Exploring Diversity, Equality, Inclusion, and Employee Engagement in Organizations

Strategic Relevance of Diversity, Equality and Inclusion in the Modern Workplace

The module aims to:

·explore the strategic relevance of diversity, equality and inclusion, to organisations, the modern workplace, within the context of an increasingly global approach to human resource management;

·determine the links and intersections between, diversity, equality and inclusion and the issues of work/employee engagement;

·identify the key antecedents of employee engagement, other than EDI, such as reward (financial and non-financial), performance management, and organisation culture;

·assess the positive outcomes that can accrue from engaged employees; and examine how organisations can adopt a more strategic approach to both diversity, equality, inclusion and employee engagement.

On successful completion of this module students will be able to:

·Explain and articulate the key tenets, and principles of both Equality, Diversity and Inclusion (EDI) and Engagement;

·Appreciate and discuss the importance of both issues to people and organisations in the contemporary context.  

Intellectual Skills

·Demonstrate a comprehensive understanding, and appreciation, of key academic models, theories, and diagnostic frameworks which underscore equality, diversity & inclusion and employee/work engagement.

·Design or choose an employee engagement survey; and understand how it can be applied in real-survey exercises;

·Develop a ‘bare-bone’ EDI and/or Engagement strategy, which will include specific examples of policies and practices, aimed at enhancing organisation approaches tothese issues.   

Employability

This module addresses two highly significant areas within current HRM literature and scholarship. By having studied, explored, and critically assessed the concepts of EDI and Engagement, the participants will have been exposed to up-to-date thinking, and examples of strategic good practice, which can be applied to organisations they may find themselves working in. Furthermore, due to the nature of the topics in question, the module will encourage participants to reflect on their own behaviours and attitudes in the workplace (for example, with regard to unconscious bias). This can facilitate a more holistic approach to successful employability.  

Formative assessment methods will include:

Team work which requires students to identify key skills needed in successfully analysing case studies and in preparation for their individual report. Group discussion work focusing on developing reflective skills will form part of the module in order to support students in their summative reflective account.  

A 2000 word report  based on a case study which will be provided to you in advance.  You will be asked to undertake an analysis of the issues raised in the case study and, with reference to relevant theory,  provide a set of recommendations in relation to proposed policy and practices.

The report will  contain an appendix to include a reflective account (500 words) on ways in which the students’ perception of equality, diversity and inclusivity has changed, or has had an impact on them, as individuals.

·Clarity of argument, ensuring that the reader gets the point of what you want to say, without having to read between the lines.

·Breadth and depth of research -the use of an appropriately wide range of sources, both supportive and critical.

·Appropriate selection of material -not so wide as to be a list, but not too narrow to the exclusion of important issues.

·A critical and evaluative tone -pointing up both the positive contribution and the flaws or weaknesses in the work being considered

·A good paper will be clearly structured, demonstrate a range of source material, demonstrate an awareness of the issues and come to a conclusion based on their arguments

·A less good paper will tend to outline previous research but not develop those ideas, provide limited arguments and lack structure and flow

·Failed papers will tend to describe previous research with little demonstration of understanding or engagement with the material and/or adopt a highly prescriptive approach with little or no critical evaluation or analysis

·Ensure that the paper follows the conventions of academic papers, such as those in quality journals, with title, introduction, conclusions and Harvard referencing.