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The Role of Multicultural Competence and Emotional Intelligence in Managing Diversity
Abstract
Using a 360 degree feedback instrument, multicultural competency was shown to predict managerial effectiveness. Managerial scores on emotional intelligence predicted others' perceptions of multicultural competency as well as self-awareness. Managers who scored higher on the Interpersonal and Stress Management factors of emotional intelligence were rated higher on multicultural competence. Under-raters were rated by others as most successful, followed by accurate raters, and over-raters. Implications for future research and organizational diversity training are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
... Diversity awareness. Diversity awareness is a means of the self-awareness of diversity regarding minority ethnic, gender, and racial groups and a degree of the development of multicultural competencies that are important factors for having diverse business organizations (Chrobot-Mason & Leslie, 2012). Managers or leaders within any business organization must develop competencies to successfully perform managing or leading diverse organizational members in multicultural organizations (Chrobot-Mason & Leslie, 2012). ...
... Diversity awareness is a means of the self-awareness of diversity regarding minority ethnic, gender, and racial groups and a degree of the development of multicultural competencies that are important factors for having diverse business organizations (Chrobot-Mason & Leslie, 2012). Managers or leaders within any business organization must develop competencies to successfully perform managing or leading diverse organizational members in multicultural organizations (Chrobot-Mason & Leslie, 2012). However, multicultural competencies may not predict that managers or leaders will successfully perform managing or leading diverse organizational members. ...
... However, multicultural competencies may not predict that managers or leaders will successfully perform managing or leading diverse organizational members. The reason here is that organizations inadequately view diversity and lead failure in improving minority group representations and supporting such organizational members; which, could lead to resistance for changes (Chrobot-Mason & Leslie, 2012) or creating climates of change. However, action research and feminist action research still attempts to address these issues. ...
Climates of change within business organizations are the foundation for insight into the challenges that accompany changes. Business organizations’ members should possess extensive knowledge of their climates of change during organizational changes and the effect of the characteristics of gender, race/ethnicity, and years on the job to successfully implement change. The rationale for this dissertation study was to extend knowledge in psychology, including industrial/organizational (I/O) psychology because of the gap in the literature, field, and specialization concerning the effect of gender, race/ethnicity, and years on the job characteristics on climates of change. Using this study answered the research question such as: when the variable of gender is held constant, will there be significant differences in the linear variate consisting of cohesion (COH), politicking (POL), and trust in leadership (TLE) due to the main effect of race/ethnicity and years on the job? The methodology of this study was quantitative with a non-experimental design. With a sample size (N) of 57, the population and sample were United States (U.S.) white-collar business professionals, above age 18, that self-identified as male or female full- or part-time supervisory or nonsupervisory business professionals, that worked in an office or virtual environments; with at least one year of corporate experience. Conducting this study resulted with a three-way multivariate analysis of variance (MANOVA) with descriptive statistics and means of linear variate for hypothesis testing. The MANOVA results indicated no significant findings regarding an effect of gender, race/ethnicity, and years on the job characteristics on an organizational climate of change. There were no significant differences in the linear variate consisting of COH, POL, and TLE due to the main effect of either gender, race/ethnicity, or years on the job. The recommendation is for further research on this topic as explained at the conclusion of this dissertation study.
... Diversity Awareness is the self-awareness of diversity and Chrobot-Mason and Leslie (2012) posited that the awareness of one's level of multicultural competency development may be a significant factor of accomplishment in diverse working environments (Chrobot-Mason & Leslie, 2012). ...
... They proved this by conducting a study with a sample size of 299 participants that contained 27% women and 73% men while 4% were Asian or other, 4% were Hispanic, 4% were African-American, and 87% were White (Chrobot-Mason & Leslie, 2012). 19% of the participants were presidents of top chief executives, 23% were upper-middle level managers, 53% were senior-level managers that worked in either in financial, governmental, human and health services, transportation, manufacturing, or educational organizations (Chrobot-Mason & Leslie, 2012). The study results provided empirical evidence that for managers to be successful multicultural workplaces they needed to develop skills to manage the diversity of employees (Chrobot-Mason & Leslie, 2012). ...
... Also, there was a favorable correlation between multicultural ratings on competencies and ratings on promotion potential, leadership ability, and job performance, and an unfavorable correlation with foreseeable derailment (Chrobot-Mason & Leslie, 2012). Despite the results of the study, participants adamantly detailed that multicultural skills did not predict success in organizations. ...
This integrative project integrates the critical factors of the discussion of perceptions of diversity climate in organizations by using the competencies related to the specialization of industrial/organizational (I/O) psychology. To provide a comprehensive research proposal appropriate for I/O psychology that builds upon and combines each section of this project. The research proposal used a quantitative study to investigate if organizational members' perceptions of diversity climate impact how they value organizations. The study had a sample size of 384 participants from different organizations throughout the Charlotte metropolitan area of North and South Carolina and used two validated and reliable survey instruments based on 5-point Likert-type scales. That is to investigate the relationship of perceptions of diversity climate impact how they value organizations. The results support a statistical significance that higher perceptions of diversity climate lead to a higher value of organizations.
... Diversity awareness. Diversity awareness is a means of the self-awareness of diversity regarding minority ethnic, gender, and racial groups and a degree of the development of multicultural competencies that are important factors for having diverse business organizations (Chrobot-Mason & Leslie, 2012). Managers or leaders within any business organization must develop competencies to successfully perform managing or leading diverse organizational members in multicultural organizations (Chrobot-Mason & Leslie, 2012). ...
... Diversity awareness is a means of the self-awareness of diversity regarding minority ethnic, gender, and racial groups and a degree of the development of multicultural competencies that are important factors for having diverse business organizations (Chrobot-Mason & Leslie, 2012). Managers or leaders within any business organization must develop competencies to successfully perform managing or leading diverse organizational members in multicultural organizations (Chrobot-Mason & Leslie, 2012). However, multicultural competencies may not predict that managers or leaders will successfully perform managing or leading diverse organizational members. ...
... However, multicultural competencies may not predict that managers or leaders will successfully perform managing or leading diverse organizational members. The reason here is that organizations inadequately view diversity and lead failure in improving minority group representations and supporting such organizational members; which, could lead to resistance for changes (Chrobot-Mason & Leslie, 2012) or creating climates of change. However, action research and feminist action research still attempts to address these issues. ...
Climates of change within business organizations are the foundation for insight into the challenges that accompany changes. Business organizations’ members should possess extensive knowledge of their climates of change during organizational changes and the effect of the characteristics of gender, race/ethnicity, and years on the job to successfully implement change. The rationale for this dissertation study was to extend knowledge in psychology, including industrial/organizational (I/O) psychology because of the gap in the literature, field, and specialization concerning the effect of gender, race/ethnicity, and years on the job characteristics on climates of change. Using this study answered the research question such as: when the variable of gender is held constant, will there be significant differences in the linear variate consisting of cohesion (COH), politicking (POL), and trust in leadership (TLE) due to the main effect of race/ethnicity and years on the job? The methodology of this study was quantitative with a non-experimental design. With a sample size (N) of 57, the population and sample were United States (U.S.) white-collar business professionals, above age 18, that self-identified as male or female full- or part-time supervisory or nonsupervisory business professionals, that worked in an office or virtual environments; with at least one year of corporate experience. Conducting this study resulted with a three-way multivariate analysis of variance (MANOVA) with descriptive statistics and means of linear variate for hypothesis testing. The MANOVA results indicated no significant findings regarding an effect of gender, race/ethnicity, and years on the job characteristics on an organizational climate of change. There were no significant differences in the linear variate consisting of COH, POL, and TLE due to the main effect of either gender, race/ethnicity, or years on the job. The recommendation is for further research on this topic as explained at the conclusion of this dissertation study.
... Successful diversity management requires not only leading others but also managing oneself. In diversity management, multicultural competence (respecting varying backgrounds and viewpoints) and managers' EQ were evidenced as essential competencies (Chrobot-Mason and Leslie, 2012;Clark and Polesello, 2017). Particularly the following competencies can be given specific emphasis (Gilbert et al., 1999;Chrobot-Mason and Leslie, 2012;Ramthun and Matkin, 2012;Clark and Polesello, 2017): ...
