As a result of globalization, developing markets, and demographic changes in the U.S. labor force, the United States has become increasingly diverse. Therefore, diversity and inclusion is a vital part of our society. Diversity is often viewed as a double-edge sword. Proponents argue that the benefits of diversity include greater creativity, innovation, and improved organizational performance. Opponents argue that organizational diversity is costly, increases conflict, and is overall unfair. No matter what side of the diversity argument that you find yourself, there is a general sentiment that diversity alone, is not enough. The goal is to make workplaces inclusive. In 2014, the Office of Personnel Management introduced the New Inclusion Quotient (New IQ) in an effort to make the federal government more inclusive. The New IQ includes five inclusion factors which include an environment that is fair, open, cooperative, empowering and supportive. Using data from the 2015 Federal Employee Viewpoint Survey, this study examines the appropriateness of the New IQ. The study also examines the relationship between inclusion and employee engagement.

The community colleges were established in Ontario in 1965 during a period of economic optimism, characterized by a spirit of innovation and diversity. Growth and a willingness to experiment were the order of the day. One very positive outcome of these features was the freedom of opportunity for the colleges to develop autonomously and according to the needs of their particular community. This independence or lack of government direct involvement has changed rather dramatically since 1990, however. Pressures from the Ministry, for more systematic planning and centralized decision-making have been felt, initiated by the publication of Vision 2000. As a result, the former independent, innovative and diverse qualities of the colleges appear to be in jeopardy. Why this change in philosophy? Why at this time? What possible consequences might result? These are just two of the questions that will be discussed in the following project. A second and major portion of this project will trace the evolution, current status and future possibilities of one course in particular, English for Academic Purposes (EAP). This course or these courses were able to develop in the first place because the colleges had the opportunity for / Thesis / Master of Arts in Teaching (MAT)

Increased numbers of women, people of color, and older workers will soon begin to fill positions once held and dominated by European-American men. To aid in such demographic expansions it is estimated that diversity management and/or sensitivity training programs of some sort take place in over half of the U.S. companies with over 100 employees at an approximate cost of 10 billion dollars per year (Lubove, 1997). Such programs are thought to alter attitudes and prepare firms for multicultural staffs and market places. Organizational benefits of such programs are well documented. However, the impact of these programs on employees remains unanswered. Discovering the effectiveness and impact of diversity management training programs on mangers in the lodging industry was the challenge put forth in the present study. The study sought to gain a better understanding of the usefulness of diversity management training programs in the hospitality industry. Specifically, the present study investigated the perceived benefits of diversity management training programs on the individual level by addressing two research questions. The first research question asked if there was a relationship between diversity management training involvement and the personal inputs of various lodging managers. The second question asked if there was a relationship between diversity management training involvement and the personal outputs of lodging managers. The present study used a combination of Adams’ Equity Theory Model, Cox’s Interactional Model of Cultural Diversity, and Charles’ Relationships of Factors Affecting the Recruitment, Retention & Promotion of Blacks Into Upper-Level Management Model. The proposed Diversity Management Training Effectiveness Model identified four major constructs to describe and communicate the potential impacts of diversity management training programs on individuals. Personal inputs, diversity climate (organizational), and personal outputs were utilized to predict lodging managers' involvement in diversity management training programs. Regression analysis, analysis of variance, Pearson Product Correlation Coefficients, Spearman's Rank Correlation Coefficients, and Two Mean T-tests were used to analysis the 11 hypotheses generated by the two research questions. The analysis revealed that three personal inputs (age, educational level, and gender) had no relationships with the diversity management training involvement of lodging managers. While loyalty and seniority, also personal inputs did have relationships with the diversity management training involvement, and thus could be used to predict the managers' involvement in such training programs. Revealed also in the study were the relationships between involvement with diversity management training programs and employee personal outputs. Relationships were not found with job/career satisfaction, job involvement, and compensation. Opportunities for advancement were found to be correlated with a lodging managers' involvement in diversity management training programs. While, organizational identification received partial support for the relationship with diversity management training involvement. The model tested in this study provides a means of evaluating the effectiveness and impacts of diversity management training programs on individuals. Forty-nine percent of all managers surveyed felt diversity management training programs were effective to very effective with regards to minority employees, while 50% felt that these same programs were effective to very effective with regards to non-minority employees. The findings also suggest that the involvement in diversity management training programs can increase the overall general satisfaction and organizational commitment of lodging managers. / Ph. D.

Yes / The paper considers various theoretical perspectives that underscore the relevance of managing difference in a multinational state and the various strategies used by state in regulating difference in general and to Pakistan specifically. It then briefly illustrates the central features of federalism at different points in Pakistan¿s history and then considers the actually practise of managing difference at various historical junctures. A critical analysis of the various alterative approaches is then considered and an evaluation of the pro and cons of each suggestion is made allowing for reflections on possible policy development.

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Workforce parity among cultural groups in America has been an unobtainable goal for years. The present diversity in our society dictates a new mandate for majority managers in their approach toward working beside and supervising these cultural groups. In order to achieve full inclusion and reach their fullest potential many employees, minorities and women, in these cultural groups, along with managers, are attending or participating in diversity training classes. Although diversity has several definitions, the goal of most training is to change corporate and organizational culture so everyone is allowed to contribute equitably to achieve his/her fullest potential, ultimately achieving parity in every area of the workplace. The purpose of this grounded theory study was to investigate the perceptions of behavioral outcomes as observed and experienced by minority employees concerning their Caucasian managers who have attended a diversity training program at a government facility. A case effects matrix was used to display the data obtained through eight open-ended interviews, observations and content analysis. Data was analyzed to elicit themes or patterns that addressed three research questions: 1. To what extent did the training program meet its stated objectives? 2. What kinds of behavioral changes occurred in Caucasian managers after attending a diversity training program? 3. To what extent was the training program an effective organizational intervention? The presentation of the data was in descriptive narrative case study profiles. Two categories of major themes were identified as common among the managers and employees: (a) Changes and (b) constraints. Results revealed that the training objectives were met, that behavioral outcomes indicated no significant change in managerial behaviors and that the training was not an effective intervention. Although some improvements were made, the training was not found to have transformed the organization. Recommendations for future diversity training programs were addressed. / Ed. D.