Diversity as Polyphony: Reconceptualizing Diversity Management from a Communication-Centered Perspective

Trittin, Hannah; Schoeneborn, Dennis

doi:10.1007/s10551-015-2825-8

Cited by 68 publications

(56 citation statements)

References 136 publications

(265 reference statements)

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“…This conversational approach to managing diversity is consistent with the work of Trittin and Schoeneborn (2015) who argue that diversity should be reconsidered as a plurality of voices that find expression in organizational settings. While these theories provide useful frameworks for considering the management of diversity, their application will benefit from a better understanding of the psychological dynamics of diversity and its downstream consequences.…”

Section: Literature Reviewsupporting

confidence: 75%

“…On this basis, some have argued that the general discourse needs to move beyond discussing diversity in the abstract and start to specify the ways in which organizations can leverage diversity for positive effect (Davidson, 2011;O'Leary & Weathington, 2006). Others have offered a communicative approach to managing diversity that encourages the expression of diverse voices (das Neves & Mele, 2013;Trittin & Schoeneborn, 2015). Our findings suggest that when we are aiming to leverage diversity through specific communication practices and frameworks, we need to appreciate how diversity practices can present social dilemmas or tradeoffs between group and individual interests.…”

Section: Discussionmentioning

confidence: 99%

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To Disclose or Not to Disclose: The Ironic Effects of the Disclosure of Personal Information About Ethnically Distinct Newcomers to a Team

2017

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Recently, scholars have argued that disclosure of personal information is an effective mechanism for building high-quality relationships. However, personal information can focus attention on differences in demographically diverse teams. In an experiment using 37 undergraduate teams, we examine how sharing personal information by ethnically similar and ethnically distinct newcomers to a team affects team perceptions, performance, and behavior. Our findings indicate that the disclosure of personal information by ethnically distinct newcomers improves team performance. However, the positive impact on team performance comes at a cost to the newcomers, who are perceived as less competent by others and experience heightened social discomfort in team interactions. Ironically, what benefits the ethnically diverse team may undermine its ethnically distinct members. This study highlights how the management of diversity may sometimes require making tradeoffs between individual interests and those of the team.

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Section: Literature Reviewsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 99%

To Disclose or Not to Disclose: The Ironic Effects of the Disclosure of Personal Information About Ethnically Distinct Newcomers to a Team

2017

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“…The topic of diversity management comes to be an essential issue in contemporary discussions of theory and practices of history education. In a broadly understanding, diversity management tackles the issues of the observable and invisible differences, such as diversity of race, gender, opinions, and societal discourses (Ivancevich & Gilbert, 2000;Trittin & Schoeneborn, 2017;Zanoni & Janssens, 2004). The main idea of diversity management is to provide an organizational strategy and principles that uphold diversity as an asset to achieve the welfare of society (Gilbert, Stead, & Ivancevich, 1999;Mathews, 1998;Thomas, 1990).…”

Section: Managing Diversity In History Learning Based On the Perspectmentioning

confidence: 99%

“…In this articulation, the differences among people are situated on the moral and psychological attributes of an individual. This articulation takes a different stance from the standard definition of diversity, which is ordinarily perceived based on personal attributes (Mannix & Neale, 2005), cultural-demographic attributes (Cox, 1991;Tasheva & Hillman, 2018), surface and deep level attributes (Harrison, Harrison, & Shaffer, 2018;Harrison, Price, & Bell, 1998), or other attributes came from societal discourses (Ivancevich & Gilbert, 2000;Trittin & Schoeneborn, 2017;Zanoni & Janssens, 2004). The main difference between the framework of Kakawin Ramayana and the common definition of diversity management is about the prioritization of human moral and ethical differences.…”

Section: Active Altruism and Diversity Managementmentioning

confidence: 99%

Managing Diversity in History Learning Based on the Perspective of Kakawin Ramayana