... In diversity management, multicultural competence (respecting varying backgrounds and viewpoints) and managers' EQ were evidenced as essential competencies (Chrobot-Mason and Leslie, 2012;Clark and Polesello, 2017). Particularly the following competencies can be given specific emphasis (Gilbert et al., 1999;Chrobot-Mason and Leslie, 2012;Ramthun and Matkin, 2012;Clark and Polesello, 2017): ...
Purpose
In today’s corporate world, effective management of diversity is a critical business and social imperative. This paper aims to identify relevant issues connected to diversity training and suggest course content that can be useful in corporate and academia while offering diversity training.
Design/methodology/approach
The authors have conducted a literature review on primary aspects connected to diversity training. Specifically, papers published in recent times are given focus to come up with relevant diversity training content and other connected concerns.
Findings
In this paper, the authors focus on how academicians and practitioners can develop an effective diversity training initiative, based on some of the critical nuances discussed in the literature. Suggested training content includes sensitivity, awareness, behavioral approach, policy guidelines and diversity impact analysis. This training content can further be customized based on the corporate context where the training is to be delivered.
Originality/value
Based on the literature review, the paper suggests a holistic diversity training program that is hopefully going to be useful for both practitioners and academicians.
... For mentors in their roles as organizational leaders, the ability to work across a spectrum of dimensions of social identities is a must-have skill set. Chrobot-Mason and Leslie [43] suggest a number of beneficial outcomes that leaders with high levels of multicultural competence provide to an organization: they may be skilled at minimizing potential conflict that arises from increased diversity; they may show greater creativity; and they may explore alternative solutions more. ...
... A leader who is purposeful in creating an inclusive work culture will acknowledge different holidays and celebrations; ensure diverse team representation; and review organizational policies to identify potential biases. Chrobot-Mason and Leslie "predict that multicultural competency will be viewed as an important determinant of managerial success in the global workplace" [43]. ...
The extensive body of literature on mentoring has largely ignored the developmental needs of mentors themselves. This conceptual and practice-oriented paper asks mentors and others to consider the needs of mentors who may or may not arrive ready to deal with the challenges of being effective mentors. The authors ask: how should mentors think about their own growth and development? Drawing on a broad spectrum of academic literatures, three frames are proposed for guiding mentors’ thinking about themselves and four practices to spur their continuous improvement. The three frames are a simultaneous dual focus on people and tasks as mentors exercise leadership; an inclusive mind-set that works across the multidimensionality of identities in others and themselves; and a keen sense of the threats and rewards of managing the perceptions of others. We recommend the use of four practices for self-examination: engage in structured self-reflection; participate in standardized assessments to see others and one’s self differently; build peer support among colleagues; and ask for feedback in concrete terms. We conclude by offering the benefits and challenges as mentors engage in the difficult work of acquiring in-depth self-awareness.
... According to Chrobot-Mason and Leslie (2012), managers who have interpersonal and stress management skills will effectively respond to opportunities and challenges in a socially diverse work environment, showing a higher multicultural competence. The findings of this empirical research validate the claim that managers must develop emotional and diversity skills for working in today's work environment. ...
... However, the findings also show that managers do not perceive multicultural skills as one of the most important predictors of organizational success. This finding suggests that organizations still appreciate and reward individuals who have efficient core management skills and underestimate skills that foster diversity (Chrobot-Mason and Leslie, 2012). ...
Free access at:
http://www.emeraldinsight.com/eprint/BJCWDBBPBWJ8ZRQPFJ59/full
Purpose
The purpose of this paper is to explore how cultural intelligence (CQ) and emotional intelligence (EI) can assist with navigating the complexities associated with diversity in the workplace.
Design/methodology/approach
This paper was developed through a comprehensive literature review related to the constructs of EI and CQ.
Findings
The authors focused on the conceptualization and evolution of the intelligence types as reflected in the literature, examine research that connects the intelligence types with issues of the workplace, and its contributions when used in a diverse workplace for improving organizational outcomes and access and inclusion of underrepresented cultural and social groups.
Originality/value
This paper explores the constructs of EQ and CQ and specifically the value the constructs may provide to individuals and organizations. Further, means of developing CQ and EI are discussed
... The tourism literature notably reflects the importance of soft skills over hard skills for the service industry (Haven-Tang & Jones 2008;Marneros et al., 2023;Sisson & Adams, 2013). Soft skills are considered of vital importance for entrepreneurship (Lamineet al., 2014;Daniel et al., 2017;Koc, 2020), innovation (Cobo, 2013), multicultural competence (Chrobot-Mason & Leslie, 2012), diversity awareness (Devile et al., 2023), emotional intelligence (Chrobot-Mason & Leslie, 2012;Emmerling & Boyatzis, 2012), employability (Chan, 2011;Taylor, 2005;Wang & Tsai, 2014;Zwane et al., 2014) or sustainability (Kiryakova-Dineva et al., 2019;Mooney et al., 2022). ...
The research presents the results of a quantitative survey of senior managers’ evaluation of proficiency of employees’ social skills completed in 2019 within the framework of the Next Tourism Generation Alliance, a European Commission funded project. The current and future levels of proficiency, social skills gaps and training are assessed. The sample includes 1404 respondents from organisations across eight countries in Europe in five tourism and hospitality sectors (hospitality, food & beverage, tour-operators, visitor attractions and DMOs). Results show significant country-based differences and variations according to the type of organisation, operational sector and organisation size. The required future levels of the social skills are strongly related to their current levels. Two clusters are identified based on the management perceptions of employees’ social skills gaps. Respondents in the first cluster (N=871) see only small gaps between the current and required future proficiency levels of social skills in their organisations while respondents in the second cluster (N=533) perceive much larger gaps. The findings indicate a need to develop holistic social skill training and education which supports quality customer experiences and sustainable tourism criteria.
... Managerial effectiveness has an influence on multicultural competence (Chrobot-Mason & Leslie, 2012). Achieving success in growing religious multicultural education must consider the factors that support and manage education. ...
Conflicts that occur in the school environment as the dynamics of a multicultural society. Shaping the character of students' multicultural education is the main responsibility of a teacher. The objectives of the study are 1) To find and explain the role of Islamic Religious Education teachers in fostering religious attitudes in multicultural society in schools; 2) To find, understand, and explain the strategy of Islamic Education teachers in implementing multicultural values in schools; 3) To find, understand, and explain what are the obstacles faced by Islamic Religious Education teachers in implementing multicultural education in schools. This research is qualitative descriptive analysis with depth interview method. Data were obtained from interviews with 25 teachers from various subject areas at Cirebon 2 State High School, West Java, Indonesia. The positive role of the teacher can be seen in the attitude of fostering religious awareness and multicultural attitudes in schools by providing religious lessons. The strategy of Islamic religious education teachers in growing religious multiculturalism through sustainable character education learning. The obstacles faced by some education teachers are religious fanaticism, teachers cannot control the implementation of daily interactions and different levels of student awareness.
... However, Crowne's [79] found that cultural exposure in all forms impacted cultural intelligence, while it had no impact on emotional intelligence. Also, Chrobot-Mason and Leslie [80] in research require multicultural competence, and emotional intelligence to deal with diversity. With this statement, further research recommendations need to look at the relationship between multicultural intelligence, multicultural competence, and emotional intelligence. ...
This study aims to explore whether there is arelationship between gender, GPA, and multiculturalstudents towards emotional intelligence in STADcooperative learning in class. In this research, emotionalintelligence indicators include self-introducing,self-control, motivation, empathy, and social skills. Toachieve the objectives of the study, the researchers chose aquantitative approach using Statistical Package for theSocial Sciences (SPSS) assistance. The participants were70 students (26 male & 44 female) from the Jaffray Schoolof Theology in Makassar, Indonesia, who had diverseethnic backgrounds. To analyze the data, researchers usedthe ANOVA statistical test. The results of data analysisshow that gender differences do not determine: (1)emotional intelligence, (2) GP does not learn the increasein emotional intelligence, and (3) the relationship betweenethnic backgrounds consisting of eleven tribes does notdiffer on emotional intelligence. Except for one indicator,namely, self-control is different among the eleven tribes.Gender differences and student GPA did not affectemotional intelligence. Student self-control differs from astudent's response to diversity in the classroom andovercoming learning problems. This differs from theresearch on intellectual intelligence, which is influenced byGPA, gender, and multiculturalism
... However, Crowne's [79] found that cultural exposure in all forms impacted cultural intelligence, while it had no impact on emotional intelligence. Also, Chrobot-Mason and Leslie [80] in research require multicultural competence, and emotional intelligence to deal with diversity. With this statement, further research recommendations need to look at the relationship between multicultural intelligence, multicultural competence, and emotional intelligence. ...
