Recognizing Opportunities for Diversity
Additional Resources
Diversity Network:
Our vision for diversity at UMHS is to achieve and sustain an environment that recognizes
respects, fosters and fully maximizes the strengths and differences among its employees to be
the employer and provider of choice.
You are invited to join our Diversity Network to receive regular electronic updates on current
initiatives and receive information about opportunities to learn, grow, share and participate our
diversity efforts. Simply visit http://www.med.umich.edu/diversity/ to sign up!
Diversity Internal Representatives:
Diversity Internal Reps (DIR’s) are volunteers who represent their individual departments/units
in our UMHS diversity initiatives and serve as liaison between their department and the
Diversity Advisory Team. They provide a conduit for communication, resource sharing and
learning related to their department-specific diversity efforts. DIR’s also advocate for
inclusiveness and practices which support and advance diversity within their departments, and
they are champions for diversity. They attend quarterly meetings to network, share best
practices and advise regarding diversity topics and issues.
For more information, please contact Melody Vanoy, Diversity Program Coordinator at 9366439 or mvanoy@umich.edu.
Give it. Get it. Expect Respect.
Expect Respect is an initial departmental discussion facilitated by department managers,
supervisors and/or other trained facilitators around the importance of respect in the
workplace. Participants will gain an understanding of the UMHS definition of respect, why it’s
important to the organization and how to improve both individual behaviors and responses to
disrespectful language and behavior when seen and/or heard.
Register for Open Sessions at NCAC via MLearning HUMA-10572 or keyword "respect" or
contact Melody Vanoy for support in conducting your own session. Phone: 734-936-6439 Email: mvanoy@umich.edu
Diversity Awareness and Alignment Course
This highly participative introductory class was developed to increase our awareness around
diversity in the workplace. Participants will gain an understanding of the UMHS definition of
diversity, why diversity is important to the organization and how to personally develop in this
area.
Register for Open Sessions at NCAC via MLearning HUMA-10573 or keyword "diversity"
Printed September, 2011
Property of University of Michigan Health System Human Resources
1
Recognizing Opportunities for Diversity
Additional Reading List
This is a list of reading resources that will add to your knowledge of this topic.
Blank, R. and S. Slipp. Voices of Diversity: Real People Talk about Problems and Solutions in a
Workplace Where Everyone Is Not Alike. New York: AMACOM, 1994.
Bolton, R. and D.G. Bolton. People Styles at Work: Making Bad Relationships Good and Good
Relationships Better. 1996.
Bucher, R.D. Diversity Consciousness: Opening Our Minds to People, Cultures, and
Opportunities. Upper Saddle River, NJ: Prentice Hall, 1999.
Gardenswartz, L. & A. Rowe. “Diverse Teams at Work”. Chicago: Irwin Publishing, Homewood,
Illinois: 1994. Managing Diversity: A Complete Desk Reference. Business One Irwin, 1993.
Hateley-Gallagher, B.J., W.H. Schmidt, and S. Weiss. Peacock in a Land of Penguins. San
Francisco: Berrett-Koehler, 2001.
Kochman, T. Black & White Styles in Conflict. Chicago: University of Chicago Press, 1981
Seagal, S. and D. Horne. Human Dynamics: A New Framework for Understanding People and
Realizing Potential in our Organizations. 2000.
The Business Case for Diversity (3rd edition). [book online] (Diversity Inc.) available from
http://www.diversityinc.com. Internet.
Thomas, R.R. Building a House for Diversity: A Fable about a Giraffe and an Elephant Offers New
Strategies for Today’s Workforce. New York: AMACOM, 1999.
UMHS Leadership Manual. (Available from UMHS Human Resources.)
Williams, M.A. and D.O. Clifton, D.O. The 10 Lenses: Your Guide to Living and Working in a
Multicultural World. Dulles, VA: Capital Books, Inc., 2001.
Women and Diversity WOW! Facts 2002. [book on-line] (Diversity Best Practices) available from
http://www.ewowfacts.com. Internet.
