Developing Inclusive Organisations Assignment Sample

Table of Contents

Introduction Of Developing Inclusive Organisations
Week 1. The meaning of Inclusion.
Week 2: Equality and the Law.
Week 3: The Business Case for Diversity
Week 4: Segregation and sociological approaches to inequality in organizations.
Week 5: An Intersectional Approach
Week 6: Gender inequalities: Choice and constraints
Week 7: Social mobility and the class gap.
Week 8: Migration and race inequality in employment.
Week 9: Age Diversity and Inclusion
Week 10: LGBT and inclusion and Disability and Neuro-diversity.

15 Pages 3643 Words

Introduction Of Developing Inclusive Organisations

This student workbook provides opportunities to integrate academic theories with professional practice and, to reflect upon the learning developed from the seminar activities and class discussions each week of the MN5073QA ‘Developing Inclusive Organizations' module.

The student workbook includes weekly activities that cover teaching weeks 1-10. In each workbook, the weekly questions require student answers of (not more than)100 - 150 words per question. Each week has two questions. This means the total word count for the workbook will be around 2,000 (i.e., 2x10x100) to 3,000 (i.e., 2x10x150) words.

Please reference all of your weekly answers with theories from academic textbooks and /or academic (peer-reviewed) journals (not sources such as Wikipedia). Also, follow both in text and in the academic references list the Harvard referencing format from the London Metropolitan University Library.

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Also, use the appendices to include supporting documents and refer to these sources within text of your answers.

Week 1. The meaning of Inclusion.

Define the concept of Inclusion. Describe how inclusion is different from Diversity and Equal Opportunities using examples.

Inclusion includes establishing a surrounding where everybody feels esteemed, regarded, and upheld, no matter what their disparities. It goes past variety, which basically alludes to the presence of various personalities and qualities. Inclusion additionally reaches out past equivalent open doors, guaranteeing decency in asset admittance (Krischler, 2019).

For example, an organization with a different labour force might give comparable open doors to advancement, yet honest inclusion would include encouraging a comprehensive culture where every one of workers' points of view is esteemed, their voices are heard, and they have a feeling of having a place. Inclusion is tied in with embracing variety and effectively coordinating people from assorted foundations into all parts of an association or local area (Hodkinson, 2011).

Give three reasons why inclusivity may not lead to equality in the workplace?

Unconscious Bias: In spite of endeavours to make a comprehensive work environment, Unconscious Bias might in any case endures, prompting inconsistent treatment and valuable open doors for specific people or gatherings. Power dynamics: Inclusive surroundings may not address basic power dynamics inside an association. Underlying orders and power-imbalances characteristics can restrict the capacity of minimized gatherings to accomplish genuine balance, even in a comprehensive setting. Lack of Representation: Inclusion doesn't ensure equivalent portrayal at all levels of an association. The restricted portrayal of minimized bunches in administrative roles can frustrate their capacity to impact direction and make significant changes for accomplishing correspondence (Sharma, 2016).

Week 2: Equality and the Law.

Explain the weaknesses of the ‘liberal' approach for creating diversity and change in education and organizations in the UK? Provide some examples.

The liberal methodology for making diversity and change in schooling and associations in the UK has specific shortcomings. First and foremost, it will in general focus on individual privileges and opportunities of decision, frequently neglecting fundamental boundaries and underlying disparities that propagate avoidance and minimization. For example, a simply liberal way to deal with expanding variety in schools could zero in exclusively on eliminating unequivocal unfair strategies without tending to hidden predispositions and inconsistent asset circulation (Jewson, 2011).

Outline the strengths and weaknesses of the Equality Act 2010? Critically assess how the Equality Act of 2010 improves individuals' protection from discrimination in the workplace.

The Equality Act 2010 in the UK has qualities and shortcomings. Its strong points lie in giving far-reaching security against separation on the grounds of safeguarded attributes, like age, handicap, orientation, race, religion, and sexual direction. It advances fairness by expecting businesses to make sensible changes for handicapped people and commanding equivalent compensation for work of equivalent worth. Nevertheless, the Act's shortcomings incorporate restricted inclusion for specific regions, similar to station separation, and expected hardships in authorizing its arrangements actually. In spite of these shortcomings, the Demonstration essentially upgrades people's assurance from separation in the working environment by setting clear legitimate guidelines, advancing reasonableness, and engaging people to challenge unfair practices (Cameron, 2010).