Abidin¹,

Laskar²

2020

Hist Stud J

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This research aims to build a framework of diversity management in history learning based on the reinterpretation of diversity from the perspective of Kakawin Ramayana. The authors used a critical hermeneutic approach to interpret the texts of Kakawin Ramayana, especially in the texts of Prěthiwi and Aṣṭabrata. The text of Prěthiwi and Aṣṭabrata implicitly elucidates that diversity should be acknowledged based on the moral and ethical attributes of an individual. There are no spaces for arbitrary prejudices based on social identities, such as ethnicity, race, or even religiosity and political affiliation. The findings of the research show that the framework of diversity management in history learning can be built by creating three layers: (1) inclusive curriculum, (2) alternate narratives in learning materials and history textbooks, and (3) teacher and students’ attitude of multi-perspectivity. The history curriculum has to accommodate inclusiveness by acknowledging social and psychological diversity. Along with the inclusive curriculum, history textbooks should provide alternate narratives in the form of personal or biographical history as the third way to counter the grand narratives and present the multi-narratives in learning history. Teachers and students have to accept multi-perspectivity as the representation of diversity in history learning. The authors believe that these layers of diversity management can provide a prolific understanding of diverseness and its relativity in history learning in which diversity could not be merely observed in the societal term but also the personal parameter. Penelitian ini bertujuan untuk membangun kerangka manajemen keberagaman dalam pembelajaran sejarah berbasis reinterpretasi kebhinekaan dari perspektif Kakawin Ramayana. Penulis menggunakan pendekatan hermeneutik kritis untuk menafsirkan teks Kakawin Ramayana, terutama dalam teks Prěthiwi dan Aṣṭabrata. Teks Prěthiwi dan Aṣṭabrata secara implisit menjelaskan bahwa keberagaman harus diakui berdasarkan atribut moral dan etis seseorang. Tidak ada ruang untuk prasangka sewenang-wenang berdasarkan identitas sosial, seperti etnis, ras, atau bahkan religiusitas dan afiliasi politik. Hasil penelitian menunjukkan bahwa kerangka kerja manajemen keberagaman dalam pembelajaran sejarah dapat dibangun dengan membuat tiga lapisan: (1) kurikulum inklusif, (2) narasi alternatif dalam materi pembelajaran dan buku teks sejarah, dan (3) sikap guru dan siswa. multi-perspektif. Kurikulum sejarah harus mengakomodasi inklusivitas dengan mengakui keragaman sosial dan psikologis. Seiring dengan kurikulum inklusif, buku teks sejarah harus memberikan alternatif narasi berupa sejarah personal atau biografis sebagai cara ketiga untuk melawan narasi besar dan menyajikan multi narasi dalam pembelajaran sejarah. Guru dan siswa harus menerima multiperspektif sebagai representasi keberagaman dalam pembelajaran sejarah. Penulis percaya bahwa manajemen keanekaragaman ini dapat memberikan pemahaman yang produktif tentang keanekaragaman dan relativitasnya dalam pembelajaran sejarah di mana keanekaragaman tidak dapat hanya diamati dalam konteks masyarakat tetapi juga level pribadi.

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“…An organization's with diverse customers can greatly benefit from age diversity because it activates a smooth communication process (Trittin and Schoeneborn, 2015). The customer service section is amongst the most important sections where active communication process is required (Martin and Nakayama, 2015).…”

Section: Effective Communicationmentioning

confidence: 99%

Searching for Common Threads: Understanding the Role of Age Diversity in Organizational Performance

Mande¹

2019

theijbm

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Diversity Cox (2001) defines workforce diversity as the variation of social and cultural identities among people existing together in a defined employment or marketing setting. William and O'Reilly (1998) also defines workforce diversity as the degree of heterogeneity among team members on specified demographic dimensions, their theory aiming to explain how such heterogeneity affects team processes and performance. Thomas and Ely (1996) explains that workforce diversity should be understood as the varied perspectives and approaches to work, that members of different identity groups bring. They add that it refers to the coexistence of employees from various social-cultural backgrounds within the company. Workforce diversity therefore requires a type of organizational culture in which each employee can pursue his or her career aspirations without being inhibited by age, gender, race, nationality, religion, physical ability or other factors that are irrelevant to performance (Bryan, 1999). Employee diversity is therefore a concept that recognizes the benefits to be gained from differences. It differs from equal opportunity, which aims to legislate against discrimination, and it assumes that people should be assimilated into the organization, and often relies on affirmative action. Thus managing diversity means understanding its effects and implementing behaviors, work practices and policies that respond to them in an effective way (Cox, 2001). 1.2. Workforce Diversity Management According to Scott and Byrd (2012) workforce diversity management has emerged as a power strategy for handling diversity issues. Valuing and managing diversity is becoming more and more essential for delivering higher level of performance and creativity, enhancing problem solving and decision making. Scott and Byrd (2012) citing Roosevelt (1990) argue that workforce diversity management does not mean containing, controlling or stifling diversity rather it means management recognizing the utility of every feature of diversity and tapping the potentials. Evans and Henry (2007) on the other hand defined workforce diversity management as a planned methodical commitment of an organization to attract, recruit and retain a heterogeneous group of people. Managing workforce diversity means enabling employees to make use of their full potentials by making the work environment an equitable. Organizational leaders are therefore responsible for creating effective diversity policies and ensuring its implementation. To effectively manage workforce diversity means they must work to ensure that unfair discriminations are eliminated within the work environment (Robbins and Judge, 2013). Top executives play the role of communicating the value of diversity and a

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Diversity as Polyphony: Reconceptualizing Diversity Management from a Communication-Centered Perspective

Cited by 68 publications

References 136 publications

To Disclose or Not to Disclose: The Ironic Effects of the Disclosure of Personal Information About Ethnically Distinct Newcomers to a Team

To Disclose or Not to Disclose: The Ironic Effects of the Disclosure of Personal Information About Ethnically Distinct Newcomers to a Team

Managing Diversity in History Learning Based on the Perspective of Kakawin Ramayana

Searching for Common Threads: Understanding the Role of Age Diversity in Organizational Performance

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