Additional Tools
For further study, access online resources located at http://www.med.umich.edu/diversity.
2
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
Diversity Attribute List
What is It?
This list represents a compilation of diversity attributes that may have meaning for different
individuals. It alludes to the complexity of the personal diversity that influences how we think,
feel, and act toward others.
Diversity Attributes
•
Age
•
Military experience
•
Cognitive style
•
Motivational style
•
Communication style
•
Personality style
•
Cultural style
•
Physical appearance
•
Education
•
Political views/experience
•
Ethnicity
•
Profession
•
Family/parental status
•
Race
•
Sex
•
Religion
•
Geographic location
•
Sexual orientation
•
Interpersonal relationship style
•
Social roles
•
Job/organizational role
•
Socialization style
•
Language
•
Socioeconomic status
•
Learning style
•
Time orientation
•
Marital status
•
Work experience
•
Mental/physical ability
•
Work style
Printed September, 2011
Property of University of Michigan Health System Human Resources
3
Recognizing Opportunities for Diversity
Terms and Definitions
Assimilation
The process of change in which one group (culture) loses its identity
resulting from its contact with another group (culture).
Attentive listening
Listening with an intense focus on what the speaker is saying, without
responding, in order to truly understand the speaker.
Belief
A conviction that something is true, e.g., you are sure that the sun will
rise tomorrow.
Best practices
Techniques, strategies, and methods that have been tried and proven
and are considered to be the epitome of effectiveness by experts or key
groups within an industry, business, or field of endeavor.
Bias
A tendency to have an opinion that is prejudiced or for or against one
side of an issue, or for or against a person, group, or idea – to the
exclusion of other viewpoints.
Bigotry
Intolerance for differences in culture, values, and beliefs.
Class structure
Division of people based on economic or social status.
Competitive listening A type of listening in which a person focuses only on what he or she
wants out of the conversation.
4
Culture
The learned and shared knowledge, beliefs, rules, and values that people
use to interpret experience and to generate social behavior. It is the
guiding force behind the language, behaviors, physical artifacts, and
products (such as art and literature) associated with a group of people.
Discrimination
An act or decision, based on prejudice, against an individual group that
has been characterized by class, sexual orientation, disabilities, race, age,
and/or gender.
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
Terms and Definitions
Diversity
Human attributes and experiences that differ from individual to
individual and the groups to which they belong. Primary diversity
attributes include traits such as age, race, gender, sexual orientation, and
ethnicity. Secondary diversity attributes include such things as
educational background, parental status, religion, and geographic location.
Ethnicity
A quality assigned to a specific group of people historically connected by
a common national origin or language.
Ethnocentricity
A practice of consciously and/or unconsciously providing privileges to the
ethnic group to which you belong.
Extrapolate
To forecast or predict beyond the information you have, based on the
general trend or pattern shown in the existing data.
Inclusive environment
An environment in which all people feel “included,” can express
their personal diversities, and can accept the diversity of others.
Integration of diversity
An infusion of practices that increase the representation of
diverse people, as well as making issues of diversity significant drivers for
the way that things are approached within an area.
Intergenerational
Occurring between different generations, or age groups.
Invisible diversity
Those attributes that are not readily seen, such as work experience and
educational background.
Multiculturalism
Presence of multiple cultures and/or ethnicities.
Norm
A mutual sense of what a group considers to be acceptable attitudes and
behaviors. Norms guide people on how they should behave within a
specific group.
Personal diversity
The personal characteristics that make a specific person unique from
other individuals.
Prejudice
Exerting bigotry based on uniform stereotypes
Printed September, 2011
Property of University of Michigan Health System Human Resources
5
Recognizing Opportunities for Diversity
6
Racism
The belief that people of specific origins are inferior or superior to others
because of genetic traits. It is a belief that one’s identity and values
derive primarily from these traits.
