Perspectives on Diversity and Their Meaning for Organizational Leaders: A Literature Synthesis

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In a world defined by strongly shifting work and demographic patterns, diversity and diverse integration perspectives and points of view on organizations are some of the most crucial interests for organizational leaders (Gold, Holman & Thorpe, 2002). In the recent past, a number of research studies have attempted to fill this gap, especially through the analysis of the existing research methods, the bias involved as well as a number of other aspects that hinder the application of the existing knowledge and research in diversity to enhance organizational leaders’ ability to implement diversity. The purpose of this paper is to develop a comprehensive analysis of the existing research on the issue, with a special focus on selected literature from recent research articles.

One of the most important approaches to diversity is the focus on social constructivist theories, which have become important in the last few decades. Some studies have shown that social constructionist perspectives are increasingly becoming influential and applicable in the studies on organizational leadership, especially when management and implementation of diversity are concerned. Recently, a study by Gold and Holman (2001) attempted to take a unique approach to examine the impact6 of social constructivist perspectives on organizational management in regards to the implementation of diversity. The issues of storytelling and analysis of arguments were important approaches examined in the study, with an aim of determining how they mediate the processes of action and learning. According to the study, which took an empirical approach, both storytelling and analysis of arguments are viable and important techniques in creating intelligible solutions, especially when used with others. For instance, Toulmin’s theory of argumentation was found to be important in the evaluation of the personal development module, which may combine storytelling and argument analysis.

In addition, several other studies have shown that active learning can improve the ability to develop additional knowledge on how to manage and implement diversity as one of the key aspects of modern business leadership. Coghlan and Pedler (2006) developed a study in which they attempted to address the questions of what the existing research in form of dissertations entails and how this can be supervised and examined. Action learning was shown to be a critical approach to developing a comprehensive understanding of most business issues from a researcher’s perspective. In particular, the study indicates that organizational and participant engagement, action learning and the idea learned from it, the knowledge gained as well as personal and professional learning of the participant is critical to action learning. It indicates that action learning is a critical issue in enhancing the knowledge that organizational leaders gain from studies and kinds of literature available on a given issue, which includes diversity in the workforce.

The process of learning and developing research on the perspectives of diversity has also been critically evaluated in recent research, especially in regards to its importance in helping organizational leaders focus on diversity in the workforce. For instance, a study by Holmes (2008) shows that the role of facilitators in action learning is important in ensuring that self-facilitation is achieved when organizational leaders are exposed to action learning to provide them with knowledge on diversity at the workplace. It shows that leaders can learn from their actions and develop self-initiated methods to enhance diversity (Bourner & Simpson, 2005). They can learn their mistakes and points of strengths and use them as an important approach to enhance diversity at the workplace.

The number of biases that have emerged within the increasing volume of research studies on the process of implementing and managing diversity at the workplace has affected the development of a good understanding of the approaches needed to ensure that organizational leaders have the right information and skills on the importance of managing and implementing workforce diversity. For instance, LeBaron (2010) has shown that flaws and biases that make it difficult to develop a quality and comprehensive understanding of workforce diversity influence most of the recent studies on this topic. In particular, the study shows that simplification, behavioral finance as well as the statistical approach are some of the areas that show bias.

Ethics in business research has also been an issue of concern in the process of developing a comprehensive understanding of the application and management of diversity at the workplace. In particular, researcher interaction biases are some of the most important aspects that make it difficult to develop this understanding. A study by Miyaziki and Taylor (2008) has shown that most of the data collection methods, which are currently used in business ethics, are highly susceptible to a variety of researcher interaction biases.

In conclusion, the current research synthesis shows that there is a poor understanding of the process through which organizational leaders can effectively integrate and manage diversity in the workforce. Although diversity in the workforce is an important aspect of management in the modern context, it is clear that a number of problems affect the existing research studies and the literature produced from these studies. For instance, there is no concise approach or understanding of the context. Secondly, a concise way of educating and informing the organizational leaders on how to implement diversity is lacking. Finally, it is evident that the existing research studies are affected by bias and errors that make it difficult to develop a concise understating of the issue.

References

Bourner, T., &Simpson, P. (2005). Practitioner-centred research and the Ph.D. Action Research: Research and practice, 2(2), 133-151.

Coghlan, D., & Pedler, M. (2006). Action learning dissertations: structure, supervision and examination. Action learning: Research and practice, 3(2), 127-139.

Gold, J., & Holman, D. (2001). Let me tell you a story: an evaluation of the use of storytelling and argument analysis in management education. Career Development International, 6(7), 384 – 395

Gold, J., Holman, D., & Thorpe, R. (2002). The Role of Argument Analysis and Story Telling in Facilitating Critical Thinking. Management learning, 33(3), 371-388.

Homes, M. (2008). What do set facilitators bring to the party? (And do we need them?). Action learning: Research and practice, 5(3), 249-253.

LeBaron, D. (2010). Link to “Biases”- The inevitable baggage we display. Journal of investment management, 8(2), 238-247.

Miyaziki, D. M., & Yaylor, K. A. (2008). Researcher interaction biases and business Ethics research: Respondent reactions to researcher characteristics. Journal of Business Ethics 81(3), 779-795.

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Perspectives on Diversity and Their Meaning for Organizational Leaders: A Literature Synthesis

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