Unit 7 Inclusive Leadership
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Overview
Building on our discussion of ethical leadership, in this unit we will focus on the value of inclusivity in our teams, organizations, and communities. Inclusive leadership is focused on creating organizational cultures, structures, and policies that are inclusive of both employees and those they serve. Inclusive organizational cultures embody the ethical leadership principles described by Northouse (2019) of respecting and serving others, promoting justice, creating community, and demonstrating honesty (p. 347).
Many religious traditions include a focus on the value of all humanity. In what I consider to be one of the first inclusivity statements, the Apostle Paul writes: “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus: (Galations 3:28, New International Version).
This statement addresses several areas that are often the basis for groups of people to be excluded – nationality or ethnicity, economic statues, and gender. Here, Paul argues that from Christ’s perspective, “you are all one.” Likewise, inclusive organizations value the contribution of each individual member, show justice, and are intentionally inclusive.
In this unit, we will focus on the value of inclusivity in teams, organizations and communities, recognizing the ways in which our systems, policies, cultures, or individual behavior can be influenced by bias, and consider strategies for increasing inclusivity in our organizations.
Learning Objectives
At the end of this unit, you will be able to:
- Identify the value of inclusive teams, organizations, and communities.
- Recognize the role of bias in hiring, working, and promotion.
- Analyze strategies for increasing inclusivity in organizations.
Course Topics
In this unit, we will explore the following topics:
- Creating Inclusive Organizations
- Implicit Bias in Hiring, Working, and Promoting
7.1 Creating Inclusive Organizations
Inclusive organizations value the humanity and harness the potential of all members of the organization. All members experience a sense of belonging. Brown (2017) describes what it means to individuals to belong to a group, underscoring the importance that all members are able to be their authentic selves:
“Belonging is the innate human desire to be part of something larger than us. Because this yearning is so primal, we often try to acquire it by fitting in and by seeking approval, which are not only hollow substitutes for belonging, but often barriers to it. Because true belonging only happens when we present our authentic, imperfect selves to the world, our sense of belonging can never be greater than our level of self-acceptance” (Brown, 2017, p. 32).
Inclusive teams, organizations, and communities incorporate principles, policies, structures, and behaviors that, combined, create a culture where everyone’s contribution is valued and included.
- “Inclusive leadership means having the courage to take conscious steps to break down barriers for people at risk of being excluded from society.
- Inclusive leaders embody a leadership approach that appreciates diversity, invites and welcomes everyone’s individual contribution, and encourages full engagement with the processes of decision-making and shaping reality.
- The aim of inclusive leadership is to create, change and innovate whilst balancing everybody’s needs” (Bortini, Paci, Rise, & Rojnik, 2016, p. 5)
7.2 Implicit Bias in Hiring, Working, and Promoting
Much emerging research has focused on implicit bias – those underlying feelings of prejudice of which we are generally unaware. Implicit bias is “prejudice without awareness” (Choudhury, 2015, p. 27) and can influence our decision making in organization, including who we are most likely to hire, connect with, respect and promote.
We are most likely to immediate connect with and respect those who are like us – the same gender, ethnicity, age, ability, etc. In leadership situations, many of us also demonstrate a bias toward men or (in many countries) White or lighter-skinned people, regardless of our own gender or ethnicity (Choudhury, 2015). Research studies consistently show, for example, that in North America women faculty are given lower ratings on course evaluations, female candidates were less likely to be hired for orchestras (until blind auditions were instituted), and in one study, faculty were more likely to respond to students with “White names” (Choudhury, 2015).
Unless we intentionally engage in inclusive strategies, implicit biases can prevent us from creating inclusive teams, mentoring future leaders from backgrounds other than our own, and maximizing the impact of our teams, communities, and organizations.
Formative Learning Activities (ungraded)
Learning Activity 7.1
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Read: Inclusive leadership: Theoretical framework
- This reading will prepare you for engagement in the Community of Inquiry in this unit. Before reading, review the Community of Inquiry instructions.
Learning Activity 7.2
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Read: Northouse (2019) Chapter 16 Culture and Leadership
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Read: The day-to-day experiences of workplace inclusion and
exclusion.
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Read: Day-to-day experiences of emotional tax among women and
men of color in the workplace.
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Read: Emotional tax: How Black women and men pay more at work
and how leaders can take action.
- Read: Bourke, J. (2018). The diversity and inclusion revolution: 8 powerful truths. Deloitte Review (22).
Learning Activity 7.3
Watch Video 1, and Video 2 or Video 3.
Video 1: Unconscious bias - Making the unconscious conscious
Learning Activity 7.4: Trusted 10
Complete this exercise to evaluate your trusted network for diversity.
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In your Reflective Journal, jot down the first names or initials of
10 people you know who are not family members. (1 min)
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Open the Trusted 10 work
sheet and review the diversity dimensions. Code your named
people within the worksheet categories. Once complete, review the
worksheet and consider how diverse your group is. (5 min)
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Now on a separate sheet of paper draw one large ring, another ring
inside it and a ring inside of it, so you have a model three concentric
rings. Place the names of your named people in the rings where:
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Outer Ring is Level 1 and the people are acquaintances,
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Middle Ring is Level 2 and you are comfortable with these people in
your home,
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Inside Ring is Level 3 and these people are your trusted 10.
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Outer Ring is Level 1 and the people are acquaintances,
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Again, review this drawing in context of diversity. It is most
common that we replicate our world and we trust people who are like
ourselves. Is this true of yourself? If so, what can you do to increase
diversity within your trusted network?
- For each person enter their information into the Diversity Criteria columns. Upon completion compare their diversity to yourself. How diverse is your group?
Learning Activity 7.5: Community of Inquiry (Discussion)
After reviewing the “Inclusive Leadership: Theoretical Framework” completing the assessments in this unit, viewing the video “Unconscious Bias at Work” and reading the reports on “Emotional Tax,”, post a discussion in which you define “diversity” and “inclusion.” Citing the resources, analyze the benefits of diversity and inclusion in general. Then, thinking of your organization, consider the inclusion of women, people of colour, or people with disabilities in leadership roles or positions of influence. What strategies could your organization implement to deepen inclusivity?
Reflect on ways in which your own bias (or the bias of others in your organization) might influence key elements such as hiring, working together, and promotion. Provide at least two specific examples from your professional experience in which bias or inclusive practice can or does influence hiring, the work experience, or promotion. For each of these examples, suggest strategies to minimize bias and deepen inclusivity.
Respond to two other learners, identifying ways in which your experiences of bias and inclusivity have been similar or different, integrating the resources into your analysis.
See the Assessment section for the Grading Rubric for this assignment.