Reflective listening
Occurs when a person is interested in how the other person feels and
thinks. The listener makes efforts to probe, paraphrase, clarify, and restate what the speaker is saying.
Stereotype
A general characterization of a group of people that may be positive or
negative. It denies the individuality or differences among members within
a particular group.
Tolerance
The acceptance of and open-mindedness to differences in cultures,
attitudes and beliefs, and practices. A tolerant person may or may not
agree with or like these differences.
Value
What is intrinsically considered to be important to, or what is held dear
by, an individual or group.
Visible diversity
The set of those things we cannot change and which are externally
visible, such as age and race.
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
Personal Diversity Awareness Worksheet
Respond to each of the following items in the context of your cultural and personal experience.
Then check the items that you feel have the biggest impact on your attitude and behavior in a
diverse work setting. If an item does not apply to you, or if you do not feel comfortable
answering it, you may pass over it. You can use this information in your personal journey
toward modeling diversity.
Diversity Attributes, Culture, and Values
1.
Describe your family structure growing up and your current family structure (i.e.,
extended family living in one home, single-parent family, nuclear family).
2.
Write the group(s) with which you identify (i.e., Native American, Asian,
Hispanic, Indian, African, Caucasian).
3.
Write the group(s) with which you identify (e.g., North American, Latin
American, European, African, Asian, Australian).
4.
Describe your mental/physical abilities (i.e., wheelchair-bound, deaf, closed head
injury).
Printed September, 2011
Property of University of Michigan Health System Human Resources
7
Recognizing Opportunities for Diversity
8
5.
List your social roles (e.g., mother, father, daughter, son, aunt, uncle, brother,
sister, godmother, godfather, grandfather, grandmother, cousin, step-son, stepdaughter, wife, husband, widow/widower, divorcee, single person, niece,
nephew).
6.
Describe your economic status now and when you were growing up (e.g., lower
class, lower middle class, middle class, upper middle class, upper class).
7.
Describe your political associations and views (i.e., conservative, liberal,
Democrat, Republican, Independent, Socialist).
8.
Describe your educational background (e.g., high school and/or vocational
school diploma, undergraduate degree, graduate degree (masters), advanced
graduate degree (doctorate), professional school).
9.
Briefly describe your professional history (the fields and jobs that you have held).
10.
List the languages that you speak.
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
11.
List the parts of this country and any other countries in which you have lived for
more than a year.
12.
Identify your view of how males and females should behave in your culture.
13.
List important historical events for your culture (i.e., the civil rights movement,
India’s independence from Britain).
14.
Describe your religious belief system (i.e., Agnosticism, Hinduism, Buddhism,
Christian, Islam, New Ageism, Judaism)
15.
Identify values and beliefs of your culture (i.e., self-reliance, respect for age,
informality or formality, importance of family, deference to authority, being
direct or indirect, saving face, accepting that things cannot be changed, believing
that all people should have equal access to economic, social, and political
resources).
Printed September, 2011
Property of University of Michigan Health System Human Resources
9
Recognizing Opportunities for Diversity
Preferences
In this section, identify your preferences for communication, learning, work, and
socialization, as well as your “hot buttons.”
10
16.
Identify how you normally like to communicate (i.e., in writing, verbally, using a
lot of gestures, indirect eye contact).
17.
Explain how you normally like to work (i.e., on your own, in a group, focused on
tasks).
18.
Describe how you normally like to learn (i.e., visually, auditory, hands on, by
yourself, in groups).
19.
Tell how you normally like to socialize (i.e., in small groups, in large groups, at
private affairs, at public places).
20.
List your hot buttons (those things that easily annoy or frustrate you).
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
Attitudes, Stereotypes, and Biases
21.
What stereotypes, biases and attitudes have you experienced or feel that others
have applied to you? How do these make you feel?
22.
What stereotypes, biases and attitudes do you have of groups of people
different from yourself, positive or negative (e.g., racial/ethnic groups, job
title/roles, gender)?
23.