Cite This Paper in the following Citation Styles (a): [1] Ivan Th. Abstract This study aims to explore whether there is a relationship between gender, GPA, and multicultural students towards emotional intelligence in STAD cooperative learning in class. In this research, emotional intelligence indicators include self-introducing, self-control, motivation, empathy, and social skills. To achieve the objectives of the study, the researchers chose a quantitative approach using Statistical Package for the Social Sciences (SPSS) assistance. The participants were 70 students (26 male & 44 female) from the Jaffray School of Theology in Makassar, Indonesia, who had diverse ethnic backgrounds. To analyze the data, researchers used the ANOVA statistical test. The results of data analysis show that gender differences do not determine: (1) emotional intelligence, (2) GP does not learn the increase in emotional intelligence, and (3) the relationship between ethnic backgrounds consisting of eleven tribes does not differ on emotional intelligence. Except for one indicator, namely, self-control is different among the eleven tribes. Gender differences and student GPA did not affect emotional intelligence. Student self-control differs from a student's response to diversity in the classroom and overcoming learning problems. This differs from the research on intellectual intelligence, which is influenced by GPA, gender, and multiculturalism.
... Models incorporating emotional intelligence for diversity typically focus on cultural differences. 'Cultural intelligence' (Offermann and Phan 2002;Thomas 2006;Crowne 2013), 'multicultural competency' (Chrobot-Mason 2003;Chrobot-Mason and Leslie 2012) and 'intercultural competency' (Lloyd and Hartel 2010;Leung et al. 2014) all describe learned skills and abilities in interacting with culturally diverse colleagues and work environments. The emphasis on maintaining positive emotionality is evident in Lloyd and Hartel's (2010) intercultural competence framework which includes training and developing employee's cognitive ability to identify different cultures, affective competency to manage emotions of self and other, and behavioural skills to act in positive and appropriate ways. ...
Emotions are increasingly incorporated into organisational diversity management initiatives to address some of the challenges said to arise from workforce diversity. Yet few studies have looked at the impact that this emphasis on managing emotions has on minority group struggles for equality, inclusion and justice. We examine this issue in a hospital workplace within a District Health Board located in the bicultural, multi-ethnic and settler colonial context of Aotearoa / New Zealand. Through analysis of diversity training documents and interviews with senior-level managers, we found that the use of emotionality individualised responsibility for inclusive diversity to healthcare workers and maintained the privileged emotions of the white majority. This obscured the structural issues that (re)produce exclusion and inequities.
... However, what separates this study from Crowe's (2013) and other works is that this study attempts to examine the level of change a diversity awareness course has on emotional intelligence instead of just examining the linkage between diversity and emotional intelligence scores. Chrobot-Mason and Leslie (2012) found similar results to those presented by Crowe (2013). The results of the Chrobot-Mason and Leslie (2012) study also found a linkage between a person's emotional intelligence scores and his/her multicultural competence. ...
Soft skills are typically referred to as the attributes exhibited or contained by an individual that display his/her ability to interact with others. Two types of soft skills that are often discussed within the hospitality industry are diversity awareness and emotional intelligence. Diversity may be explained or defined as a state of unlikeness, the conditions of being different, and all things that make us different. Areas where differences may exist include race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political affiliation and emotional reaction. Emotional intelligence (EI) has been defined as the ability to perceive, understand, regulate, and harness emotions in the self and others. How one deals with emotion is one characteristic that varies from culture to culture. Research has shown that EI may be a contributing factor in a moment of truth being considered a failure or success. The purpose of this study was to examine if undergraduate student EI scores change after completing a diversity issues course. Students completed the Assessing Emotions Scale on the first class day. At the conclusion of the 15-week course covering approximately 20 diversity issues concepts students completed the same EI assessment. Paired sampled t-testing was conducted to determine whether mean differences existed when comparing post and pre-course scores. Results of this study suggest that certain components of EI are significantly changed after taking the diversity issues course.
... Similarly, Watson, Johnson, and Zgourides (2002) found that although diverse teams focused more in their initial stages on managing interpersonal differences than nondiverse teams, they subsequently outperformed them. More recently, an investigation involving managers at the Center for Creative Leadership indicated that higher levels of multicultural competence correspond with higher levels of individual job performance, promotion, and leadership ratings (Chrobot-Mason & Leslie, 2003). Together these findings demonstrate the importance of employees understanding diversity and its potential workplace impact. ...
Managers must understand, embrace, and leverage the demographic differences among their employees if they are to succeed in today's multicultural organizations. Thus, diversity management competency (DMC) has become a necessity. Two tools for developing DMC among students during their business education are the provision of diversity content and structured contact with dissimilar others. This article reviews and integrates research from several literatures in the context of Raelin's (1997) model of work-based learning to assist faculty in developing diversity courses.
Exclusion is the process by which some people are left out/excluded from a group or situation. It can also be described as an incident/s where an individual is ostracised, with associated feelings of alienation and of being sidelined. In the workplace, exclusion has significant effects on a person’s relationships, opportunities, and career journey.
Inclusion, on the other hand, is at the heart of an individual’s psychological needs: the need to belong, to be treated with dignity and respect, to experience a sense of autonomy, competence, self-confidence and self-esteem, and to have a meaningful existence. According to Maslow’s (1943) hierarchy of needs, once people have satisfied their physiological needs for food, shelter and safety, we turn our attention to love and a sense of belonging, feeling valued and ultimately, self-actualisation. Understanding what people’s needs are, and what motivates them, are central to any successful organisational practice. As a consequence, inclusivity and integration in the workplace contribute greatly towards securing those values of human dignity and respect, equality, freedom, and psychological well-being that give people’s lives direction and meaning. Our research explores the stories of the research respondents with regard to experiencing the opposite – feeling excluded, alienated, marginalised, and discriminated against, and we explore the psychological-, behavioural- and organisational effects of their lived experiences.
While some progress has been made towards building a more inclusive society, this research finds that we are still far from achieving the human rights goals espoused since the dream of equality was voiced by great leaders worldwide. The COVID-19 pandemic has further shone a light on the consequences of unequal access and disparate resources for sustaining societies around the globe – and exposed how systemic divisions have been exacerbated. The United Nations 2030 agenda report describes social exclusion as a state in which individuals are unable to participate fully in economic, social, political and cultural life, and it underscores the conditions leading to the state of exclusion. It is evident that despite some action to provide legal protection from discrimination for certain groups or individuals, people continue to experience exclusion. The respondents in this research shared that, even though their fight against dehumanisation continues, there is an increased amplification on deculturalisation and defeminisation.
Correspondingly, affirmative action, has somewhat improved levels of diversity in many organisations, but it has not resulted in individuals necessarily feeling fully accepted or credibly included. The consequence of this is that many employees attempt to acculturate to the dominant/prototypical culture in a company, thereby sacrificing their authenticity. For instance, economic minorities and the less organisationally-powerful may aspire and attempt to change their accents, suppress their own heritage, cultures and interests, engage in skin whitening and straighten their hair to more closely resemble the dominant and economically powerful white, and largely, male group in senior organisational positions. This deculturalisation results in tension within their own psyche, leading to guilt as a result of abandoning their heritage, causing continuous struggles to find congruency between personal values and behaviours, and even leads to the splitting of personalities to form dual or multiple identities within these individuals.
The research respondents also continue to struggle with workplace gender inequality, having cited examples ranging from conscious sexual harassment and sexist jokes to ‘unconscious’ bias and microaggressions and micro-insults ̶ where colleagues discriminated against the research respondents without ‘apparently’ even realising it. Such exclusion has led to numerous psychological and behavioural effects ranging from discomfort and withdrawal to paranoia and depression, all of which had repercussions for productivity and led to delays and even retrogression in the career aspirations for the research respondents. It has also led to defeminisation ̶ where a few research respondents adopted typically masculine behaviours to advance their career paths to more senior and executive roles, to break through the glass ceiling and to simply cope in a male-dominated environment.