Week 3: The Business Case for Diversity

What is the Business case for diversity management in the workplace? Give examples of positive arguments for Business diversity in organizations.

The business case for diversity administration in the place of work environment is convincing. First and foremost, various groups bring different points of view and encounters, encouraging advancement and imagination. For instance, a concentration by McKinsey found that organizations with different chief sheets beat their less assorted partners. Besides, different labour forces improve direction by considering a more extensive scope of perspectives, prompting better critical thinking and more viable systems. Also, variety further develops client understanding and fulfilment, empowering organizations to really serve different business sectors more. Finally, associations that focus on variety and incorporation will more often than not draw in top ability, upgrade worker commitment and maintenance, and develop a positive standing, eventually driving business achievement (Vassilopoulou, 2023).

What are the criticisms of Business case diversity? Why despite diversity policies, are women who work flexibly/and or part-time under-represented in senior management in organizations?

Critics of the business case for variety contend that it frequently underscores variety's instrumental incentive for monetary increases, disregarding the moral and social basis of correspondence. It can likewise prompt posturing, where different people are viewed as checkbox employees as opposed to esteemed patrons. Regardless of the variety of approaches, ladies who work deftly or part-time are underrepresented in senior administration because of determined fundamental hindrances. This incorporates oblivious predisposition, generalizing, absence of adaptable work plans at more significant levels, and an "extended periods" culture that focuses on publicity over efficiency. These variables make hindrances that ruin ladies' vocation movement, restricting their admittance to senior administration jobs (Krivkovich,Alexis, 2022).

Week 4: Segregation and sociological approaches to inequality in organizations.

Explain the rationale for segregation in the labour market using either economic or sociological theories?

Sociological hypotheses can give a reason for isolation in the work market. One such hypothesis is the social multiplication hypothesis, which recommends that current social designs and imbalances are replicated over the long run. Isolation can happen because of socialization processes, where people are associated with explicit orientation or racial jobs and occupations. Moreover, the hypothesis of word-related conclusion contends that specific gatherings utilize social components, like proficient organizations and accreditations, to keep up with selective admittance to advantageous occupations. These humanistic hypotheses feature how cultural standards, socialization, and institutional practices can propagate isolation in the work market, prompting inconsistent open doors and results (Blau, 2019).

How do cultural capitals (Bourdieu, 1986) reproduce class privilege in education and the workplace? Give three examples using a cultural capital.

Social capital, as portrayed by Bourdieu (1986), can regenerate class honour in training and the work environment. First and foremost, people from favoured foundations frequently have social capital as information, tastes, and ways of behaving that line up with prevailing social standards. This social capital gives them a benefit in instructive settings, as their experience with social codes matches those esteemed by organizations. Besides, favoured people might approach renowned organizations and associations, which can work with open doors in the work environment. Finally, ownership of social capital, for example, familiarity with high-status dialects or knowledge of tip-top works of art, can upgrade the societal position and make obstructions for the people who need such social capital, propagating class imbalances (CLAUSSEN, 2012).

Week 5: An Intersectional Approach

Explain how Intersectionality offered a different approach compared to the traditional feminist perspective in the US?

Intersectionality offered an alternate methodology contrasted with the customary women's activist point of view in the US by recognizing that orientation can't be analysed in confinement from other social classifications, like race, class, sexuality, and capacity. Diversity features how these different personalities meet and collaborate to shape people's encounters with honour and abuse. It perceives that various types of separation and inconvenience are interconnected and can intensify one another. This approach expands the extent of investigation and activism, considering a more nuanced comprehension of the encounters of underestimated people and upholding more comprehensive and thorough civil rights endeavours that address the intricacies of crossing characters (Carastathis, 2014).

Define an Inequality regime according to Acker (2006)? Give two examples, of how an inequality regime (Acker, 2006) makes invisible and legitimate; gender, race or class inequalities in an organization?

As indicated by Acker (2006), an inequality regime alludes to the arrangement of practices, standards, and designs inside an association that adds to and supports disparities in light of orientation, race, or class. It envelops the different manners by which power and honour are organized and kept up inside the association. Two instances of how an imbalance system makes orientation, race, or class disparities undetectable and genuine include: 1) Advancing a meritocracy story that veils foundational predispositions and inconsistent open doors by crediting contrasts in results exclusively to individual legitimacy, and 2) Authorizing gendered, racialized, or class-based division of work that appoints specific jobs or assignments to explicit gatherings, building up various levelled power elements while masking the fundamental imbalances (Acker, 2016).