How did you come by these attitudes, stereotypes, and biases (e.g., experience
with people in these groups, what others have said)?
24.
How do you act upon these attitudes, biases, and stereotypes?
25.
What impact do these attitudes, biases, and stereotypes have on your
interaction and relationships with others?
Printed September, 2011
Property of University of Michigan Health System Human Resources
11
Recognizing Opportunities for Diversity
Generational Differences
Traditionalist/Silent Generation – born before 1946
•
5% of workforce
•
Defining events:
•
•
WWII
•
The Great Depression
•
The Interstate Highway
•
Golden Age of Radio
•
Silver Screen
Core values:
•
Dedication
•
Sacrifice
•
Patience
•
Respect for authority
•
Adherence to rules
•
Conformity
Baby Boomers – born 1946-64
•
45% of workforce
•
Defining events:
•
12
•
Television
•
Vietnam War
•
1950’s prosperity
•
Civil rights movement
•
JFK and MLK
Core Values:
•
Optimism
•
Team orientation
•
Personal gratification
•
Health and wellness
•
Work/Job
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
Generation X – born 1965-77
•
40% of workforce
•
Defining events:
•
•
PC’s
•
Watergate
•
MTV
•
1980’s recession
•
Fall of Berlin Wall
•
Single parents
•
AIDS
Core Values:
•
Self-reliance and team-orientation
•
Diversity/Informality
•
Adaptability
•
Thinking globally
•
Balance work/fun
•
Pragmatism
•
Techno-literacy
Nexters/Millenials – born 1978 and later
•
15% of workforce
•
Defining events:
•
School violence
•
The Internet
•
Oklahoma City bombing
•
Reality shows
•
9/11
Printed September, 2011
Property of University of Michigan Health System Human Resources
13
Recognizing Opportunities for Diversity
My Personal Workplace Preferences
Directions: All human beings have value preferences that impact working relations. To see your
values profile, please circle the most appropriate number along the continuum for each item,
and then connect the numbers. There is no right or wrong preferences. When you compare
your profile with your neighbor you will see where your similarities and differences are.
1. Value Tradition
1-------2-------3-------4-------5-------6
Value Change
2. Prefer completing
one task at a time
1-------2-------3-------4-------5-------6
Prefer working on multiple projects
at once
3. Reward Seniority
1-------2-------3-------4-------5-------6
Reward Performance
4. Emphasis on individual
performance
1-------2-------3-------4-------5-------6
Emphasis on group performance
5. Formal tone
1-------2-------3-------4-------5-------6
Informal tone
6. Reward the individual
1-------2-------3-------4-------5-------6
Reward the team
7. Long-term rewards
1-------2-------3-------4-------5-------6
Immediate rewards
8. Do not expect quick
1-------2-------3-------4-------5-------6
feedback on performance
Expect quick feedback often
9. Regular work hours
Until the job’s done
1-------2-------3-------4-------5-------6
10. Firm adherence to time 1-------2-------3-------4-------5-------6
Flexible adherence to time
11. Frequent staff meetings 1-------2-------3-------4-------5-------6
Infrequent staff meeting
12. Career comes first
1-------2-------3-------4-------5-------6
Balanced work life
13. Long-term job
expectancy
1-------2-------3-------4-------5-------6
Short-term job expectancy
14. Job security is pleasing
the boss
1-------2-------3-------4-------5-------6
Job security is skills accumulation
Used with permission Jan Jung-Min Sunoo, Federal Mediation and Conciliation Service,
Jansunoo@aol.com
14
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
What is an inclusive environment?
An inclusive environment is one in which all people feel “included,” can express their personal
diversity, and can accept the diversity of others. This tool provides a list of techniques you can
use to create or promote an inclusive environment.
Characteristics of an Inclusive Environment
In an inclusive environment:
•
•
•
Openness and sharing are promoted
Team members consciously work to understand each other
Diversity of the staff reflects the diversity among patients, members, and the
community
•
The differences among the staff are considered an asset (i.e., work, communication, and
interaction preferences).
