Data
Currently our team has the results following an IDI assessment for the class that we will be referencing to support this plan. The IDI assessment includes numerical scores for Developmental Orientation and Perceived Orientation. These two scores are taken from a likert scale assessment in which participants’ intercultural competence is measured. These two scores are then broken down into stages to determine which phase a person or groups’ intercultural competence falls into at the time of the assessment. This class’s intercultural competence orientation is currently Minimization which tells us that as a whole, we accept everyone is human and has basic commonalities. While we’re interested in the differences between groups, we have not yet demonstrated the ability to adapt to new cultural norms and are not entirely aware of how our own cultural norms are grounded. This assessment also tells us there is a gap between where our current intercultural competence stands and where we believe it stands; the orientation gap between Developmental Orientation and Perceived Orientation. This gap score shows us that we believe as a group, we believe we’re more interculturally competent than we actually are. As a whole, we believe we’re in the Acceptance stage and effectively bridging the gap between different cultures as well as understanding and adapting to differences. This report identifies the groups’ area of growth as acting upon and demonstrating the intercultural competence we believe we already have.
We plan to add to these insights presented in the IDI report by collecting further qualitative and quantitative data to measure the impact of our DE&I plan. We will reference post-plan group scores to determine a level of improvement as well as qualitative data through observations and interviews. Qualitative data through observations will also depict for us which behaviors and beliefs have specifically been affected following the DE&I plan and are potential contributors to a (hopefully) higher intercultural competence score following implementation. We’re choosing to collect and reference both qualitative and quantitative data as DE&I is multifaceted subject matter that is measured by written data, personal sentimental and behaviors in addition to growth demonstrated in numeral assessment data.
Academic Figures and Explanations
Fig. 2 Explanation:
This figure depicts a simple guide to slowly influencing and implementing change in an organization. Each change to an organization must start with leadership buy-in. With leadership support and engagement, new goals and outcomes can be defined. Much like a house blue print, starting with the major goals and then working towards the details and logistics to get there, the steps to achieve those goals can then be defined. Related to this IDI plan, we will not focus on where we’re currently lacking but rather where we want to be. Following those simple steps, we’ll then work to define steps to take for the broader group to implement to move towards our ultimate goals defined in our DE&I plan.
Fig. 3 Explanation: We can start asking questions but asking “How might we…” So the first step of Brivity & Wit’s Define and Diagnose Cheat Sheet is to Define the equitable outcomes. In the book, we see the example of an Indian university student called Rajan Patel, who saw that medical incubators were not being used because no one in that region knew how to use them and were not comfortable operating them with a baby inside. Instead, he asked “How might I make something that is similar to a medical incubator that is easier to use and more comforting?”. The second and third steps are to define the observable behaviors and diagnose the barriers. In our example, Rajan saw that no one was comfortable operating the equipment because no one was trained on how to use those machines. From there Brevity & Wit separate into three categories with three design actions. If the barrier is that there is no clear direction, targeted messaging is going to be important in the design process. If motivation is needed, experiences will help to bridge the gap. And if the issue is that the task is too confusing or hard, the system may need to be changed or ‘nudged’ in an easier direction. (Bopaiah, 2021; pp.38-40)
Fig. 7 Explanation:
This figure works us through specific targeted messaging that is key when working with an organization to gain support form a larger audience. Working through the value statements and breaking barriers so audience members are not simply nodding along with this DE&I plan but rather are engaged in the conversation will be imperative to our implementation. This messaging template will allow us to show the whole group the value in our plan. Our goal is not to create a policy that is read once and disregarded, but rather a program to engage with and this strategic messaging to best reach out audience will play a critical role in reaching our goals.
Fig 8. Explanation: This message template created by Brevity & Wit outlines the steps to creating a targeted message. First, the audience has to be identified. Followed by the value and any identified barriers. The value indicates a shared value that would be moving or important to the targeted audience. The barriers are mentioned in this message template because if we “explain the why and how” it would allow the group a better chance of “breaking through the barrier.” The remainder of the template is the Why, How and What of the message. Why is this important? How will we get this done? What are we doing this for? (Bopaiah, 2021; pp. 86-88)
Student Gains
The DE&I plan involves a technique geared at ensuring that people from diverse backgrounds feel welcome and provide them with the support they need to develop their abilities and potential in the workplace. It suggests that students seeking an MHRD can benefit from the DE&I plan in a variety of ways, including learning about issues that may affect the working environment and identifying opportunities, areas of strength, obstacles, or areas requiring more examination. Regardless of gender, ethnicity, race, or economic disparities, human resource and development professionals must create a feeling of belonging and fairness in the workplace (Evan, 2022). The DE&I plan helps students realize how diversity in the workplace can be a game changer, particularly when it comes to developing ideas that assist a business in achieving its goals. Every student studying human resources and development should include a DE&I plan since it lays the groundwork for how employees should communicate within the workplace. As a result, when students go into the workforce, the DE&I plan will help promote justice, get employees and management involved, show how important it is to include everyone and make sure everyone feels welcome.
