Wentling, R. M., & Palma-Rivas, N. (1997). Current status and future trends of diversity initiatives in the workplace: Diversity experts' perspective (Diversity in the Workforce Series, Report No. 2; MDS-1082). Berkeley: National Center for Research in Vocational Education, University of California.

INTRODUCTION

The American workforce is changing, and it is expected to change even more in the near future. This change will represent a movement away from the European-American male and more towards an increased diverse and segmented population (Bolick & Nestleroth, 1988; Carnevale & Stone, 1995; Johnston & Packer, 1987). Demographers have reported that the workforce population will include an increased number of women, more minorities, more aging workers, and people with different lifestyles and varieties of ethnic backgrounds. Increasingly, workplaces will face the same issues and problems that public schools have been facing with regard to understanding and utilizing the full range of human potential within this very diverse population. People from many diverse groups will be working together to keep businesses running competitively (American Demographic, 1997; Baytos, 1995; Griggs, 1995; Jamieson & O'Mara, 1991).

It is expected that the extent to which these demographic workforce shifts are effectively and efficiently managed will have an important impact on the competitive and economic outcome for organizations (Johnston & Packer, 1987; O'Hare, 1993; Poole, 1997; Wheeler, 1995). According to Loden and Rosener (1991), this important change in the workforce will influence the management of organizations because, increasingly, managers will face the challenge of dealing with large numbers of diverse groups in the workplace. Therefore, how well organizations deal with the demographic shift of their workforce, from European-American males to the inclusion of more nontraditional and diverse workers, will directly affect their outcomes (Caudron, 1990). According to Triandis and Bhawuk (1994), only companies that have cultures that support diversity will be able to retain the best talent necessary to remain competitive.

There are numerous ways in which various individuals have defined diversity. Definitions of the term range from narrow to very broad. Narrow definitions tend to reflect Equal Employment Opportunity (EEO) law and define diversity in terms of race, gender, ethnicity, age, national origin, religion and disability (Wheeler, 1994). Broader and more inclusive definitions may also include sexual/affectional orientation; values; personality characteristics; education; language; physical appearance; marital status; lifestyle; beliefs; and background characteristics such as geographic origin, tenure with the organization, economic status, and other ways in which we differ (Carr, 1993; Hayles & Russell, 1997; Triandis, 1994). More precisely, diversity refers to the presence of differing cultures; languages; ethnicity; races; sexual orientations; religious sects; abilities; classes; ages; and national origins of the peoples in an institution or community such as school, workplace, neighborhood and so forth ( Diversity Dictionary , 1996).

According to Triandis, Kurowski, and Gelfand (1992), "Managing diversity means changing the culture—that is, the standard operating procedures. It requires, data, experimentation, and the discovery of the procedures that work best for each group. It is more complex than conventional management but can result in more effective organizations" (p. 773). According to Thomas (1992), managing diversity is to empower or enable employees. Managing diversity prescribes approaches that are philosophically broad enough to encompass all dimensions of diversity (p. 315). Managing diversity also emphasizes managerial skills and policies needed to optimize and emphasize every employee's contribution to the organizational goals (Henderson, 1994). Leach, George, Jackson, and LaBella (1995) used the term "working with diversity" in place of "managing diversity." They implied that working with diversity "calls forth the challenge to be curious, inquire, interact, reflect, and experiment. It requires individuals to be respectful, curious, patient, and willing to learn" (p. 3).

Increases in competition and demographic changes have convinced many business leaders that diversity should be an essential part of their business strategy (Carnevale & Stone, 1995; Cox, 1991; Fernandez, 1993; Jackson & Alvarez, 1992). According to Loden and Rosener (1991), leading-edge organizations have numerous unique efforts under way to deal with their diverse workforce. Some common practices that distinguish these organizations from others include diversity linked to strategic vision; systems and procedures that support diversity; ongoing monitoring of personnel recruitment, promotion, and development; organizational commitment to technical reeducation; awareness education as an organizational priority; rewards based on results; enhanced benefits; reinforcement of the value of diversity in hiring and promotions; and attention to subtle reinforcers of the homogeneous ideal. Other organizations connect performance appraisal ratings, compensation, and even annual bonuses to the achievement of the goals of diversity programs (Caudron, 1992).

Managers who want their organizations to remain competitive are concerned about how to develop and implement various programs to recruit and retain a more diverse body of employees (Jamieson & O'Mara, 1991). In spite of the rapid growth and interest in diversity, Armitage (1993) stated that "organizations are scrambling to develop diversity programs but find little concrete guidance" (p. 3). Similarly, Noe and Ford (1992) reported that "while training for diversity has increased in popularity, no systematic empirical research regarding the effectiveness of diversity programs has been published" (p. 358). (For a more detailed literature review, refer to Diversity in the Workforce Series: Report #1: Diversity in the Workforce: A Literature Review [MDS-934].)

Increasingly, organizations face the challenge of managing programs to accommodate a diverse workforce. It is, therefore, essential that people from business and industries understand what types of environments are conducive to the employment, retention, and promotion of diverse groups to ensure productivity and remain competitive.

The purpose of this study was to provide information on diversity initiatives and programs in order to better understand organizational response to workforce diversity. This study was designed to provide a knowledge base regarding the diversity processes utilized by organizations to help educators and people from business and industry better understand the current status and future trends of diversity initiatives in organizations, as perceived by a panel of diversity experts.

For both the public and private sector, the information from this study has lead to a deeper understanding of the diversity process within organizations. This understanding has provided insight and direction for improving practice not only in the field of human resource development and management, but also in the field of education. The information provided by this study can enable educators to revise their curricula appropriately to reflect changes in the workforce, identify workable strategies for accommodating and managing differences in the workplace, and illustrate for their students the continuing impact of diversity on organizations. The information from this study can also enable human resource development professionals or any person in change of diversity initiatives in organizations to better assess the needs of the employees; improve the design, implementation, and evaluation of diversity efforts; and identify strategies to improve the management of a diverse workforce.

Wentling, R. M., & Palma-Rivas, N. (1997). Current status and future trends of diversity initiatives in the workplace: Diversity experts' perspective (Diversity in the Workforce Series, Report No. 2; MDS-1082). Berkeley: National Center for Research in Vocational Education, University of California.