1. Competency for Effectiveness in Diverse and Global Environments Dr. Nancy DiTomaso Rutgers Business School

2. Demands for Diversity Competency  In higher education:  “Diversity Courses Are in High Demand. Can They Make a Difference?” From the Chronicle of Higher Education (1/7/2016):  In high tech firms:  “Silicon Valley has a diversity problem, a contentious issue that has come into sharper focus in recent months as tech firms have sheepishly released updates on their hiring of minorities.... In the past year, the biggest tech firms have announced a slew of programs aimed at increasing diversity in their ranks.” From the Washington Post (7/16/2015)  In law enforcement:  “Recent events have placed a spotlight on the lack of diversity within police departments and other law enforcement agencies across the nation.... Diversity can be a crucial element in establishing and expanding trust between law enforcement and the community. “From Diversity in Law Enforcement (US Dept. of Justice and EEOC, 1/2015) Dr. Nancy DiTomaso

3. Research on Diversity and Inclusion to Date  Effects of diversity on outcomes (e.g., communication, conflict, group performance) at different levels and contexts  Effects of coursework or training on changes in knowledge, attitudes, and behavior  Relationship of diversity and inclusion to strategic goals of organizations Dr. Nancy DiTomaso

4. Research Literature Does Not Address...  What diversity courses or training should include  What those who attend courses or training should know how to do  What competency in the area of diversity and inclusion means Dr. Nancy DiTomaso

5. Proposed Competency in Diverse and Global Environments  Competency includes:  Knowledge (most attention)  Affect or Attitudes (some attention)  Skills (limited attention)  Knowing the landscape of competency enables participants to shape their own learning and skill development (from courses, training, extra or co-curricular activities, and life experience) Dr. Nancy DiTomaso

6. Knowledge  Impact of culture on behavior of others  Impact of culture on self: behavior, preferences moral understanding  Fundamental and ultimate attribution errors (we see the world in reference to ourselves)  in group biases  Basics of cross-cultural differences  Cognitive and learning style differences  Differences in moral bases  Business case for diversity: benefits and challenges Dr. Nancy DiTomaso

7. Affect or Attitudes  Grounding in values (Kouzes and Posner)  Emotion work  authenticity  Cosmopolitanism; citizen of the world (Gudykunst)  Cognitive complexity  Flexibility  Commitment to inclusiveness Dr. Nancy DiTomaso

8. Skills Development  Reflects research literature on diversity and cross-cultural management  Useful especially in working effectively with and in groups  Understood well enough to be taught and assessed  Provides a foundation for learning that can be built upon Dr. Nancy DiTomaso

9. Skills  Isomorphic attributions (Triandis)  Emotional intelligence (Goleman), including response to identity abrasions (Ely et al.)  Adaptive leadership (leadership without easy answers; Heifetz )  Engagement with strangers (Gudykunst)  Conflict resolution  Group facilitation  Cross-cultural communication effectiveness (Gudykunst)  Principled negotiation (Fisher and Ury)  Overcoming ethnocentrism and stereotyping (mindfulness and practice) Dr. Nancy DiTomaso

10. Power, Privilege, Oppression and Inequality  Diversity is inherently about inequality  Differences that make a difference  Structural bases: power, status, and numbers  Equality is a moral, not technical argument  Hierarchy may or may not be challenged  Substantive knowledge of particular groups must supplement foundational knowledge Dr. Nancy DiTomaso

11. Conclusion  Competency in a diverse and global environment requires:  Knowledge  Affect or attitude changes  Skill development  Requires practice and intention  Applicable in multiple contexts Dr. Nancy DiTomaso

12. Certification of Competency in Diverse and Global Environments  Those who undertake to develop competency should be able to document it and use it for career advantages  Universities or employers could create assessments to reward those who gain the necessary competencies:  Checklist  Point system  Testing  Self-assessment Dr. Nancy DiTomaso