7OS04 Advanced Diversity and Inclusion
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About this Unit
7OS04 Advanced Diversity and Inclusion looks at how to communicate and train for strategic workplace diversity and inclusion and how to address workplace behaviour and analyse trends. It focuses on trade unions’ and line managers’ historical and current roles in promoting a fair workplace culture, critical to managing workplace effectiveness. This Unit examines how strategic actions and decisions go beyond legal compliance, focusing on employee well-being and engagement and the effects of inequality and segregation through the lens of UK legislation.
You will study:
You will understand the concept of diversity and inclusion by discussing a variety of visible and non-visible dimensions that define the working population in the United Kingdom. You’ll also look at the major trends and changes shaping the labour supply in recent decades. You’ll examine a variety of economic theories and data sources and provide evidence-based examples of disadvantage and inequality while critically evaluating the concepts of vertical occupation and time segregation. Finally, you’ll look at the legal, moral, and business reasons for managing diversity and cultivating an inclusive culture and the effectiveness of various approaches.
Who should take this Unit?
This Unit is necessary for the following individuals:
- Those who work in an organisation where they are responsible for implementing human resource policies and who have completed the CIPD Foundation Diploma in Human Resource Practice.
- Have some experience in the field but no professionally recognised human resource qualifications.
- Are you a senior people practitioner looking to expand and deepen your capacity, knowledge, and skills to have a greater impact on strategy, policy, and people?
- They want to advance their careers in human resources (HR) and learning and development (L&D) management by earning professional qualifications.
- A desire to gain more autonomy, influence, and judgement to strategically lead and drive organisations and people.
- They want to advance their careers in human resources (HR) and learning and development (L&D) management by earning professional qualifications.
Learning outcomes
Learners should be able to achieve the following four primary learning outcomes after completing this Unit. These results are further divided into several sub-categories. They will be able to:
- Understand the concepts of diversity and inclusion resulting from the learning outcomes.
- Understand the legal, moral, and business cases for managing diversity and developing an inclusive workplace culture.
- Understand the effectiveness of workplace approaches to managing diversity and developing inclusive workplace cultures.
Qualifications and entry requirements
The Unit has several formal requirements for an expert level qualification, some of which vary from institution to institution, while others apply to all students enrolling in the Unit. In addition, most institutions have created diagnostic tools to ensure that candidates have the necessary qualifications to study for work and live productive lives in a changing business environment (7CO01). For example, some institutions require applicants to be at least 18 years old on or before July 1st of the academic year they wish to enrol. Furthermore, before enrolling a student in a course, most institutions conduct interviews with them.
To enrol in a course, most institutions require that candidates have a working knowledge of the English language. Some, for example, require candidates to have a C/4 or equivalent GCSE in English. On the other hand, institutions follow the CIPD guideline, which requires learners who do not speak English as a first language to seek counselling before enrolling in the programme. In addition, some institutions require IELTS 6.5/ESOL Level 2 or an equivalent from those who speak English as a second language. On the other hand, other institutions prefer to review cases on an individual basis.
Most organisations require candidates to have a bachelor’s degree and CIPD level 5 qualifications and experience working in human resources. Others require a Level 6 Bachelor’s degree (Hons) in human resource-related subjects from applicants. Candidates must, however, have sufficient experience in the role of a human resource. Significant strategic human resource experience is acceptable as a degree substitution in exceptional cases, subject to review. These diagnostics ensure that students can complete the Units and meet the literacy requirements.
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Materials
Choi, J. O., Shane, J. S., & Chih, Y. Y. (2022). Diversity and Inclusion in the Engineering-Construction Industry.
Ocobock, C., Niclou, A., Loewen, T., Arslanian, K., Gibson, R., & Valeggia, C. (2021). Demystifying mentorship: Tips for successfully navigating the mentor-mentee journey. American Journal of Human Biology, e23690.
Timko, M. (2022). Creating Opportunity through Workforce Development Innovation. In Generation A. Emerald Publishing Limited.
Jonsen, K., Point, S., Kelan, E. K., & Grieble, A. (2021). Diversity and inclusion branding: a five-country comparison of corporate websites. The International Journal of Human Resource Management, 32(3), 616-649.
Kalkanci, B., Rahmani, M., & Toktay, L. B. (2019). The role of inclusive innovation in promoting social sustainability. Production and Operations Management, 28(12), 2960-2982.
Kirton, G., & Greene, A. M. (2021). The Dynamics of Managing Diversity and Inclusion: A Critical Approach. Routledge.
Kuknor, S., & Bhattacharya, S. (2021). Organisational inclusion and leadership in times of global crisis. Australasian Accounting, Business and Finance Journal, 15(1), 93-112.
Mulvie, A. (2021). Learning and Development for a Multigenerational Workforce: Growing Talent Amongst Age Diverse Employees. Routledge.
Syed, J., & Ozbilgin, M. (2019). Managing diversity and inclusion: An international perspective. Sage.
Walkowiak, E. (2021). Neurodiversity of the workforce and digital transformation: The inclusion of autistic workers at the workplace. Technological Forecasting and Social Change, 168, 120739.
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