This research uncovered a number of additional reasons for employees feeling excluded, ranging from not being deemed traditionally attractive or tall enough, to educational background and socio-economic differences. These are unprotected differences (unprotected by country laws), and those who experience them do not have the legal authority to challenge such discriminatory behaviour. Many are silenced by shame because their colleagues do not experience the same daily challenges and do not experience being atypical/minority or different from the currently dominant group in management and leadership positions. This research presents an opportunity to turn up the volume of their voices, having adopted a hermeneutic phenomenological methodology to form theory and share their lived experiences (voices) with the reader.
While some company executives may balk at the idea of spending more time and effort on integrating and engaging staff, it is helpful to point out that, in addition to legal considerations – the costs of litigation for workplace bullying and harassment, brand damage, poor industrial relations and ultimately future difficulty in attracting prospective talent are issues resulting in great cost to the company and are critical for the long-term sustainability and success of the company. It is clear that there are many business advantages to ensuring an inclusive work environment. Happy workers are more productive, and companies with more diverse management teams have been shown, on average, to achieve 19% higher revenues. In general, greater diversity has been shown to reduce work errors and the need for rework, companies enjoy enhanced reputations, greater access to untapped talent, and access to and a greater understanding of new markets and stakeholders. These benefits are dampened when marginalised individuals and groups focus their efforts more towards adapting and assimilating to the dominant culture of the organisation.
Research respondents shared ways in which people could be made to feel more included. Workplace initiatives to deconstruct and redress historic power through progressive policies and procedures, managing risks and ensuring legal compliance, encouraging coherence between individual and organisational value systems, and providing resources and opportunities for employees to engage in deep, personal work around self-awareness and self-management, can promote inclusion from all levels of the organisation (top-down and bottom-up). Greater flexibility in working conditions (remote vs. office working vs. hybrid) for employees could also allow for more effective balancing of family and care roles with work, as well as provide for more effective social distancing and safety, and can result in greater engagement and an increased feeling of well-being on the part of the employee.
While company training programmes and policies can be effective in promoting inclusion, simple initiatives can also go a long way to make co-workers feel included. By becoming more attuned to identifying people who are feeling excluded, we can ensure greater inclusivity. For example, recognising if some co-workers are unable to join colleagues for a meal out due to financial or personal time constraints, or identifying colleagues who may feel excluded at drinks at a pub as it contravenes their religious practices or personal preferences, and subsequently accommodating for these individual differences can trigger greater inclusion. Instead, opting for a cup of coffee or having a chat in the office kitchen or canteen can allow more co-workers to join in and actively be included.
Legislation for protecting marginalised groups exists, and the responsibility for inclusion shifts from the government to leaders and, ultimately, to us. For example, by offering/arranging a lift for someone who may need to take unsafe and unreliable public transport when working late on a project for instance, shows an understanding of intersectional experiences in the workplace. It is this awareness and compassion that allows one to recognise colleagues who are excluded, and any positive act in response to their feelings of exclusion, can trigger a team to gel and outperform those who do not.
The goal of this study is to understand the role of financial technology in the
development of Indian economy. Further investigation provides that there is a paradigm
shift in the way day-to-day transactions are made after the Fintech boom. India has
traditionally been a cash dependent economy, with majority of the transactions still
happening based on paper money. However, Fintech is changing the way Indian
consumer and businesses are transacting. Fintech has empowered the economic
development by enhancing speed, accuracy, affordability, transparency and
convenience of our day-to-day financial transactions. Today, Fintech business models
have covered practically most of the areas such as investing, payments, managing,
financing, insuring, and real estate among others. The key success factors are customer
service orientation and manifestation of services in transparency, efficiency, low costs
and user friendliness as well as accessibility and speed.
Fintech offers great opportunities for governments, from making the financial systems
more robust and competitive, to deepen access to financial services for the unbanked/
under-banked population. However, these opportunities should be coupled with
cautious and stable infrastructure to meet the potential threats to consumers and
investors. This paper studies the various opportunities and challenges faced by Fintech
in India.
The purpose of the paper is to analyse the available literature on Tourism Sector in the new normal, to bring all the literature relating to the topic in one paper. This shall act as a basis for future researchers. 381 research papers published in journals are reviewed. Diagrammatic and tabular representation is made wherever necessary. A conceptual model is proposed based on the available body of literature that focuses on the tourism sector in the new normal.
Technology is evolving day by day. Artificial intelligence, Machine learning,
Blockchain, Cloud computing, Big Data analytics, Automation, Robotics are the
buzzwords today. These evolving technologies adopted in every arena being it a
corporate or personal life. Through technology people can get relax, play games, do
Business etc. as per their ease and convenience. Corporate are more eager to use
technology in their business to provide easy, fast and more affordable services to their
customers. Financial companies are not an exception to this. The paper titled
“Disruptive Technologies Revolutionizing Finance Industry” is an effort to explore the
use of technologies in finance industry and also to discuss trends and directions in
financial technologies. This paper will cover various aspects starting with an
Introduction to Financial Technology, Evolution of Financial Technology,
Technologies used in Financial Industry, Indian Fintech Industry: Key enablers and
challenges and lastly the Future path of Financial Technology.
In India, the mobile phone revolution has changed several aspects of life, especially the business of advertising and marketing. Influencer marketing on social media using endorsements and product mentions from influencers that was earlier confined to celebrities and bloggers has grown bigger. Brands are re-imagining their businesses of marketing their products/services by building communities and roping in normal people as content creators. Instagram, YouTube and Facebook are becoming an instant hit allowing people to share reels, pictures/videos instantly. Influencers are people with a huge follower base on some or all of the social media platforms and brands are increasingly roping in these influencers to create a pull in the market for their products/services. These thought leaders create content to influence the idea of people online.
Due to Corona pandemic all sectors of businesses shifted to online platforms, for their survival. Increased level of online shopping was seen due to imposed lockdowns and social distancing. Online shopping has number of advantages but there are certain disadvantages associated with the same and hence it’s important to be cognizant of such consequences. Cheating and frauds are the major concern of online buying and hence awareness should be created amongst the online shoppers. The study aims at exploring the disadvantages of online shopping. 120 respondents were surveyed from the city of Pune to collect their view about the disadvantages of online shopping.
Regarded as Open Internet Order, earlier, Net neutrality is based on the notion of how fairly is it used i.e. there should be no blocking, throttling or paid prioritization. This facility makes sure that the traffic is operated on fairly on the basis of content and not the origin. This study is based on understanding the impact of net neutrality and on the Indian internet users. This research aims to assess the ability of net neutrality to maintain continuous internet speed and random locations of Mumbai. To find out the common notion of 4G users regarding the affordability of data services and to assess browsing experience of Indians and how does Net Neutrality impact this experience. In the study a consistent internet speed across various Indian Telecom operators after the implementation of net neutrality was found. Internet users expressed their agreeableness on the affordability and quality of the browsing experience of 4G service.
This Conference Proceedings volume contains the written versions of most of the contributions presented during the Second International Conference on Fostering Resilient Business Ecosystems and Economic Growth: Towards the Next Normal. Like in the previous year, it took place online from April 27-29, 2022. The Conference provided a setting for discussing recent developments in various topics, including Marketing, OB & HRM, Entrepreneurship, Strategic Management, Operations Management, Economics, Public Policy, Business Analytics, International Business, Finance, and Accounting. The Conference has been a good opportunity for participants from 100s of Institutes from India and abroad. The inclusion of Keynote speeches in every track presentation has been highly appreciated, even for the speakers' efforts to present the ideas and methods in a lively and accessible way. We want to thank all participants for their contributions to the Conference program and their contributions to these Proceedings. Many thanks go to Soetomo University, Indonesia and AIMS, in collaboration with whom we have organized the International Conference for the second time in a row.
Zusammenfassung
Im folgenden Kapitel werden die Themen Diversity und Diversity Management aus forschungs- und anwendungsbezogener Perspektive behandelt. Zu diesem Zweck wird als erstes die Relevanz von Diversity Management in zunehmend heterogenen Gesellschaften und Unternehmen beschrieben. Das Kapitel verdeutlicht dabei, dass Diversity als ganzheitliches Konzept wahrgenommen und implementiert werden muss, um die Potenziale von Vielfalt tatsächlich nutzbar zu machen und Diskriminierung zu verhindern. Um die Relevanz dieses Ansatzes zu verdeutlichen, werden Prädiktoren, Zusammenhänge und mögliche positive sowie negative Auswirkungen von Diversity im Unternehmen vorgestellt und diskutiert. Anhand aktueller Erkenntnisse aus der Forschung wird dargelegt, wie Diversity Management in Organisationen erfolgreich umgesetzt werden kann und warum die Forschung dazu insbesondere top-down Führung und Diversity Beliefs betrachtet. Darüber hinaus wird ein praxisorientiertes Modell vorgestellt, das dabei helfen kann, Bereiche mit Entwicklungsbedarf zu bestimmen und Maßnahmen in ihrer Wirksamkeit zu bewerten.