•
All employees are respected and valued
•
There are frequent opportunities for staff to share
Tips for Creating an Inclusive Environment
•
Learn about workers’ backgrounds and share your own
•
Hold staff team-building sessions using the Personal Profile System® (DISC)™
•
Publish and distribute a list of ethnic and/or religious holidays and the meaning of
associated customs; create an area where employees can post these
•
Conduct “brown-bag” diversity lunches
•
Sponsor a mentoring program for students in local high schools and colleges
•
Provide opportunities for staff to attend training or events to learn about others
•
Sponsor community events that support the health of the community
•
Help organize affinity groups within your departments. Affinity groups are people who
come together because of similar background or issues (i.e., by race, by job role)
•
Lunch with different people; try eating lunch with people who are not your “regulars”
•
Keep your door open to your staff
•
Have “diversity” social events to allow people to socialize and reflect on each others’
cultural heritage
•
Ask staff what would make the environment more conducive to diversity
•
Provide each staff member a task that creates an environment conducive to diversity,
(i.e., inaugurate a buddy system between new employees and diverse employees)
•
Meet on a regular basis with other leaders to discuss ideas for promoting and
addressing diversity issues
Printed September, 2011
Property of University of Michigan Health System Human Resources
15
Recognizing Opportunities for Diversity
Tips for Creating an Inclusive Environment
for Transgender Individuals
Most employers recognize that family, relationships, health and other non-work related issues
can affect their employees’ productivity, frame of mind and overall morale.
16
•
Ensure employee privacy
•
Change personal and administrative records
•
Grant restroom and/or locker room access according to an employee’s full-time gender
presentation
•
In the case of a dress code, make it gender-neutral and apply consistently
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
6 Ways to Improve Your Diversity Recruiting Record:
How to become a great employer of minorities
As most of you know, I am frequently asked to speak to recruiting groups all over the world.
One of the most frequently requested topics is diversity. Recruiters struggle with keeping a
balanced workforce and with giving everyone a fair opportunity for a position.
While all recruiters are focused on the laws that help to integrate our workplaces, most
recruiters I work with genuinely want to foster a great environment for everybody regardless.
They just have a hard time figuring our how to do it.
Corporations struggle to attract and retain skilled people, in general, and the struggle is even
greater with Hispanic, black, Native American, and Asian candidates. The demand for Hispanic,
Black and Native American engineers and scientists is huge, but the numbers of minority
students choosing to major in those fields is very low. Rural areas suffer because they are not
as attractive to diverse candidates. Rural areas often lack religious institutions, ethnic foods,
and social opportunities for many minorities. Yet urban areas are highly competitive and
expensive.
American corporations have been “up-skilling” jobs for the past decade, and the majority of
layoffs over the past three years have been in the manufacturing arena. There are fewer jobs
for unskilled and semi-skilled workers, who are often minorities. As jobs continue to be
enriched and require greater skills and education to perform, recruiters will face additional
challenges in finding diverse - and qualified - candidates.
Here are a few ideas and thoughts that I hope will help you in your struggle to be a great
employer of minorities.
1. Know the fats and educate your management.
America’s Hispanic population has been on a growth path for decades. Hispanics are now the
largest minority group in the U.S., comprising 13% of the total population. Los Angeles gained
more than 1.8 million Hispanics from 1990 to 2000. New York gained almost a million, with
Chicago, Dallas, Huston and Miami following closely. In parts of America, Spanish is as easy to
use as English. But education levels among Hispanics are not as high as among whites, blacks,
or Asians. Only 8% of Hispanics have a Bachelor’s degree, compared to 19% of whites and 12%
of blacks. Many Hispanics are not aware of the opportunities that exist for them in
corporations.
Blacks make up 12% of the population - a number that has remained constant for a decade.
