Professional Documents
Culture Documents
ORGANISATION
CIA 1
Submitted by:
MEGHA B
1927037
MBA A
Submitted to:
Introduction
Linkages to Success
Research and reporting on inclusion in the Indian working environment are few with the
focus on education integration. India's Constitution prohibits discrimination on basis of
religion, ethnicity, caste, gender or birthplace. The principle of equal opportunities in public
employment matters is also laid down as a directive. Through the State policy guidelines, the
Constitution, as a protective measure to correct old social, economic, political and economic
deprivations, stipulates that the State shall promote the educational and economic interests of
the planned castes and tribes with particular care. This serves as a protective measure in terms
of reservations for socially and economically marginalized sections in academic
organisations, much like the affirmative course of action in the United States[ CITATION SMu14
\l 16393 ]
While education institutions and public sector organisations are needed to hire for appropriate
representation of backward castes and tribes, discrimination and differential treatment still
occur in fact, as suggested by the Throat Committee report on caste discrimination. Even with
such reports and constitutional safeguards, discrimination and segregation continue in India,
academic institutions and organisations still need to enforce the proposed reforms in full, and
few talk of the need for privilege checks[ CITATION APr01 \l 16393 ]
Conclusion
Diversity is leveraged through inclusion, which enables staff to feel valued and included by
an organization. It needs that differences be recognized and overcome concurrently, by
valuing differences within and across individuals within organisations. The concept of
fairness and justice is central to the discourse on diversity. Individuals need to belong, be
valued, be treated fairly, and be recognized from whatever source or basis their identity
derives. If organisations invest in diversity, they are likely to benefit, in both obvious and
economic respects, but also in other subtle types of higher loyalty, higher well-being and
respect they command in the process.
Learning Outcome
The creation of an inclusive culture must concentrate on recruitment and diversity-based
training beyond diversity and include holistic methods of leveraging diversity. It includes
rephrasing the discussion from demographic diversity to diversity of thought and lastly
inclusion, and addressing both conscious and unconscious biases that may hinder recognition
and integration.
When employees feel included, in a real sense, beyond mere lip service, they can bring the
whole of themselves to the organization, expressing and voicing in an unhindered manner
that enables effective problem-solving, creativity, innovation and enhanced performance in
many ways.
REFRENCES
1. Ortlieb, R. S., & Sieben, B. (2014). The making of inclusion as structuration:
empirical evidence of a multinational company. Equality, Diversity and Inclusion: An
International Journal, 33(3), 235-248. doi:10.1108/edi-06-2012-0052
2. P. Zanoni and M. Janssens, "Minority employees. Engaging with (diversity)
management: an analysis of control, agency, and micro-emancipation," Journal of
Management Studies, vol. 44, no. 8, pp. 1371-1397, 2007
3. R. Hays-Thomas and M. Bendick, "Professionalizing diversity and inclusion practice:
Should voluntary standards be the chicken or the egg?" Industrial & Organizational
Psychology, vol. 6, no. 3, pp. 193-205, 2013.
4. S. Mukherjee and N. Singh, "Companies with women board members make more
money," 27 October 2014. [Online]. Available:
http://timesofindia.indiatimes.com/business/indiabusiness/Companies-with-women-
board-members-make-moremoney/articleshow/44943363.cms. [Accessed 27 October
2014]
5. C. Herring, "Does diversity pay? Race, gender, and the business case for diversity,"
American Sociological Review, vol. 74, pp. 208-224, 2009
6. A. Prasad, "Understanding workplace empowerment as inclusion," Journal of
Applied Behavioural Science, vol. 37, no. 1, pp. 51-69, 2001
PLAGIARISM REPORT
.