5OS05 Diversity and Inclusion

The scope of this subject includes the importance of leadership styles that monitor, manage, and report on workplace fairness and diversity. It examines how different leadership styles contribute to the development of fair practices and rules. The section emphasizes specifically how cultivating an inclusive and varied workforce may develop good cultures that accept diversity and improve organizational performance. According to the unit, even within a diverse staff, a sense of inclusion gives occupational satisfaction, reflected in improved customer satisfaction and, hence, better performance.

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You will study:

Students will explore how tactics encouraging diversity and inclusion in organizational environments play significant roles in overall value creation in-unit 5OS05. The unit comprises weighing the benefits and drawbacks of diversity and inclusion and their impact on consumer and employee satisfaction. First, the unit discusses laws and regulations and their inclusion criteria in terms of gender, disability, ethnicity, and wage disparities. Second, students will understand the organizational methods and policies required for inclusion and diversity and the consequences of equality. As a result, learners will comprehend managers’ roles in forming healthy cultures that embrace each person in the workforce and make them feel included.

Who Should Take This Unit?

This unit is appropriate for people who want to be or are already in management roles. Applicants must be self-motivated to understand and apply HR and L&D principles and best practices. Persons with CIPD Level 3 certificates are also excellent for the unit because their knowledge of Level 3 keywords and concepts will allow them to decipher sophisticated concepts faster than individuals with no HR or L&D background.

Learning Outcomes

Objective 1

The first criterion is an understanding of the necessity of welcoming the inclusion of diverse individuals in organizational situations. A fantastic example of this understanding would be:

• Providing accurate assessments of the value of diversity and inclusion to consumers, employees, and other stakeholders. The social and moral values include eliminating gender pay disparities, increased safety and respect, increased tolerance, and enhanced relations with communities within an organization’s surroundings. However, the value impact on the business frontier includes increased flexibility, enhanced engagement and employee retention, large and diversified talent pools, streamlined problem-solving, teamwork, innovation, ideas, and improved manager-employee and coworker relations. In addition, social and business values help organizations’ reputation, gain access to new markets and large client bases, and innovate in product and service delivery.

• Exactly outlining key components of workplace diversity and inclusion laws. Entrants must explore the requirements for equality effect and targeted discrimination evaluations, gender and ethnic inclusion, healthy pay gap margins, and explicate equality and diversity regulations such as The 2010 Equality Act. Students will have addressed how organizations should protect their employees, including those from minority groups, from victimization, harassment, and discrimination based on the description. However, a greater emphasis on non-compliant employment scenarios will demonstrate learners’ grasp of the consequences of disobeying any legislation.

• Finally, entrants must demonstrate their comprehension by emphasizing problems that impede diversity and inclusion. To meet the CIPD’s course minimums, they can identify challenges such as low commitment levels at senior management and present valid cases, feasibility issues, difficulties in sourcing diverse employees, internal differences, change management, group and individual resistance or conflict.

Objective 2

Students must be able to encourage reflection on and promotion of diversity and inclusion in organizations. To fully cross the threshold, pupils must do or develop:

• A review of a specific organization’s diversity and inclusion policies and procedures and the context in which they apply.
•  An equality impact assessment (EqIA) focuses on balancing the effects on protected groups and individuals. On the other hand, students must analyze the EqIA to build a coherent context. They must address legislation, benefits, the transformation of EqIA into policies, the best people to undertake the assessments, and other related issues.

• A set of methods serves as the foundation for organizational diversity and inclusion. Therefore, learners must fundamentally be able to produce documents that provide the best policy and L&D frameworks for people in managerial positions.

Objective 3

Lastly, participants must demonstrate their ability to fix best practices that support diversity and inclusion. Students must complete the following tasks:

• First, students must investigate managers’ roles in establishing inclusive and varied cultures.
• Entrants must also create practical proposals that welcome differences and promote diversity and inclusion among all stakeholders, including employees and customers.
• Finally, the CIPD requires students to create strategies for tracking and measuring the effects of positive, inclusive cultures.

Qualifications and Entry Requirements

Level 5 classes, like all other CIPD Associate Level courses, have no specified prerequisites for enrollment. On the other hand, the foundation goes to considerable pains to guarantee that each applicant understands the material and correctly solves assignments. If English is not their first language, the CIPD requires all applicants to meet the eligibility minimums by submitting English proficiency certificates such as the IELTS. People from English-speaking countries are excluded from providing credentials, according to the CIPD. As a result, the unit is open to anybody over 18 who can afford the Level 5 course and has a strong desire to study and apply the best HR and L&D techniques applicable to management today.