Week 6: Gender inequalities: Choice and constraints

Explain Hakim's (2006) preference theory? Do all women with children or caring responsibilities, make a choice to give up their career? How does this differ from Ackers (2006) ‘unencumbered male performance standard'? Discuss using examples.

Hakim's (2006) preference theory suggests that ladies' professional decisions are basically impacted by their own inclinations as opposed to primary or cultural hindrances. As per this hypothesis, a few ladies focus on family and providing care liabilities over their professions, while others focus on their vocations. In any case, not all ladies with kids or caring liabilities essentially settle on a decision to surrender their vocation. Many variables, like work environment strategies, cultural assumptions, and monetary limitations, can impact their choices. Ackers' (2006) 'unencumbered male execution standard' alludes to the common assumption that men ought to be committed exclusively to work, while ladies are supposed to adjust work and family obligations. This standard burdens ladies in professional success and propagates orientation imbalances (Doughney, 2014).

Undertake a Diversity Audit of an organization. Either one you know of; or using the internet to get information. For example, company reports.

A diversity audit includes surveying an association's variety and incorporation rehearses. We should think about Tesco Corporation for instance. In view of their organization reports accessible on the web, Tesco Partnership has executed a few variety drives, for example, worker asset gatherings and coaching in racial awareness programs. They have put forth objectives to build the portrayal of underrepresented bunches at different levels inside the association. Nonetheless, the review uncovers that there is still an opportunity to get better. The portrayal of ladies and minority bunches in senior administrative roles stays low. Moreover, the organization could improve straightforwardness by consistently sharing a variety of information and progress reports to consider itself responsible (Acker, 2016).

Week 7: Social mobility and the class gap.

Define social class. Explain how cultural capitals reproduce class privilege in education and, work in the UK? Give examples of inequalities exacerbated by recent Covid 19 in the UK?

Social class alludes to various levels of division of society in light of monetary, social, and social variables. In the UK, social capitals, as depicted by Bourdieu, duplicate class honor in training and work. Special people have social information, tastes, and ways of behaving esteemed by prevailing social standards, giving them benefits in instructive settings and working with admittance to more lucrative positions. Instances of imbalances exacerbated by Coronavirus in the UK remember unbalanced influences for lower-pay families, augmenting instructive differences because of inconsistent admittance to remote learning assets, and expanded work frailty for low-wage laborers in areas vigorously impacted by lockdown measures. These imbalances feature the crossing point of class and other social elements in forming results during the pandemic (Frohn, 2022).

Why does the merit argument not enable social mobility and, equal the career ‘trajectories' in the professions? Discuss by applying theories of class, race and gender inequalities to entry stage and senior management levels in the elite UK professions.

The merit argument fails to empower social portability and equivalent vocation directions in the callings because of the tirelessness of class, race, and orientation disparities. Class-based speculations feature how inconsistent admittance to instructive assets and organizations upset vertical versatility. Race and orientation imbalances meet, with racialized and gendered inclinations affecting employment and advancement choices. At the passage stage, people from favoured foundations enjoy benefits through interpersonal organizations and social capital. In senior administration, orientation and racial predispositions limit valuable open doors for ladies and racial minorities. The legitimacy contention overlooks the underlying boundaries that sustain disparities, blocking genuine equivalent open doors and up versatility in the world class UK callings (Carastathis, 2014).

Week 8: Migration and race inequality in employment.

Define the terms migrant and race. Explain the differences between the two.

The term "migrant" refers alludes to a person who moves starting with one spot and then onto the next, frequently crossing national borders, fully intent on settling for a brief time or for all time in the objective country. It basically relates to the demonstration of relocation. Then again, "race" is a social build used to sort individuals in light of actual qualities, for example, skin tone, facial highlights, and hair surface. It is an idea used to separate and order people into particular gatherings, frequently founded on apparent natural contrasts. While relocation is connected with development and geological setting, race relates to social classification and the development of personality in light of actual characteristics (Cameron, 2010).

Define positive discrimination and positive action? How could positive action policies, eradicate race discrimination for recruitment and promotion in organizations? Provide your suggestions.

Positive discrimination involves the practise of providing persons from marginalised or underrepresented categories with priority in processes like recruiting and advancement. On the contrary side, constructive behaviour describes proactive choices made to tackle disparities and encourage equal chances without providing preferential treatment. Organisations can adopt affirmative action strategies by actively eliminating obstacles experienced by racial minorities in order to end discrimination based on race in hiring and promotion. The use of focused outreach and recruiting strategies, mentorship initiatives, diversity seminars for employing managers, and open promotion procedures are a few examples of this. To successfully eradicate racial prejudice over the long run, it is also essential to create a friendly and inclusive work atmosphere (Hodkinson, 2011).

