Deck 13: Building Diversity Competence for Individuals

Question 1

Learning to respond effectively to social-cultural diversity in a social environment is called

A) organizational diversity competency.
B) diversity training.
C) diversity competency.
D) multicultural expertise.

Answer 1

C

Question 2

With what do diversity initiatives often start?

A) Valuing Diversity activities
B) revision of internal structures and processes
C) losing a lawsuit
D) requests from employees

Answer 2

A

Question 3

Chrobot-Mason identified three stages in development of multicultural competence which are

A) individual development, group development, system development.
B) cultural audit, diversity training, specialized leadership development.
C) increasing awareness, behavior and coping skills, continuous development.
D) person analysis, KSA analysis, organizational analysis.

Answer 3

C

Question 4

How many companies provide some form of diversity training?

A) very few
B) almost all
C) about 2/3
D) none of these.

Question 5

Two models of diversity training identified by Roberson are

A) stereotype and discrimination
B) awareness and skills
C) knowledge and transfer
D) reaction and behavior

Question 6

Awareness training focuses on

A) drawing attention to diversity issues as a foundation for subsequent change.
B) increasing awareness as a method of coping with suppression.
C) general awareness and mindfulness of one's surroundings
D) information about avoiding lawsuits.

Question 7

The most common type of DT seems to be

A) skills training.
B) awareness training.
C) group processes.
D) employee-level rather than managerial or supervisory.

Question 8

An aspect of training associated with attitude change in employees is

A) virtual instruction
B) short sessions (< 2 hours)
C) individual and independent tasks
D) facilitation by management/supervision

Question 9

Changes in information or understanding are associated with

A) active learning.
B) emphasizing a single diversity attribute.
C) interdependent tasks and spaced learning.
D) all of these.

Question 10

The phase of the instructional design model focused on person, KSA, and organizational analysis is

A) training creation.
B) design and development.
C) needs assessment.
D) evaluation.

Question 11

The phases of training in the instructional design model include

A) selection, evaluation, assessment.
B) awareness training and skills training.
C) needs analysis, training design, evaluation.
D) individual, group, organizational.

Question 12

"List three reasons why people may experience interracial dialogues as stressful" is an example of

A) a learning outcome for skill.
B) a learning outcome for understanding.
C) part of a needs assessment.
D) a part of DT required by the EEOC.

Question 13

Grayson, a blind man, lives at a nursing home. At 8pm every day, medicine is given out to all of the residents of the nursing home. A new nurse, completely well-meaning, spoke much louder than necessary when giving Grayson the instructions for taking his medicine. Grayson has experienced what?

A) treatment discrimination
B) a microagression
C) benevolent prejudice
D) covert discrimination

Question 14

The politeness protocol and the color-blind protocol are

A) two reasons why people are anxious about interracial dialogues.
B) two norms about race talk that are relevant to work environments.
C) two forms of microaggression.
D) two ways to confront "isms."

Question 15

To increase active listening,

A) make eye contact.
B) avoid distractions such as cell phones.
C) listen without planning a response.
D) all of these.

Question 16

Which of Kirkpatrick's four types of evaluation criteria focuses on whether employees have actually retained the information from training?

A) reaction
B) learning
C) results
D) development

Question 17

One argument against specialized training for underrepresented groups is that it

A) elevates minority groups above White groups.
B) creates a sense of entitlement among minority group members.
C) is not enough.
D) encourages a view that they are not good enough to learn alongside others.

Question 18

The two major processes involved in informal mentoring relationships are

A) psychosocial and developmental.
B) developmental and emotional.
C) career and psychosocial.
D) individual and social.

Question 19

Which form of mentoring appears to be more beneficial?

A) informal
B) formal
C) career-only
D) personal

Question 20

Mentoring presents a paradox in the context of diversity because it

A) protects White people while only marginally helping minorities and women.
B) is an exclusionary process focused uniquely on the mentor and protégé.
C) is helpful only when the mentor and protégé match on certain characteristics.
D) has not actually been proven to be beneficial to employees.

