5OS05 Diversity and Inclusion

5OS05 Diversity and Inclusion

This course focuses on the importance of leadership styles that monitor, manage, and report on workplace fairness and diversity. It examines how different leadership styles influence the development of ethical standards and laws. The section emphasises how encouraging a diverse and inclusive workforce may develop good cultures that value diversity and improve organisational performance. The unit claims that a sense of belonging, even within a varied workforce, contributes to occupational satisfaction, which is reflected in higher customer satisfaction and, as a result, higher performance.

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What Will You Learn?

Students will explore how diversity and inclusion tactics in organisational environments play a crucial role in overall value creation in unit 5OS05. The unit comprises evaluating the benefits and drawbacks of diversity and inclusion and their impact on consumer and employee satisfaction. First, the course looks at the rules and regulations that govern gender, disability, race, wage disparities, and the standards for inclusion. Second, students will understand the organisational tactics and policies required for inclusion and diversity, as well as the consequences of equality. Third, as a result, learners will comprehend the roles of managers in establishing healthy cultures that embrace and integrate all members of the workforce.

This Unit Is Suitable for Persons Who?

This unit is designed for people who want to be managers or are already in them. Individuals motivated to study and apply HR, and L&D principles and best practices are eligible to apply. Individuals with CIPD Level 3 certificates are also great candidates for the unit. Understanding the keywords and concepts taught in Level 3 will enable them to interpret advanced topics faster than those with little HR or L&D experience.

Learning Outcomes

1st Learning Objective The first necessity is to understand the importance of welcoming various people into organisational settings. The following are examples of a superb demonstration of this understanding:

 

  1. Giving accurate assessments of the value of diversity and inclusion to consumers, employees, and other stakeholders. The elimination of gender pay inequalities, safety and respect, enhanced tolerance, and better interactions with communities within organisations are all examples of social and moral values. Improved flexibility, increased engagement and employee retention, wide and diversified talent pools, streamlined problem-solving, teamwork, innovation, ideas, and better manager-employee and coworker relations are all examples of value effects in the business frontier. Organisations’ reputations, access to new markets and large customer bases, and product and service delivery innovations are all influenced by social and commercial values.
  2. Clearly describing key aspects of workplace diversity and inclusion legislation. Entrants must explore the requirements for equality effect and targeted discrimination evaluations, gender and ethnic inclusion, healthy pay gap margins, and explicate equality and diversity regulations such as the 2010 Equality Act. Based on the description, students will have discussed how organisations may protect their employees, including those from minority groups, from victimisation, harassment, and discrimination. However, a greater emphasis on non-compliant employment scenarios will demonstrate learners’ awareness of the consequences of breaking any law.
  3. Finally, participants must demonstrate their comprehension by identifying barriers to diversity and inclusion. To fulfil the CIPD’s course minimums, they can identify hurdles such as poor senior management commitment and presenting credible cases, feasibility issues, difficulties in sourcing diverse people, internal differences, change management, group and individual resistance, or conflict.

 

2nd Learning Objective Students must be able to assist organisations in reflecting on and promoting diversity and inclusion. To fully cross the threshold, pupils must do or develop:

 

  1. A review of a company’s diversity and inclusion policies and procedures and the context in which they operate.
  2. An equality impact assessment (EqIA) focuses on balancing the consequences on protected clusters and individuals. On the other hand, students must analyse the EqIA to build a coherent context. They must address issues like laws, benefits, the transfer of EqIA into policies, the best people to do the evaluations, and other related topics.
  3. A set of strategies that support diversity and inclusion in the workplace. Learners must be able to prepare documents that give the finest policy and L&D frameworks for people in managerial positions.

 

3rd Learning Objective Finally, applicants must demonstrate their ability to implement best practices that promote diversity and inclusion. Students must complete the following tasks:

 

  1. Students must first investigate managers’ roles in establishing inclusive and varied cultures.
  2. Participants must also propose practical proposals that value diversity and inclusion among all stakeholders, including employees and customers.
  3. Finally, the CIPD encourages students to devise techniques for tracking and evaluating the effects of positive, inclusive environments.

 

What Are the Entry Requirements?

Level 5 does not have any required prerequisites for enrolling in its classes, unlike the previous CIPD Associate Level courses. On the other hand, the foundation goes to considerable pains to verify that each applicant comprehends material and completes assignments correctly. If they do not speak English as a first language, the CIPD requires all candidates to meet the eligibility minimums by presenting English proficiency certificates such as the IELTS. People from English-speaking countries are excluded from providing credentials, according to the CIPD. As a result, anyone above 18 who can afford the Level 5 course and has a strong desire to study and apply the best HR and L&D techniques relevant to management today can enrol in the unit.

How Can We Help?