But the black populations in Washington, D.C., Atlanta, New York, and Miami all grew over the
past decade through immigration and migration from rural America. Blacks are better
educated and much more aware of opportunities today than they were even a decade ago, but
Printed September, 2011
Property of University of Michigan Health System Human Resources
17
Recognizing Opportunities for Diversity
fewer study engineering and other sciences. This leaves recruiters challenged to find enough
people to fill those positions.
Asians account for 4% of the population (up from 3% a decade ago), and they are generally
educated to a higher level than other minorities. Over 30% of Asians have a Bachelor’s degree.
However, they are primarily located in coastal cities, which makes it much more challenging to
convince them to move to rural areas or even to smaller cities. The cities with the greatest gain
in Asians over the past decade are New York, Los Angeles, and San Francisco.
So, the issues are very clear for employers. If you are located in a rural area, the number of
diverse candidates falls rapidly. The vast majority of Hispanics, blacks and Asians live in urban
America where cultures flourish. If you are looking for highly educated engineers, scientists,
mathematicians, physicists, and so on, the numbers of minority candidates shrinks to a handful.
The key to ongoing success in building a recruitable minority workforce will be in education.
2. Support education as a corporate strategy.
In the long run, supporting education is the most fruitful policy you can pursue. The more
minority students that enter into universities and technical schools, the more graduates there
will be and the more potential candidates you will have.
Programs that recruit from part-time schools, community colleges and other post-high school
educational programs can pay big dividends. It may also be cost effective to hire minorities
with lesser skills and provide educational assistance for them while employed.
3. Cast a wider net.
Recruit everywhere possible. Especially in college recruiting, you will be well advised to go to
smaller colleges and universities and reach out, using email and other technologies, to schools
everywhere.
Competitive intelligence - finding out where minorities are now working and at what jobs - can
also be useful in helping you market to them and offer them whatever it is they do not have at
their current employer.
4. Adjust your work policies.
Minorities tend to cluster in urban areas, but many corporations are in rural America or far
enough away from a major city to discourage minority candidates from joining. Turnover is also
higher among minority employees in these rural firms.
It’s time to encourage telecommuting and virtual work. Some leading-edge firms have set up
small offices of just a few people in urban areas so that employees can live in the city and yet
still be employed by them. Other firms offer extensive flexibility to where employees live and
18
Property of University of Michigan Health System Human Resources
Printed September, 2011
Recognizing Opportunities for Diversity
how they access their work. As more work becomes knowledge work, physical location
becomes more of an issue of mindset than anything that affects the work performed.
As Dee Hock, the founder of Visa says, “The problem is never how to get new, innovative
thoughts into your mind, but how to get the old ones out.”
5. Craft your messages and pick your media wisely.
Know what minorities are seeking. Tailor a message to them. Don’t think that one advertising
message will reach all candidates in the same way. Advertising positions and making them
compelling to minority candidates is not the same as it is to majority candidates. Each minority
candidate has a unique set of concerns and issues that need to be addressed, and each
responds differently to marketing messages. You need to work with your minority population
to decide what messages work best and about how to position each opportunity you have.
You will also have to determine what they read and where they get their information. While
television may be important for some, the Internet, social networks, or even church may be the
primary source of trusted information for others.
6. Demonstrate commitment.
Last but not least, it’s critical that you offer more than just advertising and hope. You have to
develop a track record of working with minorities and of helping them overcome the barriers of
education and prejudice that they are confronted with. You need to put in place programs that
are tailored fairly to the minority groups you are seeking. These programs might be mentoring
or coaching activities, ongoing educational assistance, firm promotion policies and a focus to
making minority employment a cornerstone of your corporate success.
By the year 2010, over 50% of Americans will represent a minority. It will be an economic
survival imperative to have a diverse workforce, as these minorities already have almost $2
billion of spending power - a figure that will rise to more than $3 billion by 2008.
Kevin Wheeler, President and Founder of Global Learning Resources, Inc.
Printed September, 2011
Property of University of Michigan Health System Human Resources
19