Question 21

The purpose of a company ERG (Employee Resource Group) is to

A) create functional committees.
B) provide an inclusive environment.
C) improve diversity quotas.
D) maintain resources in a company.

Question 22

Although ERGs may increase inclusion and reduce turnover,

A) organizers should be aware of possible legal pitfalls.
B) they have been shown to distract from the organization's mission.
C) they are quite costly to implement.
D) they may lead to labor unrest and intergroup conflict.

Question 23

Which of the following is the most offered work-life benefit?

A) elder care
B) paid and unpaid leave
C) job-sharing
D) telecommuting

Question 24

________ is a policy recently used in some other countries to improve access to telecommuting or flextime.

A) Just ask
B) Right to request
C) Work-life access
D) WF culture

Question 25

A supportive W-F culture includes

A) time demands at work.
B) perceived managerial support.
C) expected career consequences for use of W-F policies.
D) all of these.

Question 26

A shortcoming of research on work-family culture and attitudes is that

A) it is contradictory.
B) research is insufficient.
C) it reflects primarily the experiences of White, middle-class-or-higher people
D) the "business case" is quite weak.

Question 27

In comparison to other industrialized countries, the US

A) has stronger W/F policies.
B) has a less "gendered" approach.
C) is far behind, from the employee perspective.
D) focuses on benefits away from work (e.g., leaves) but other countries emphasize at-work benefits (e.g., lactation rooms).

Question 28

What is a "valuing diversity" activity, and what is its role in a program for managing D&I?

Question 29

The text says that little information exists about "KSAs actually needed for competence in managing D & I." Why is this so?

Question 30

What is the Critical Incident Technique, and how could it be used to determine KSAs for Diversity Training?

Question 31

Chrobot-Mason has identified three stages in multicultural competence. What are these three stages?

Question 32

Do you think that different diversity competencies might be needed in different organizational settings? Why or why not?

Question 33

Distinguish between Awareness and Skills models of diversity training.

Question 34

List two factors that have been found to be associated with change in affect or attitude, and two that are associated with change in cognition.

Question 35

Explain the steps in the Instructional Design Model.

Question 36

What are microaggressions, and why might they be included in a diversity training program?

Question 37

Why do people often experience interracial dialogs as stressful? List two reasons.

Question 38

What are the politeness protocol and the colorblind protocol, and how are they related to race talk?

Question 39

Suppose you are part of a conversation in which someone says something racially offensive. How would you decide whether to respond? If you decided to respond, what would you say or do?

Question 40

What is active listening? List three habits of active listening.

Question 41

What are Kirkpatrick's four criteria for evaluation of training? Which do you think is most common? Which do you think is most important, and why?

Question 42

Based on studies of the evaluation of diversity training, list and explain four recommendations for those planning this activity.

Question 43

Explain what is meant by specialized leadership development. Discuss one reason why such development should be offered, and one reason why it should not.

Question 44

What is mentoring? What does research show about its effects?

Question 45

Two processes have been identified in informal mentoring. Explain and give a brief example of each process.

Question 46

Explain one way in which the mentoring experience and its effects may vary with (a) sex of participants, and (b) racio-ethnicity of participants.

Question 47

What is formal mentoring? List three research-based recommendations for formal mentoring.

Question 48

What is meant by the mentoring paradox?

Question 49

What are affinity groups or ERGs? What are they intended to do? Explain two cautions of which the diversity professional should be aware pertaining to ERGs.

Question 50

What are work-family or work-life benefits? How do they fit into a program of managing diversity and inclusion?

Question 51

Give an example of the most available W-F (W-L) benefits, and one example of the least available ones.

Question 52

If you were an advocate for employees, why would you argue against complete supervisor discretion in access to W-F (W-L) benefits?

Question 53

What is a right to request policy, and why is it considered useful?

Question 54

What are three aspects of supportive work-life culture? Explain any one of these.

Question 55

The text lists five recommendations to management for helping employees to manage work-family conflict. Explain any two of these recommendations.

Question 56

Explain the business case for W-F (W-L) benefits.

Question 57

How does the US compare with other industrialized countries in terms of family-friendly policies for employees?