups are commonly viewed as being similar and dissimilar to one another in work environments (Scott, 2012). For example, these characteristics include but are not restricted to gender; race; skin color; age; ethnicity; sexual orientation; marital status; partner status; parental status; maternal status; socioeconomic status; dialect; disability; spiritual beliefs; religious beliefs; ancestry; cultural customs, norms, and traditions; choices of cuisine; eye color; hair color and texture; style of dress; professional appearance; height and weight; educational level; professional work experience; military experience; world view; personality; knowledge, skills, and abilities; work ethic; creative talents; demeanor; mannerisms; professionalism; adaptability to change; handling stress; managing conflict; dealing with emotions; leadership style; followership style; occupation titles; occupation responsibilities; weekly schedules; seniority level; salary level; functioning in teams; functioning autonomously; cultivating a welcoming work environment; level of personal commitment; degree of professional loyalty; providing feedback; receiving feedback; delivering customer service; receiving customer service; expressing appreciation; conveying disapproval; professional interest; personal interests; life experiences; where one lives; birth place; style of living; and political views (Scott, 2012).

As shown by the extensive, and yet evolving, list of similar and dissimilar characteristics presented above, the construct of workforce diversity is one that is wide-ranging in its approach in that it acknowledges not only numerous human ways of being in work environments, but also numerous human ways of knowing, behaving, and communicating in the workforce simultaneously. The descriptive terms similar and dissimilar also play an instrumental role in the definitions of workforce diversity in that they shift the focus from just being on individual differences to include the variety of ways individuals are alike in work settings. The definitions of diversity and human diversity likewise follow the same format in that they too focus on the countless ways human beings are similar as well as dissimilar from one another throughout the world (Scott, 2012).

Moreover, by distinguishing the individuals in the workforce by their occupational and nonoccupational roles in the definition of workforce rather than just by the single term individuals more clearly helps us to better understand the types of roles that individuals from a variety of diverse backgrounds perform in the workforce. Thus, relieving the readers of this chapter in speculating what these roles are.

According to ASME Professional Practice Curriculum (n.d.), workforce diversity is not: (1) an affirmative action strategy; (2) a quota system aimed at hiring a certain number of qualified minorities and women in organization; or (3) a lack of professional standards in the workforce because qualified minorities and women are represented at all levels of the organization. Therefore, by having a clearer understanding of what workforce diversity is, and is not, in both theory and practice, new insights are offered for advancing workforce diversity in the 21st century, specifically in the areas of leadership, research and measurement, education, alignment of management systems, and follow-up (Cox, 2001, p. 19).