A könyv olyan modelleket foglal össze, melyek hasznosak lehetnek érzékenyítő tréningeket tartó szakembereknek. A merítés széleskörű, nem csak tréningmódszerre vonatkozó modellek szerepelnek benne, hanem egyes modellek fókuszában a kultúrák megismerése, kultúrközi kommunikáció, társas kategorizáció, EQ, és az attitűdváltozás ösztönzése áll. Közös pont ezekben az érzékenyítő tréningek tervezése és kivitelezése során nyújtott inspirációs lehetőség.
The workforce is becoming more diverse with the increasing number of mature workers delaying retirement and working beyond the legal retirement age. Retaining mature workers in organizations can be challenging. Training leaders and managers in diversity intelligence (DQ) has the potential to lead to better and more effective supervision of diverse employees. Competent and skilled managers and leaders who are trained in DQ will be more able to help in the attracting, retaining, and balancing mature workers. The chapter proposes using the three learning processes of enactive, iconic, and symbolic from Bruner's discovery learning theory to teach leaders and managers DQ. The learning outcome is that managers will become mentors and coaches who are equipped to use goal-oriented and transformative processes to supervise the independent, motivated, and proactive adult workers.
Building on Emotion Regulation Theory, we examine the role of an exporter’s emotional intelligence (EI) in enhancing the quality and boosting the long-term orientation of the working relationship with its import buyers. Using data gathered from 262 Greek exporters, we confirm that the proper use of EI helps to improve trust, commitment, cooperation, and satisfaction in the relationship with their importers, which subsequently contribute to its long-term orientation. This favorable effect of EI on relationship quality dimensions is amplified when exporters deal with importers located in countries with cultures characterized by low power distance, low individualism, low masculinity, high uncertainty avoidance, and high (national) long-term orientation.
The workforce is becoming more diverse with the increasing number of mature workers delaying retirement and working beyond the legal retirement age. Retaining mature workers in organizations can be challenging. Training leaders and managers in diversity intelligence (DQ) has the potential to lead to better and more effective supervision of diverse employees. Competent and skilled managers and leaders who are trained in DQ will be more able to help in the attracting, retaining, and balancing mature workers. The chapter proposes using the three learning processes of enactive, iconic, and symbolic from Bruner's discovery learning theory to teach leaders and managers DQ. The learning outcome is that managers will become mentors and coaches who are equipped to use goal-oriented and transformative processes to supervise the independent, motivated, and proactive adult workers.
Die zunehmend heterogene Zusammensetzung von Unternehmen ist eine Folge des demografischen Wandels und der Internationalisierung von Wirtschaftsbeziehungen. Der Umgang mit dieser Vielfalt, das Diversity Management, ist notwendig, um Nachteile und Benachteiligungen zu verhindern und Chancen zu nutzen. In vielen Organisationen werden verschiedene Aspekte eines Diversity Management in den unterschiedlichsten Organisationsbereichen bereits bearbeitet, ohne dass explizit von Diversity Management gesprochen wird. Dieses Kapitel hat zum Ziel, die Begriffe Diversity, Diversity Management und die entsprechenden Prädiktoren vorzustellen.
Die Globalisierung hat eine starke Intensivierung von interkulturellen Begegnungen und Kontakt zur Folge. Gerade im Bereich der Wirtschaft steigen damit die Anforderungen an professionelle und zielgerichtete interkulturelle Teamarbeit und Führung. Unternehmen agieren weltweit und fordern eine gute Personalauswahl und eine gute Personalentwicklung. Das Ziel dieses Kapitels ist es, die Arbeit, Organisationsprozesse und Teamarbeit aus kulturvergleichender und interkultureller Perspektive zu betrachten.
Despite the critical importance of emotional intelligence in effectively interacting with other people, its role has been overlooked in scholarly research on cross-border interorganizational relationships. Drawing on emotion regulation theory, the authors propose a model that conceptualizes links among exporters’ emotional intelligence, key behavioral dimensions characterizing the atmosphere of the relationship with import buyers, and the resulting relational performance. They test the model with data collected from 262 Greek exporters using structural equation modeling. The results indicate that higher levels of exporter emotional intelligence enhance communication and social bonding with the importer while diminishing distance and conflict in their working relationship. Relational performance is positively influenced by communication and social bonding but negatively affected by distance and conflict. The results also reveal the moderating effect of both opportunism and interpartner incompatibility on the association between the exporter’s emotional intelligence and the behavioral atmosphere of the relationship with import buyers.
In many organizations, diversity management is practiced at departmental level without explicitly labelling it as such. That said, diversity management is more than bringing various groups together, e.g. generations, men and women, or people from different cultural backgrounds. This article presents an overview of diversity management in the organizational context and critically reviews the relevant literature from the perspective of the Aristotelian thought virtues.
Das Thema Diversity rückt in der Bundesrepublik Deutschland immer weiter in den Mittelpunkt, so dass auch zahlreiche Medien über dieses Thema berichten. Beispielsweise wird in dem Artikel „Vielfalt in der Belegschaft zahlt sich aus“, der im Jahre 2012 in der Zeitschrift Zeit erschienen ist, über Diversity und deren Vorteile in der Belegschaft berichtet. Allerdings macht der Artikel „Der Staat verschläft die Integration“ von Nicole Sagener deutlich, dass der Staat sich mit den Verbesserungen bezüglich des Zugangs von Migranten zum Arbeitsmarkt noch schwer tut.
The Problem
Although more women have been entering the workforce in the past few decades, this progress has not readily been seen in the field of aviation. Indeed, of all current U.S. corporate and commercial pilots, women only account for 6%. Through a diversity intelligence (DQ) perspective, the authors explore the experiences of women pilots to identify ways of increasing female representation in male-dominated fields in general and in aviation in particular. Via a phenomenological qualitative research approach, a total of 33 female pilots were surveyed and an additional 20 participated in a one-on-one interview. NVivo qualitative data analysis software was used, employing an inductive constant comparative method to develop categories.
The Solution
Results indicate that female pilots face significant gender-related roadblocks to their careers. Human Resource Development (HRD) practitioners can help organizations increase DQ to recruit and retain women in nontraditional occupations and industries. Increasing DQ would create a more welcoming environment for both women and minorities. It would also address cultural and organizational issues such as tacit and subtle discrimination, increase the presence of role models, provide support systems, and assist with cultural change to eliminate the good old boy mentality.
The Stakeholders
Industry leaders, women, and HRD professionals.
The discourse in this presentation is about how talent can be viewed as appropriate techniques and explicit practices enhanced by experience useful in the value creation system. Talent can be deconstructed to progress the necessary efficacy in organization. A limited literature is drawn to understand the role of structures and technology in the value creation process. Value is created anytime an action is taken for which the benefits exceed the costs, or the moment an action can be prevented for which the costs exceed the benefits. A co-constructed competency model can be initiated to comprehend a systemic approach to enhancing performance and the design of strategy to retain talent and nurture the skillfulness and knowing necessary in boosting yields in diversified entities.
Este estudo de caso, de natureza qualitativa, objetivou investigar os fatores intervenientes na formação de competências gerenciais. Para tanto, foram entrevistados 14 empregados participantes do Programa de Desenvolvimento Gerencial para potenciais gestores da Unidade de Serviços Compartilhados de uma empresa brasileira atuante no ramo de energia integrada. Os resultados apontaram que os fatores intervenientes derivam de três categorias inter-relacionadas: o Conceito de Unidade de Serviços Compartilhados as Competências Gerenciais Requeridas e o Processo de Formação das Competências Requeridas. Para a formação de Competências Gerenciais, foram valorizadas as atividades práticas e vivenciais, o papel dos gerentes atuais e a necessidade de avaliação e feedback.
Palavras-chave: Competências. Desenvolvimento gerencial. Centros de Serviços Compartilhados. Formação de competências.
