Globalization brought many opportunities and challenges. As the world becomes more integrated and as mobility increases around the world, people from different cultural backgrounds find themselves working side by side with each other. Now more than ever, the need for different cultures to work with and understand each other becomes stronger.


            Academic institutions around the world play important roles in developing cultural sensitivity among the citizens. Because of the increased mobility of people around the world, and because of the increasing population diversity (in terms of cultural backgrounds), schools are starting to realize the importance of intercultural diversity. According to Bagnall (2008), the difference between international schools and national schools is narrowing as people move freely between countries (p. 121). As people move from one country to another, population of many regions and countries around the world become culturally diverse. This diversity is mirrored by the make up of students attending schools. Now student diversity is not exclusive to international schools. We can see many national schools adopt international curricula. Schools have a big role in preparing students top become global citizens.


 


            Teachers are responsible in ensuring that differences in culture are respected and that everyone is included in the learning process. According to Hutchison (2006) teachers must understand the influences of culture in teaching and learning (p. 103). Leeman and Reid (2006) investigated on how multicultural education is being implemented in Australia and the Netherlands. Both Australia and the Netherlands have ethnically diverse populations and both face problems caused by inequitable social relations (p. 59). Dutch educational policy focuses on opportunities for immigrants to enable them to participate in the institutions of Dutch society and on cultural education (Leeman and Reid 2006, p. 62). Multicultural education in Australia was largely concerned with language acquisition for the immigrant and anti-racist practices in schools and classrooms. Multicultural education has a focus on maintenance of culture for the immigrant (p. 63). In order to develop cultural sensitivity among students, the teachers themselves must learn to understand and respect cultures. According to DePalma et al (2006) in-school practicum for pre-service teachers are not effective as it may perpetuate or even exacerbate racial and ethnic stereotypes (p. 328). They believe that majority pre-service students can learn much more about minority children if they let these children participate in the learning process outside the institutional space of schooling (p. 328). Teachers play an important role in the inclusion of minority students in class. It is important to look beyond the children’s cultural backgrounds. Teachers must identify each student’s strengths and weaknesses and encourage them to participate in activities and projects that will develop their knowledge and skills. According to DePalma et al (2006) engaging minority children in projects and activities outside the school setting, allowed majority pre-service teachers to make close relationships with the children. The children became more open and friendlier to the pre-service teachers and became interested in learning. Chang (2006) presented an account of how he used cultural diversity a key resource in teaching and learning. He proposed the notion of ‘transcultural wisdom bank’, which accumulates cross-cultural insights and experiences about problems and issues that affect all humans (p. 370). A wisdom bank is the collection of the set of possible solutions from many different cultures or societies to recurrent problems that are common to the human condition and that no one culture has managed to solve completely. A transcultural wisdom bank broadens students’ views in terms of a larger range of possibilities about important issues in everyday life (Chang 2006, p. 371). Cultural diversity produces opportunities for both the teacher and students to learn from each other and to find ways of dealing with different problems by cooperating and sharing knowledge. The transcultural wisdom bank provides an example on how the teacher can develop cultural sensitivity among students and it helps the students to be proud of their cultural backgrounds and values. The students learn about others’ culture and see its uniqueness and importance.


 


According to Deardorff (2006) one important outcome of intercultural education is the development of interculturally competent students (p. 241). A culturally competent individual is believed to have a recognition of global systems and their interconnectedness, including openness to other cultures, values, and attitudes. An interculturally competent individual has cultural awareness, deep cultural knowledge and sociolinguistic awareness. An interculturally competent individual possess skills such as adaptability, flexibility, ethrnorelative view, and empathy. And lastly, an intercultural competent individual effectively and appropriately communicates and behaves in an intercultural situation (Deardoff 2006, p. 256).


 


            From the discussion thus far, we can see that academic institutions around the world are embracing intercultural diversity and are realizing the importance of encouraging every student, regardless of their cultural backgrounds, to participate in the learning process. The populations of many countries are starting to be culturally diverse and this change is mirrored by many schools. Now more than ever, diversity of cultures must be looked upon not as a burden, but a source of strengths for a society or a country. Diversity must be viewed as an opportunity for everyone to benefit and to gather knowledge, experience, and values.