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Materials

ACAS. (2018) Prevent discrimination: support equality. Guidance. London: ACAS. Available at: https://archive.acas.org.uk/media/4402/Prevent-discrimination-supportequality/pdf/Prevent_discrimination_June_ 2018.pdf.

ACAS. (n.d.) Equality, diversity and inclusion. Available at: www.acas.org.uk/discrimination-bullyingand-harassment

Bader, A.K., Kemper, L.E. and Jintae, F.J. (2019) Who promotes a value-in-diversity perspective? A fuzzy set analysis of executives’ individual and organizational characteristics. Human Resource Management. Vol 58, No 2, March/April. pp203-217.

Baska, M. (2019) Businesses ‘feel free to discriminate’ because equality law is not being enforced. People Management. 30 July. Available at: www.peoplemanagement.co.uk/news/articles/businesses-feel-free-to-discriminate

Brown, J. (2017) Inclusion: diversity, the new workplace and the will to change. 2nd ed. Hartford, CT: Publish Your Purpose Press.

Duncan, J. (2019) Think outside the box: leading diversity and inclusion in the workplace. [ – ]: The Author.

Equally Ours. (n.d.) Available at: www.equallyours.org.uk/

Faragher, J. (2017) Beyond bias. People Management. 27 April. Available at: www.peoplemanagement.co.uk/longreads/articles/beyond-bias

Frost, S. and Kalman, D. (2016) Inclusive talent management: how business can thrive in an age of diversity. London: Kogan Page.

Frost, S. and Raafi-Karim, A. (2019) Building an inclusive organization: leveraging the power of a diverse workforce. London: Kogan Page.

Gifford, J., Green, M. and Young, J. (2019) Diversity management that works: an evidence-based view. Research report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/managementrecommendations.

Green, M., Bond, H. and Miller, J. (2018) Diversity and inclusion at work: facing up to the business case. Report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/r elations/diversity/diversity-inclusion-report.

Green, M. and Young, J. (2019) Building inclusive workplaces: assessing the evidence. Research report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/building-inclusiveworkplaces.

Houldsworth, L. (2016) International diversity management. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/internationalmanagement.

Kirby, A. and Smith, T. (2021) Neurodiversity at work: Drive Innovation, Performance and Productivity with a Neurodiverse Workforce. London: Kogan Page. [Forthcoming, 1st ed., April 2021.]

Marchington, M., Wilkinson, A., Donnelly, R. and Kynighou, A. (2020) Human resource management at work: the definitive guide. 7th ed. London: CIPD Kogan Page.

Miller, J. and Green, M. (2019) Diversity and inclusion in the workplace. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/factsheet.

Noon, M. (2018) Pointless diversity training: unconscious bias, new racism and agency. Work, Employment and Society. Vol 32, No 1, February. pp198-209.

Phillips, K.W., Dumas, T.L. and Rothbard, N.P. (2018) Diversity and authenticity. Harvard Business Review. Vol 96, No 2, March/April. pp132-136.

Sweeney, C. and Bothwick, F. (2016) Inclusive leadership: the definitive guide to developing and executing an impactful diversity and inclusion strategy. Harlow: Pearson Education.

The Black History Month. (n.d.) Available at: www.blackhistorymonth.org.uk/

Wiles, D. (2015) Square holes for square pegs: current practice in employment and autism. Report. London: Business Disability Forum. Available at: https://members.businessdisabilityforum.or g.uk/resource-category/resource/researchand-insight-square-holes-employmentautism/.

Worman, D. and Suff, R. (2015) Quotas and targets: how do they affect diversity progress?. Policy report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/quotas-impact-report.

The Chartered Institute of Personnel and Development (CIPD). (n.d.), Diversity and inclusion. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/

The Employer’s Network for Equality and Inclusion (ENE). (n.d.) Available at: www.enei.org.uk/

The Equality and Human Rights Commission. (n.d.) Available at: www.equalityhumanrights.com/en

The Government Equalities Office. (n.d.) Available at: www.gov.uk/government/organisations/government-equalities-office

The UK Government. (n.d.) Available at: www.gov.uk/employer-preventingdiscrimination

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