Emotional intelligence (EI) is a divisive topic for many individuals interested in the subject of leadership. Whereas practitioner-oriented publications have claimed that EI is the sine qua non of leadership, academics continue to discuss EI's relevance for understanding leadership emergence, behavior, and effectiveness. Here we critically review recent empirical evidence to constructively frame what has become a contentious debate about the relevance of EI. We also identify unresolved issues and highlight future research directions that may promote our understanding of EI's role for leadership. We close with a practical discussion of possible applications of EI in leadership education, training, and development.
Purpose
This paper aims to present some findings from a wider study into effective command, leadership and management in the British Royal Navy (RN). Its aim is to increase understanding of two types of self‐awareness, emotional and congruent, and their relationship to job performance and personality.
Design/methodology/approach
The sample consisted of 261 Officers and Ratings in the Royal Navy. Performance was established through the organisation's own rigorous appraisal process, while personality and competency data were gathered through the use of the Occupational Personality Questionnaire (OPQ) and the Leadership Dimensions Questionnaire (LDQ). Two difference measures were computed to assess the congruence of self‐other assessment (d1) and degree of under‐ or over‐rating (d2).
Findings
The results demonstrate that self‐evaluation of own performance (from LDQ) was significantly correlated with appraised (actual) performance. Hierarchical regression showed that both d scales explain significant variance in appraised performance, especially the d2 measure which accounted for 47 per cent. The findings establish the first empirical relationship between congruent/public (self‐evaluation) and emotional/private (self‐consciousness) self‐awareness and performance.
Research limitations/implications
Measures of self‐awareness were derived from the three data sets described, not from a separate measure. The findings relate to a single organisation and need to be replicated more widely.
Practical implications/implications
The results of this study suggest that emotional/private and congruent/public self‐awareness are related to each other and that the latter is significantly related to effective performance. The findings have implications for manager and officer assessment, selection and development.
Originality/value
Given the broad employment contexts of previous studies into external/congruent and internal/emotional self‐awareness and performance, the findings and improvement applications discussed in this paper could have practical implications for many other organisations.
The purpose of this investigation was to develop a conceptually grounded scale to assess cognitive aspects of color-blind racial attitudes. Five studies on the Color-Blind Racial Attitudes Scale (CoBRAS) with over 1,100 observations provide initial reliability and validity data. Specifically, results from an exploratory factor analysis suggest a 3-factor solution: Unawareness of Racial Privilege, Institutional Discrimination, and Blatant Racial Issues. A confirmatory factor analysis suggests that the 3-factor model is a good fit of the data and is the best of the competing models. The CoBRAS was positively related to other indexes of racial attitudes as well as 2 measures of belief in a just world, indicating that greater endorsement of color-blind racial attitudes was related to greater levels of racial prejudice and a belief that society is just and fair. Self-reported CoBRAS attitudes were sensitive to diversity training. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A great deal of research has focused on work group diversity, but management scholars have only recently focused on inclusion. As a result, the inclusion literature is still under development, with limited agreement on the conceptual underpinnings of this construct. In this article, the authors first use Brewer’s optimal distinctiveness theory to develop a definition of employee inclusion in the work group as involving the satisfaction of the needs of both belongingness and uniqueness. Building on their definition, the authors then present a framework of inclusion. Their framework is subsequently used as a basis for reviewing the inclusion and diversity literature. Potential contextual factors and outcomes associated with inclusion are suggested in order to guide future research.
Purpose
The purpose of this paper is to describe a framework for conceptualizing the role of emotional and social skills in effective leadership and management and provides preliminary suggestions for research and for the development of leader emotional and social skills.
Design/methodology/approach
The paper generalizes a dyadic communications framework in order to describe the process of emotional and social exchanges between leaders and their followers.
Findings
The paper shows how emotional skills and complementary social skills are essential for effective leadership through a literature review and discussion of ongoing research and a research agenda.
Practical implications
Suggestions for the measurement and development of emotional and social skills for leaders and managers are offered.
Originality/value
The work provides a framework for emotional and social skills in order to illustrate their role in leadership and their relationship to emotional and social intelligences. It outlines a research agenda and advances thinking of the role of developable emotional and social skills for managers.
A model is presented that traces the origins of the anxiety people experience when interacting with outgroup members to fear of negative psychological or behavioral consequences for the self and fear of negative evaluations by ingroup or outgroup members. Prior relations between the groups, intergroup cognitions, the structure of the situation, and personal experience are hypothesized to determine the amount of anxiety that participants in intergroup interactions experience. It is proposed that high levels of intergroup anxiety amplify normative behavior patterns, cause cognitive and motivational information-processing biases, intensify self-awareness, lead to augmented emotional reactions, and polarize evaluations of outgroup members. Regression analyses of data from Hispanic students indicate that high levels of intergroup anxiety are associated with low levels of contact with outgroup members, stereotyping of outgroup members, and assumed dissimilarity to outgroup members.
This study examined relationships between two models of self-other rating agreement and leader effectiveness. Using differences between self- and subordinate ratings, managers (N = 2,056) were first categorized into four groups: over-estimators (who rated themselves higher than others rated them); under-estimators (who rated themselves lower than others rated them); in-agreement/good raters (whose self-ratings were favorable and similar to the ratings of others); and, in-agreement/poor raters (whose self-ratings were unfavorable and similar to the ratings of others) (Atwater & Yammarino, in press). Then, managers were classified using a six group model (Brutus, Fleenor,& Taylor, 1996), which introduced a further distinction—over-estimators/good, and under-estimators/poor. With the four group model, superiors appeared to rate in-agreement/good raters and under-estimators as more effective than over-estimators. However, with the six group model, in-agreement/good raters and under-estimator/good raters were not seen as more effective than over-estimator/good raters. The results suggested that six groups are necessary to fairly compare agreement groups.
Interest in emotional intelligence has bloomed over the last few years. That it has become a standard concept in general and applied psychology, as well as in applied business settings, is indubitable. Is this popularity warranted? Casting a shadow over the concept of emotional intelligence are concerns about its meaningfulness and the construct and predictive validity of its various measures. The following series of letters explores various issues surrounding emotional intelligence and leadership including: whether emotional intelligence is theoretically needed for leadership, the types of emotional intelligence tests that may hold the most promise, methodological standards for testing whether emotional intelligence matters, evidence from the neuroscience literature on emotions and intelligence, and evidence regarding the links between leader emotional intelligence and follower outcomes.
This article describes a set of processes involved in attaining managerial effectiveness. These processes are components of an adaptive self-regulation framework. They involve the active management of constituencies' role expectations and performance opinions through standard-setting, discrepancy-detection, and discrepancy-reduction. These processes serve to enhance constitutents' opinions of the manager's effectiveness. Several social and contextual factors that either facilitate or inhibit managers' self-regulation efforts are identified and hypotheses to guide future empirical research are offered. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/31730/1/0000669.pdf
Individual differences in the construct of managerial self-awareness (MSA)-operationalized as congruence between self and direct reports' behavioral ratings-were examined in 134 high-performing (HP) and 470 average-performing (AV) managers obtained from 4 independent datasets. Results based on several different approaches to measuring ratings agreement indicated that HPs were significantly more managerially self-aware compared with AVs. This relationship was consistent regardless of data source, organization, or method of assessing managerial performance. No overall relationships were found between congruence and level of item importance, gender, management level, age, or tenure. When compared with other measures for assessing self-focus, the construct of self-monitoring was found to be convergent with managerial self-awareness, whereas the construct of self-consciousness appeared to reflect primarily rating leniency effects. The article concludes with a comparison of the measurement approaches used, limitations, and suggestions for further study.
Numerous studies in organizational behavior research have examined the congruence (i.e., fit, match, agreement, similarity) between two constructs as a predictor of some outcome. The vast majority of these studies have operationalized congruence by collapsing two or more measures into a single index, such as an algebraic, absolute, or squared difference, or an index of profile similarity (D, D2, etc.). Unfortunately, these indices present numerous substantive and methodological problems that severely threaten the interpretability and conclusiveness of the obtained results. This article summarizes problems with congruence indices, presents an alternative approach that overcomes these problems, and illustrates this approach using data from two samples. Recommendations regarding the use and further development of this approach are offered.