Meta Analysis
Our cohort within HRD 8120 has a Perceived Orientation that is higher than our Developmental Orientation by 28.78 points, according to the IDI report. Why is this? Perhaps we have been influenced by various forms of media, the news and other outlets that speak of the importance of diversity and inclusion, and we believed we were all in a healthy place without putting any effort in to determine where we stand. Since the 2020 pandemic, we have been influenced by the importance of racial equity, and this could have changed our own internal perception of acceptance amongst diverse individuals, where we are afraid to be labeled as bigoted so we have gone the extreme to consider ourselves as being inclusive of everyone.
100% of our cohort are US citizens. This goes a long way in determining how we see the world. Mixing in others from various countries would have significantly changed the data in the IDI report. It is fascinating to see how things would have been different in this were more of an international MHRD program with various perspectives.
100% of our cohort are currently students. This is obvious as we are all enrolled in the MHRD program, but as students we are open to learning, contemplating and questioning what we believe and hold to be true, more than others. Those who are out of school, may not have the same drive to consider why they view things in certain ways, but we are in a student mindset of continual learning. From this, even though our Perceived Orientation was higher than our Developmental Orientation, we are still in the midst of the learning process and we have the capacity to become more intune with our own intercultural competencies.
75% of our cohort are university graduates where 25% hold an M.A degree or a graduate degree. Perhaps the 5% who are within the acceptance orientation are among those who have already completed a graduate degree (25%), and they have been exposed to more intercultural experiences as a result of their first graduate degree. Perhaps they were involved in a program that was more internationally represented, and this has impacted their own self evaluation and openness to accepting others.
DE&I Vision Statement – A.C.C.T (Accessibility. Communication, Collaboration, Trust)
How will we A.C.C.T?
Our DE&I vision is to champion accessibility, communication and collaboration, within our interactions and dealings with all people no matter their gender, sexual orientation, race, religion or place of origin. Operating in this way will allow us to be empathetic towards others while embracing the human experience.
The foundation of our DE&I vision is to embrace the differences that exist within humanity, where all are valued members of society so there are opportunities for all to thrive (Bopaiah, 2021).
We will accomplish this by focusing on the following: A.C.C.T
Achieving Accessibility –
Some of the most important inventions were created specifically for those with disabilities, and have since been embraced by those of all various levels of abilities (Bopaiah, 2021). To value accessibility is to create experiences where everyone can participate, that is at the heart of diversity – where everyone has a seat at the table. In our personal lives, both private and public, we are committed to creating an accessible world for all where no one will be excluded from any event or activity.
Caring Communication –
Words matter. In today’s world, we live in the midst of a war of information competing for our attention. We can take part in winning this war of words by removing hurtful and racist terms from our own vocabulary (Bopaiah, 2021). Inclusive language will unite those around us and create a more compassionate world. In our personal lives, both private and public, we are committed to refraining from posting inappropriate communication on social media that is both hateful and racist in nature.
Constructing Collaboration –
Collaboration within the workforce has never been more important than today, where global teams are thriving across the United States and beyond. As a result of this global shift, there is more exposure amongst people from different races, cultures and ideologies than ever before. This may be uncomfortable for some, but embracing others for who they are and having an open mind is the first step in constructing healthy and productive collaboration with others. In our personal lives, both private and public, we are committed to constructing collaboration with others around us, even if they look different than we do.
Trustful Trajectory –
Building an atmosphere of trust amongst community members is ever important in today’s world. We all have a responsibility to build relationships with those around us and that begins by promoting good faith among all members of society, where others know we will have integrity even when it is easy to cut corners or ignore proper behavior. In our personal lives, both private and public, we are committed to acting in a way that promotes being trustful and promoting good faith amongst our neighbors, where we can be counted on to act with integrity in any situation.
Goals (For the entire class)
1 Short Term Goal (30 days)
Quantitative Short Term Goal 1: Retake the IDI inventory to compare the results to the first iteration of the inventory (utilize the new IDI plan to influence each individual’s journey towards corporate normalization of DE&I initiatives).