Whether you are taking any CIPD or HR-related course and need assistance with certain areas of coursework or entire assignments, we are your go-to partner. We provide professional support and 24-hour help, combining convenience with speed and exceptional quality. Our company is proud of its large client base, which contributes equally to developing greater customer service. As a result, our organisation allows its clients to direct service delivery, including all preferences and conditions required to maximise each unit’s performance. Furthermore, our team of HR graduates and professionals ensures that all assignments adhere to undergraduate standards and satisfy the learning objectives for each unit.

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Reference

ACAS. (2018) Prevent discrimination: support equality. Guidance. London: ACAS. Available at: https://archive.acas.org.uk/media/4402/Prevent-discrimination-supportequality/pdf/Prevent_discrimination_June_ 2018.pdf.

ACAS. (n.d.) Equality, diversity and inclusion. Available at: www.acas.org.uk/discrimination-bullyingand-harassment

Bader, A.K., Kemper, L.E. and Jintae, F.J. (2019) Who promotes a value-in-diversity perspective? A fuzzy set analysis of executives’ individual and organisational characteristics. Human Resource Management. Vol 58, No 2, March/April. pp203-217.

Baska, M. (2019) Businesses ‘feel free to discriminate’ because equality law is not being enforced. People Management. 30 July. Available at: www.peoplemanagement.co.uk/news/articles/businesses-feel-free-to-discriminate

Brown, J. (2017) Inclusion: diversity, the new workplace and the will to change. 2nd ed. Hartford, CT: Publish Your Purpose Press.

Duncan, J. (2019) Think outside the box: leading diversity and inclusion in the workplace. [ – ]: The Author.

Equally Ours. (n.d.) Available at: www.equallyours.org.uk/

Faragher, J. (2017) Beyond bias. People Management. 27 April. Available at: www.peoplemanagement.co.uk/longreads/articles/beyond-bias

Frost, S. and Kalman, D. (2016) Inclusive talent management: how business can thrive in an age of diversity. London: Kogan Page.

Frost, S. and Raafi-Karim, A. (2019) Building an inclusive organisation: leveraging the power of a diverse workforce. London: Kogan Page.

Gifford, J., Green, M. and Young, J. (2019) Diversity management that works: an evidence-based view. Research report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/managementrecommendations.

Green, M., Bond, H. and Miller, J. (2018) Diversity and inclusion at work: facing up to the business case. Report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/r elations/diversity/diversity-inclusion-report.

Green, M. and Young, J. (2019) Building inclusive workplaces: assessing the evidence. Research report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/building-inclusiveworkplaces.

Houldsworth, L. (2016) International diversity management. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/internationalmanagement.

Kirby, A. and Smith, T. (2021) Neurodiversity at work: Drive Innovation, Performance and Productivity with a Neurodiverse Workforce. London: Kogan Page. [Forthcoming, 1st ed., April 2021.]

Marchington, M., Wilkinson, A., Donnelly, R. and Kynighou, A. (2020) Human resource management at work: the definitive guide. 7th ed. London: CIPD Kogan Page.

Miller, J. and Green, M. (2019) Diversity and inclusion in the workplace. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/factsheet.

Noon, M. (2018) Pointless diversity training: unconscious bias, new racism and agency. Work, Employment and Society. Vol 32, No 1, February. pp198-209.

Phillips, K.W., Dumas, T.L. and Rothbard, N.P. (2018) Diversity and authenticity. Harvard Business Review. Vol 96, No 2, March/April. pp132-136.

Sweeney, C. and Bothwick, F. (2016) Inclusive leadership: the definitive guide to developing and executing an impactful diversity and inclusion strategy. Harlow: Pearson Education.

The Black History Month. (n.d.) Available at: www.blackhistorymonth.org.uk/

Wiles, D. (2015) Square holes for square pegs: current practice in employment and autism. Report. London: Business Disability Forum. Available at: https://members.businessdisabilityforum.or g.uk/resource-category/resource/researchand-insight-square-holes-employmentautism/.

Worman, D. and Suff, R. (2015) Quotas and targets: how do they affect diversity progress?. Policy report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/diversity/quotas-impact-report.

The Chartered Institute of Personnel and Development (CIPD). (n.d.), Diversity and inclusion. Available at: www.cipd.co.uk/knowledge/fundamentals/relations/

The Employer’s Network for Equality and Inclusion (ENE). (n.d.) Available at: www.enei.org.uk/

The Equality and Human Rights Commission. (n.d.) Available at: www.equalityhumanrights.com/en

The Government Equalities Office. (n.d.) Available at: www.gov.uk/government/organisations/government-equalities-office

The UK Government. (n.d.) Available at: www.gov.uk/employer-preventingdiscrimination

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