Week 9: Age Diversity and Inclusion

Define age discrimination according to the Equality Act, 2010.

Age discrimination, as defined by the Equality Act of 2010, is when someone is treated unfavourably or is put at a disadvantage because of their age, or when assumptions or stereotypes are made about them because of their age. Whether they are young, middle-aged, or elderly, this applies to people of all ages. The Age Discrimination in Employment Act forbids both overt and covert age discrimination, as well as age-based harassment and victimisation. In addition to housing, employment, education, and the supply of commodities, facilities, and services, it also includes a number of other topics. The Equality Act forbids age discrimination, encouraging equality of opportunity and treatment for all people.

What are the hidden, invisible age barriers older workers face which lead to discrimination for access to jobs? What HR diversity policies would you recommend to change age discrimination in employment?

Older employees encounter covert and transparent age barriers in the workplace, which results in discrimination when applying for positions. These obstacles include ageist attitudes and preconceptions that suggest older workers are less flexible, less tech-savvy, or less able to pick up new skills. Employers may sometimes choose younger applicants owing to worries about costs or projected lifespan. Age-inclusive hiring and choosing practises, age-diverse conversation panels, training for dealing with age preconceptions, mentorship programmes that promote more mature staff advancement in their careers, and efforts to encourage interrelated interaction and the exchange of information in the job environment ought to be incorporated in HR diversity procedures in order to deal with age prejudice in the workplace.

Week 10: LGBT and inclusion and Disability and Neuro-diversity.

1.	How does the Equality Act 2010 prevent discrimination against LGBT workers?
By making it unlawful to treat LGBT employees less favourably due to their sexual orientation or gender identity in contexts including employment, education, housing, and the provision of goods and services, the Equality Act of 2010 outlaws prejudice towards LGBT workers.

Define disability. Explain the differences between visible disabilities and invisible disabilities with examples? Disability is a physical or mental impairment that has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities.

Visible Disabilities	Invisible Disabilities
Disabilities that are apparent and can be observed by others.	Disabilities that are not immediately noticeable or visible to others.
Examples:	Examples:
- Wheelchair use	- Chronic pain
- Amputations	- Mental health conditions
- Visible physical deformities	- Autoimmune disorders

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Reference list

Please include in alphabetical order of the Authors surname all of the references and citations used in this workbook (Harvard referencing style). It is compulsory for you to reference your work so this section should be fully completed (not left blank). This section is not included in the word count.

References

Acker, J., 2016. Inequality Regimes: Gender, Class, and Race in Organizations. Sage Journals, 20(4).
Blau, F. D., 2019. Economists' Approaches to Sex Segregation in the Labor Market: An Appraisal. Journal of Women in Culture and Society, 1(3).
Cameron, E., 2010. The Equality Act 2010 A Strength or a Weakness. Labour/employment law, Labour Relations & Human Resource Management.
Carastathis, A., 2014. The Concept of Intersectionality in Feminist Theory, s.l.: Philosophy Compass.
CLAUSSEN, S. a. O., 2012. Bourdieu's notion of cultural capital and its implications for the science curriculum, s.l.: Wiley Online Library .
Doughney, J., 2014. Women, Work and Preference Formation: A Critique of Catherine Hakim's Preference Theory. Journal of Business Systems, Governance & Ethics.
Frohn, J., 2022. Troubled schools in troubled times: How COVID-19 affects educational inequalities and what measures can be taken. European Educational Research Journal, 20(5).
Hodkinson, A., 2011. Inclusion: A Defining Definition?. Power and Education, 3(2).
Jewson, N., 2011. The Theory and Practice of Equal Opportunities Policies: Liberal and Radical Approaches. Sociological Review, 34(2), pp. 307 - 334.
Krischler, M., 2019. What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education, 34(5), pp. 632-648.
Krivkovich,Alexis, 2022. Women in the Workplace 2022. [Online]
Available at: https://www.mckinsey.com/featured-insights/diversity-and-inclusion/women-in-the-workplace
[Accessed 10 July 2023].
Sharma, A., 2016. Managing diversity and equality in the workplace. Cogent Business & Managment, 3(1).
Vassilopoulou, J., 2023. The business case for diversity, s.l.: Brunel University London.