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The following is an excerpt from Michalle E. Mor Barak’s book, Managing Diversity Toward a Globally Inclusive Workplace. First, read the excerpt below:

Recent unprecedented global demographic trends have created ethnically diverse work environments that are often the backdrop for hostile relations, discrimination, and even hate crimes. Though diversity groupings vary from one culture or country to the next, the common factor that seems to transcend national boundaries is the experience of social exclusion, particularly in the workplace. Individuals and groups undergo exclusion implicitly or explicitly from job opportunities, information networks, team membership, human resource investments, and the decision-making process because of their actual or employer-perceived membership in a minority or disfavored identity group.

Employees’ experience of exclusion may play a critical role in explaining the connection between the lack of opportunities for members of diverse groups and their discontent with their roles as employees. Leaders of multicultural organizations, therefore, need to possess emotional, social, and cultural intelligences to remove barriers to social exchange and reward allocation. Leaders should nurture their organizational climates to overcome tensions between majority and minority identity groups to become inclusive organizations.

One way to combat exclusion is for leaders in work organizations to create an inclusive climate resting on a foundation of implemented employment practices and policies that are fair and eliminate bias, thereby flattening out perceived status levels among groups. Leaders can guide work teams to bridge understanding and tolerance among peoples from around the globe. If lead by emotionally, socially, and culturally fit leaders, cultural differences could lead to increased harmony among the groups involved.

Reference:

Mor Barak, M. E. (2017). Managing diversity. Toward a globally inclusive workplace (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

1. Find an article, video, journal, or blog that shares the experiences of a leader of a multicultural project team that overcame exclusion as described in Michalle’s book excerpt. Describe the issues in detail, using what you learned from your chapter reading and module resources.

2. Explain strategies the leader used to transform his or her project team to one where inclusion is valued and equitable.

3. Compare and contrast what you learned in this activity to what you or someone you know has experienced regarding exclusion as a member of a project team. Describe the situation from an emotional, social, and cultural vantage point.

What is the leading economy is the world today? Economists will use two related measures to answer this questions GDP and GDP per capita.
Discuss which measure is more important from person’s point of view and which is better reflect the standard of living? China is experiencing tremendous growth since 1978 and its projected growth rate is 3 times more than the U.S. growth rates. If China will continue to grow at current pace it will have larger GDP than the U.S. in 2018. Will China be able to close the gap with U.S. in real GDP per capita? What factors can contribute to that? What government policy to promote growth should be?

1. The mainstream culture and subsequent subcultures at Gulfstream aviation and General dynamic sinformation technology
2. The high culture and low culture behaviors.
3. The power and influence in the mainstream culture that affects subculture behaviors.
4. Formation of cultural and subcultural identity in the company. Be sure to add to the discussion how subculture formation happens from a departmental context (how people create a cultural identity based on the department in which they work), as well as other cultural dimensions (e.g., race, ethnicity, nationality, gender, etc.).
5. Describe key variations in verbal and non-verbal cues across cultures and subcultures.
6. An analysis of the company’s intercultural conflict using Kim’s Model or a culture-based social-ecological conflict model. Describe the conflict resolution and mediation techniques for mutual resolve of a multicultural project team.

A common theme throughout our 4 chapters this week was the effects of experiences in childhood on people, specifically the 4 educators and philosophers in said chapters. The leading contributing factor to their development was their respective families and this was shown in both their personalities and their educational theories. Rousseau and Wollstonecraft were both greatly affected through the trauma of a bad childhood, though this manifested in their personalities and educational theories differently. Rousseau’s mom died from birth complications when he was 7 days old and his father was emotionally erratic and abandoned him when he was 10 years old. He then lived with a pastor who neglected his studies and had him beaten when he thought he lied. Wollstonecraft lived in a family that fell from social status and lost their money, which her father reacted to by becoming an abusive alcoholic. (Gutek, 2011)

These childhoods led to both Rousseau and Wollstonecraft striving for independence, which is a theme that appears in their educational theories and lives. They also agreed that education was to be gained through our senses and surroundings. Both struggled with the majority of their relationships. Finally, both were aware of social inequality: Rousseau focusing on economic inequality, though this was not his primary focus, and Wollstonecraft on gender inequality, which was her focus. They differed in some key areas however. While they both acknowledged that parents should provide safe homes for children, Rousseau rejected the importance of a family in a child’s education and development, while Wollstonecraft believed that education began at home in a happy family and placed serious importance on the support of parents and adults in a child’s life. Wollstonecraft also openly disagreed with the part of Rousseau’s theory that placed women subservient to men and deserving of a different type of education. (Gutek, 2011)

Alternatively, Pestalozzi and Jefferson had adult role models to look up to in their childhoods that they emulated, which was shown greatly affecting their education theories and career paths. Pestalozzi, whose dad died when he was 5 years old, was raised primarily by working women and was greatly influenced by his grandfather, a minister who served the poor. He became invested in educating the working class, regardless of gender, and believed in stimulating economic recovery through education and stopping dehumanizing the poor. After being raised in a loving and emotionally secure household, he recognized the importance of this on a child’s development and believed emotional growth was as important as cognitive learning and schools should build trust with students and emulate a homelike atmosphere. Jefferson on the other hand, grew up in a very prominent and wealthy family. The person who was most influential to him was his father who was committed to public service and worked in politics. His father was in charge of Jefferson’s early education. Jefferson pursued a life in philosophy and politics, ultimately becoming the president, and he believed in “civic education” which would be beneficial for both the citizens and the republic. (Gutek, 2011)

Discuss how the transformation leadership affects motivate organization innovation.