Each year, corporations spend billions of dollars on diversity training, education, and outreach. In this article, I explain why these efforts make good business sense and why organizations with diverse employees often perform best. I do this by describing a logic of diversity that relies on simple frameworks. Within these frameworks, I demonstrate how collections of individuals with diverse tools can outperform collections of high "ability" individuals at problem solving and predictive tasks. In problem solving, these benefits come not through portfolio effects but from superadditivity: Combinations of tools can be more powerful than the tools themselves. In predictive tasks, diversity in predictive models reduces collective error. It's a mathematical fact that diversity matters just as much as highly accurate models when making collective predictions. This logic of diversity provides a foundation on which to construct practices that leverage differences to improve performance.
With the promise of competitive advantage gains in hand, many companies have moved toward capitalizing on the skills that a diverse workforce provides in increasingly competitive global markets. The incumbent challenges of leading a diverse work group are an unexplored side of the diversity movement. Based on interview data from a variety of senior managers and executives, a review of both popular and academic literature, and our own experiences with diverse organizations, we have outlined six preeminent challenges confronting leaders of diverse wort groups. We suggest practical solutions that can be adapted for implementation in most organizations. Further, we identify and discuss leader attributes and skills that are required for effective enactment of diversity initiatives.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
The purpose of this study was to examine whether self-awareness of managers (defined as agreement between self and other leadership ratings) would moderate relationships between (a) aspects of emotional intelligence and transformational leadership behavior, and (b) transformational leadership behavior and managerial performance. Multisource data were collected from 63 managers (who responded about their emotional intelligence and transformational leadership behavior), 192 subordinates (who rated their manager’s transformational leadership behavior and performance outcomes), and 63 superiors of focal managers (who rated managerial performance). Results indicated that correlations between emotional intelligence aspects, leader behavior, and performance varied as a function of self-awareness of managers. The practical implications of these findings are discussed.
The purpose of this study was to examine whether self-awareness of managers (defined as agreement between self and other leadership ratings) would influence work attitudes (i. e., trust and organizational commitment) of managers and their subordinates and relationships between charismatic leadership behavior and managerial performance. Multisource data were collected from 83 managers (who responded about their trust, organizational commitment, charismatic leadership, and socially desirable responding), 249 subordinates (who rated their manager’s charismatic leadership and responded about their trust and organizational commitment), and 83 superiorsof focal managers (who rated managerial performance). Results indicated that levels of work attitudes and correlations between work attitudes, charismatic leadership, and performance varied as a function of self-awareness of managers. The practical and research implications of these findings are discussed.
Potential sources of variance were examined to explain within-group differences in White managers’ abilities to manage non-White employees. Majority manager and minority employee survey responses were matched to form 142 superior-subordinate cross-race dyads. Ethnic identity development, ethnic group self-identification, education, and participation in diversity training were measured. Additionally, the relationship between ethnic identity and minority employee perceptions of managerial support were examined. Results show that almost 20% of the majority respondents defined their ethnicity as something other than White. Findings suggest that majority members who perceive themselves as a minority (e.g., German American) may have developed a higher ethnic identity as a result of exploring their own ethnic background. Although education and participation in diversity training were not related to ethnic identity development, a significant relationship was found between the interaction of manager and employee ethnic identity and managerial support. Implications for corporate diversity initiatives are discussed.
This paper suggests that feelings (moods and emotions) play a central role in the leadership process. More specifically, it is proposed that emotional intelligence, the ability to understand and manage moods and emotions in the self and others, contributes to effective leadership in organizations. Four major aspects of emotional intelligence, the appraisal and expression of emotion, the use of emotion to enhance cognitive processes and decision making, knowledge about emotions, and management of emotions, are described. Then, I propose how emotional intelligence contributes to effective leadership by focusing on five essential elements of leader effectiveness: development of collective goals and objectives; instilling in others an appreciation of the importance of work activities; generating and maintaining enthusiasm, confidence, optimism, cooperation, and trust; encouraging flexibility in decision making and change; and establishing and maintaining a meaningful identity for an organization.
The study examined reliability and validity of a new measure of emotional (i.e. non-cognitive) intelligence, the Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997, in a sample of 243 university students. Results indicated that the EQ-i domain and component scales had good item homogeneity and internal consistency. Scores were not unduly affected by response styles or biases. The EQ-i scales had a meaningful pattern of convergent validities with respect to measures of normal personality, depression, somatic symptomatology, intensity of affective experience and alexithymia. The reliability and validity results for men and women were very similar. Overall, the results suggested that the EQ-i is a promising measure of emotional intelligence. We recommend strategies for further validation of the EQ-i, as well as the construct of emotional intelligence.
In this article, we review and evaluate recent management research on the effects of different types of diversity in group composition at various organizational levels (i.e., boards of directors, top management groups, and organizational task groups) for evidence of common patterns. We argue that diversity in the composition of organizational groups affects outcomes such as turnover and performance through its impact on affective, cognitive, communication, and symbolic processes.
This article describes an anthropological training process for fostering multicultural diversity competence. Multicultural diversity competence refers to the ability to demonstrate respect and understanding, to communicate effectively, and to work collaboratively with people of diverse cultural backgrounds. Based on principles of anthropological fieldwork, the training process is multilevel. It is designed to address personal and interpersonal knowledge and skills, and organization-wide policies and procedures. Participants become aware of the multidimensions of current diversity problems and of the need for interpersonal and organizational intervention strategies.
This article proposes a novel multidisciplinary and multilevel approach to understanding the complexity of diversity in organizations. Drawing on counseling psychology, developmental psychology, and Black psychology as well as other fields, the authors propose that racial identity theory helps to explain the relationships that develop between minority employees and the White-owned and White-managed organizations that employ them. Specifically, the authors outline four different types of employee-employer relationships that develop depending on the racial identity levels of both the minority employee and the organization as a whole. Understanding these relationships can be a useful diagnostic tool for identifying barriers to effective diversity management and minority employee retention.
Purpose
This research paper aims to follow a line of research that examines the impact of elements of emotional intelligence (EI), particularly those related to self‐awareness, on self‐other agreement and performance.
Design/methodology/approach
This is a quantitative study that employs the same methodology as Sosik and Megerian to analyze survey data gathered from a matched sample of 146 managers and 1,314 subordinates at a large international technology company based in North America.
Findings
The analysis revealed that the relationship between EI and leader performance is strongest for managers who underestimate their leader abilities. Underestimators earn higher follower ratings of leader performance than all other agreement categories (In agreement/good, In agreement/poor, and Overestimators). The analysis also suggests that there appears to be a negative relationship between EI and leader performance for managers who overestimate their leader abilities.
Research limitations/implications
Implications of the counterintuitive findings for underestimators as well as the imperative for further study utilizing alternative measures of EI are discussed.
Originality/value
Previous empirical work in this area used an ad hoc measure of EI. This study extends this work by utilizing a larger, business sample and employing a widely‐used and validated measure of EI, the Emotional Quotient Inventory. Results further illuminate the nature of the relationship between EI and self‐other agreement and provide a potential selection and development tool for the improvement of leadership performance.
In this paper we present an integrative model of the relationships among diversity, conflict, and performance, and we test that model with a sample of 45 teams. Findings show that diversity shapes conflict and that conflict, in turn, shapes performance, but these linkages have subtleties. Functional background diversity drives task conflict, but multiple types of diversity drive emotional conflict. Race and tenure diversity are positively associated with emotional conflict, while age diversity is negatively associated with such conflict. Task routineness and group longevity moderate these relationships. Results further show that task conflict has more favorable effects on cognitive task performance than does emotional conflict. Overall, these patterns suggest a complex link between work group diversity and work group functioning.
Although international assignments are recognized as important mechanisms for developing global leaders in organizations, existing research has focused primarily on leaders' performance during international assignments, rather than on the developmental outcomes gained from such assignments. We integrate research on experiential learning and cultural intelligence to propose a process model that focuses on how leaders translate their international work assignment experiences into learning outcomes critical for global leadership development. Our model positions cultural intelligence as a moderator that enhances the likelihood that individuals on international assignments will actively engage in the four stages of experiential learning (experience, reflect, conceptualize, experiment), which in turn leads to global leadership self-efficacy, ethnorelative attitudes toward other cultures, accurate mental models of leadership across cultures, and flexibility of leadership styles. Our model has major implications for the selection and training of individuals, as well as organizational practices related to international job assignments from a developmental perspective.