3 Long Term Goals (12 Months)
Long Term Goal (Quantitative) 1: Administer half-year questionnaires over a span of 12 months which address personal competency for DE&I initiatives and the prevalence of them within their place of work. Utilizing probing questions which seek to uncover any barriers in the workplace’s viewpoint concerning equitable practices. The same questionnaire would be used each time to measure progress towards equitable viewpoints both individually and corporately.
Timeline: Twice a year for 12 months, every 6 months – a total of 2 questionnaires
Long Term Goal (Qualitative) 2: Monthly meetings where members of our class would have an opportunity to share how their DE&I and cultural competencies have developed over time, sharing where they started from, how they are continuing to change and where their desired destination is. Each member of the class could share their personal roadmap to success as they continue to navigate within the global workforce.
Timeline: Monthly for 12 months, once per month – a total of 12 meetings.
Long Term Goal (Qualitative) 3: Develop and implement a set of quarterly trainings utilizing the Double Loop Learning Model for continuous evaluation for process improvement. The trainings will build upon each other and focus on hot topics surrounding DE&I. We would utilize the Kirkpatrick Model to evaluate the efficacy of training value, impact and ability to implement what was learned.
Timeline: Quarterly for 12 months, once every 3 months – a total of 4 trainings at the end of each quarter – March, June, September and December.
Citations
Bopaiah, M. (2021). Equity: How to design organizations where everyone thrives. Berrett Koehler
Publishers, Inc
Evan, R. J. (2022). Diversity and Inclusion Matters: Tactics and Tools to Inspire Equity and Game-Changing Performance.
IDI Group Plan Part B
Evaluation/Scorecard Section:
Methods of evaluating intercultural competence amongst the group will be measured through self assessments, self reflections and 1-on-1 peer mentoring sessions.
IDI Assessment
To start, each member of the class would retake an IDI assessment to see what has changed since the start of our class. It will be telling regarding what has improved, stayed the same or not improved. Has the mix of guest speakers, literature and exercises made an impact or changed the minds of those in our class? It is not enough to simply look for improvement as a class if the majority are at the same place they were a few weeks ago. The goal in this stage is to find common objectives as a class that have been accomplished like being more open to equity within the workplace, our homelife and around our communities.
The hope is that our class has moved past the minimization stage into the acceptance stage, especially learning more about the importance of DEI and hearing from speakers from all walks of life, from South Africa to South Carolina. A great example of this was during the last group session where we heard from Dr. Sims in New Zealand and Dr. Banda in South Africa, speaking to a group of students about international DEI within leadership roles. Those in the class that attended the group meeting could see DEI in action where no matter one’s background, everyone had a seat at the table and was able to share in a collaborative and communicative environment.
Self Reflection
In Beyond the Business Case by Jones et al. (2013), the authors discuss the barriers to diversity training acceptance which includes participant resistance (p.56). If those attending the training are against or uncomfortable with what is being shared, how can it ever be transformational in their own lives? This is where self reflection is crucial to changing perspectives and long-held feelings towards DEI training and practices within the workplace and everyday life.
One way to address this is by understanding the connection between diversity training acceptance and a moral compass viewpoint, in which building up one’s moral perception is directly linked to making good judgements in various situations surrounding DEI initiatives (Jones et al., 2013). This connection also is relevant to each member of our class cohort where our own moral viewpoint must be challenged in order to understand where we all stand. For example, if a member of our class does not believe equity and equality are aligned with moral principles, training to build up diversity competencies will never be effective, as that introspective moral foundation is not aligned with DEI training outcomes.
Therefore, an important step for our class to take is to evaluate our own morality and how it aligns with DEI. Then, share these feelings with others and be open to have conversations about changing one’s preconceived notions towards the subject of DEI.
This ethical approach to diversity training for our class is practical and highlighted by Jones et al. (2013) as society desires fairness and justice, as well as understanding that diversity is a moral undertaking (p.57-58). If this is what is capable of humanity to champion within their lives, there is hope for each member of our class to reach that desired conclusion, no matter how difficult or damaging our upbringings may have been.
1-on-1 Peer Mentoring
Jones, K. P., King, E. B., Nelson, J., Geller, D. S., & Bowes-Sperry, L. (2013). Beyond the business case: An ethical perspective of diversity training. Human Resource Management, 52(1), 55-74. doi:10.1002/hrm.21517