The global economy and shifting political tides make the need for intercultural understanding and education obvious. Where historically the focus of intercultural training has been on preparing an individual to work in a new culture, today's organizations routinely ask managers to work in multinational environments and move from country to country. This challenge has created a strong debate about how to prepare managers for such challenging assignments. How ought people be assessed to understand their readiness for such assignments? Do high intelligence quotient (IQ) people adjust better than others to new cultural challenges? The topic of cultural adjustment and its assessment remains compelling but incomplete. Our focus here is the development and exploration of the concept of cultural intelligence, or, CQ (Earley, 2003; Earley & Ang, 2003), along with its implications for training and education for global work assignments. Our approach suggests that training for the global manager should include metacognitive, motivational, and behavioral components. The CQ approach represents a significant break from conventional wisdom of focusing on cultural values for intercultural education.
An increasingly diverse workforce requires that managers develop new skills to manage multicultural issues and interactions in the workplace. A cross-disciplinary review of the literature on multicultural competence is presented and an integrated framework for defining and developing such skills is proposed. A three-stage developmental process is suggested, including (a) increasing awareness, (b) developing behavioral and coping skills, and (c) creating a personal action plan for continuous improvement. Implications for practice and future research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research extends the traditional approach to the early identification of executives by introducing the notion of ability to learn from experience. Drawing on the literature, the researchers created a reliable measurement tool named Prospector for rating the potential of aspiring international executives in terms of both end-state competencies and the ability to learn from experience. The 14 dimensions derived from the Prospector instrument are Sensitive to Cultural Differences, Business Knowledge, Courage, Brings Out the Best in People, Integrity, Insightful, Committed, Takes Risks, Seeks Feedback, Uses Feedback, Is Culturally Adventurous, Seeks Learning Opportunities, Open to Criticism, and Flexibility. The research also began to assess the validity of the Prospector dimensions in terms of current performance, executive potential, on-the job learning, and international criteria on 838 lower, middle-, and senior-level managers from 6 international firms and 21 countries. The findings suggest that Prospector may have promise for use in the early identification of international executives. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Most upward feedback and 360-degree assessment processes ask individuals to compare self-ratings with ratings from others—direct reports, bosses, peers, or customers. The authors contend that too little attention has been paid to the relative agreement or disagreement between self-ratings and ratings from others, and to the subsequent implications for organizational outcomes and human resource management. Individuals who go through the self-other rating process generally fall into 4 categories: over-estimators (people who rate themselves higher than others do); under-estimators (people who rate themselves lower than others do); accurate assessors who rate themselves favorably, as do others; and accurate assessors who rate themselves unfavorably, as do others. By looking at the process in this way, human resource managers can begin to foresee the consequences for the organization and identify developmental needs. Overestimators and those who rate themselves unfavorably as do others have the highest developmental needs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-rated leadership behaviour (transformational, transactional, laissez-faire), was obtained for a representative, random sample of 155 U.S. Navy surface fleet officers in parallel to the leadership descriptions for the same dimensions provided by the officers' senior subordinates. In addition, Navy records completed by the officers' superiors provided performance and promotion data that were indexed as appraisals of the officers' success. The self-ratings of leadership behaviour tended to be inflated in comparison to subordinates' ratings, but the more successful officers were less likely to inflate their self-described leadership behaviour. A possible explanation for this effect is that subordinates' descriptions of leadership were significantly related to superiors' ratings of performance and promotion, but self-ratings of leadership were not associated with these measures. Thus, congruence of self and others' ratings was related to successful performance.
This article focuses on how membership in a self/rater agreement group (underraters, accurate raters, overraters) is related to self-ratings and others' ratings of self-awareness and leadership effectiveness. It also examines gender differences in the likelihood of self/rater agreement and in perceived self-awareness. Finally, the article examines agreement group and gender differences in terms of two components of self-awareness: knowledge of self and willingness to improve. Contrary to common belief, our research shows that women are not more likely to underrate their own skills on measures of leadership competency, and that gender differences do exist, both in rated self-awareness and in one of its subcomponents, knowledge of self. In addition, this research found underraters were rated highest in self-awareness by direct reports and highest in terms of overall leadership effectiveness. Managers who tend to overrate themselves compared to others' ratings were perceived as lowest of the three groups in both self-awareness and effectiveness. © 1993 by John Wiley & Sons, Inc.
This study examines the structure of 105 work groups and management teams to address the question of whether conflict can be beneficial. Multiple methods were used to examine the effects of conflict on both individual- and group-level variables to provide a more refined model of intragroup conflict. Results show that whether conflict was beneficial depended on the type of conflict and the structure of the group in terms of task type, task interdependence, and group norms. Relationship and task conflicts were negatively associated with individuals' satisfaction, liking of other group members, and intent to remain in the group. In groups performing very routine tasks, disagreements about the task were detrimental to group functioning. In contrast, in groups performing nonroutine tasks, disagreements about the tasks did not have a detrimental effect, and in some cases, such disagreements were actually beneficial. Contrary to expectations, norms encouraging open discussion of conflict were not always advantageous. The results suggest that while such norms were associated with an increase in the number and intensity of relationship conflicts, they did not increase members' ability to deal with the conflicts constructively. The model developed here contributes to an integrated perspective on organizational conflict.
A current controversy in the self-other rating and 360-degree feedback literature is the extent to which self-other agreement (and lack of agreement) has an impact on individual and organizational outcomes. Using a large sample and a multi-source data set, the current study addressed some methodological limitations of prior research. Results from polynomial regression analyses demonstrated that both self- and other ratings are related to performance outcomes. This procedure revealed the underlying three-dimensional relationship between self-ratings, other ratings, and effectiveness. Findings indicate that the relationship between self-ratings, other ratings and outcomes are somewhat more complex than previous conceptualizations in this area. Simultaneous consideration of both self- and other ratings in terms of the direction and magnitude of self- and other ratings is important for explaining effectiveness outcomes.
Research findings from industrial and organizational psychology and other disciplines cast doubt on the simple assertion that a diverse workforce inevitably improves business performance. Instead, research and theory suggest several conditions necessary to manage diversity initiatives successfully and reap organizational benefits. This article reviews empirical research and theory on the relationship between workforce diversity and organizational performance and outlines practical steps HR practitioners can take to manage diversity initiatives successfully and enhance the positive outcomes. © 2004 Wiley Periodicals, Inc.
Two experiments were designed to demonstrate the existence of a self-fulfilling prophecy mediated by nonverbal behavior in an interracial interaction. The results of Experiment 1, which employed naive, white job interviewers and trained white and black job applicants, demonstrated that black applicants received (a) less immediacy, (b) higher rates of speech errors, and (c) shorter amounts of interview time. Experiment 2 employed naive, white applicants and trained white interviewers. In this experiment subject-applicants received behaviors that approximated those given either the black or white applicants in Experiment 1. The main results indicated that subjects treated like the blacks of Experiment 1 were judged to perform less adequately and to be more nervous in the interview situation than subjects treated like the whites. The former subjects also reciprocated with less proximate positions and rated the interviewers as being less adequate and friendly. The implications of these findings for black unemployment were discussed.
This article is concerned with individual differences in the ability to connect thoughts to emotions. People who are good at connecting thoughts to feelings may better “hear” the emotional implications of their own thoughts, as well as understand the feelings of others from what they say. We had 321 participants read the writings of a target group of people and guess what those targets had felt. Several criteria were used to evaluate the participants' emotional recognition abilities, including agreement with the group consensus and agreement with the target. Participants who agreed more highly with the group consensus and with the target also scored higher than the other participants on scales of empathy and self-reported SAT scores, and lower on emotional defensiveness. Such results are interpreted to mean that some forms of emotional problem solving require emotional openness as well as general intelligence.
This study examined how 360 degree feedback ratings and self-other rating discrepancies related to reactions to feedback, perceptions of feedback accuracy, perceived usefulness of the feedback, and recipients' receptivity to development. The results indicated that less favorable ratings were related to beliefs that feedback was less accurate and to negative reactions. Negative reactions and perceptions that feedback was less accurate were related to beliefs that the feedback was less useful. Those who found feedback less useful were perceived by a facilitator as less development-focused. Goal orientation did not moderate the relationship between ratings and perceptions of accuracy or reactions to feedback. Goal orientation was related to perceptions of usefulness of the process several weeks after receipt of feedback. The results question widely held assumptions about 360 degree feedback that negative and discrepant feedback motivates positive change.
- Davies M.
- Church A. H.
- Leslie J.