 


            Now I will focus my attention on how organizations can include all cultural groups by reflecting on my own experiences. In order to ensure that all cultural groups are included in the process, policies and activities of the organization, the management and the employees must be educated both multiculturally and interculturally. Multicultural education according to Lasonen (2005) prepares the learners to adjust themselves to live and work on a daily basis in a multicultural communities and working contexts. This concept is often used in the context of adjusting immigrant groups to new home countries or in the context of mediating between different parties of ethnic conflicts (p. 400). Intercultural education, on the other hand, is defined by Lasonen (2005) as a concept of preparing the learners to act as interpreters and mediators between different cultures. This concept is often used in the context of international and intercultural cooperation promoting understanding diversity (pp. 400-401). In order for every member of the organization to develop a respect, understanding and appreciation of cultures, it is important that the management train and educate them to acquire multicultural competence and intercultural competence. Multicultural competence refers to the ability of an expert to make ethical policies, strategies, and decisions concerning minority groups while intercultural competence refers to the ability of an expert to work in international and multicultural working environments to promote learning between different  cultures, and to relate one’s own contribution to collaboration in such working communities (Lasonen 2005, p. 401).


 


I worked in a multinational organization before. The organization has a culturally diverse workforce. In order to make sure that everyone is treated fairly and equally, the management commits itself to diversity management. Diversity Management takes many forms in practice, but can be defined as an organization’s active investment in the integration, development, and advancement of individuals who in the collective, represent the heterogeneity of the labor force, and in the development of organizational strategy, culture, policies, and practices that support interpersonal respect, communication, and individual, team and organizational performance in a diverse environment.


Managing Diversity is the organization’s commitment to integrate and develop individuals that make up a heterogonous workforce. Diversity management is the development of organizational strategy, culture, policies and practices that support interpersonal respect, communication, and individual, team and organizations performance in a diverse environment. A diverse organization employs people with different culture. The goals of the company’s diversity management initiative if to identify the differences between cultures and determine their strengths and weaknesses. By focusing on the strengths of everyone and giving them opportunities to contribute to the organization, success is achieved. The company’s commitment to diversity is reflected in its policies and practices, especially those involving employee. The management emulates respect for diversity and this is being followed by the employees. The talents, ideas, skills and values of everyone are developed and enriched.


 


The increase in international trade and the fast rise of globalization has caused a major shift in organizations and the way they are managed. The workforce has become more diverse culturally. In order to participate in the global marketplace, companies from different parts of the world are forming partnerships, alliances and joint ventures. Managing Diversity, the way I see it is the organization’s commitment to integrate and develop individuals that make up a heterogonous workforce. Diversity management is the development of organizational strategy, culture, policies and practices that support interpersonal respect, communication, and individual, team and organizations performance in a diverse environment. A diverse organization employs people with different culture. I believe that this is the only way for an international business to succeed. The international organization needs to understand the host market. In order to better understand the host market, an international organization needs to employ locals. Thus in employing local residents, the international organization opens its doors to cultural diversity. When diversity is not properly managed, problems, misunderstandings and conflicts will arise.


 


 


            Cultural diversity is seen by the organization as an opportunity as it gives access to a wide resource of knowledge, skills and expertise. If managed correctly, a culturally-diverse workforce can become a source of competitive advantage. The management can make use of its employee’s cultures and values. Managing Diversity has many benefits for the company. Managed well, diversity can be a positive force, spurring creativity, dynamism and excellence, renewing and refreshing the corporation, and ultimately improving the bottom line. Diversity brings differences in styles and in ways of looking at and doing things which can help organizations do more than they ever dreamed possible. Diversity can help organizations create new and more innovative products and services, better meet the needs of customers and clients, and do more for the community the organizations are part of and serve. Diversity means differences, and differences create challenges, but differences also open avenues of opportunities. Diversity enables a wide range of views to be present in an organization, including views that might challenge the status quo from all sides. It also focuses and strengthens an organization’s core values and serves as an instrumental in organizational change. Diversity stimulates social, economic, intellectual, and emotional growth and helps an organization understand its place in the global economy.


 


There are different ways in which a firm goes global. Firms establish businesses abroad in different ways. Some companies take an international business strategy. An international business establish operations abroad in order to support its domestic operation. There are also multinational companies that recognize the importance of overseas markets. The fundamental strategy of a multinational firm evolves around having a number of national subsidiaries sensitive and responsive to each national market. Global companies on the other hand exploit the scale economy advantages by making and selling products worldwide. To achieve worldwide efficiency, a global company sets up its production facilities in selected countries and distributes its products across countries. Lastly, a transnational company aims at accomplishing production efficiency while making necessary changes in product design, manufacturing, and distribution because of the local market conditions. I learned that companies go global for different reasons. The are also companies that are products of joint ventures, alliances and partnerships. No matter what the reasons are, these companies are employing different people with different cultural backgrounds.


 


There are different ways in which managers in multinational firms manage diversity. One example of such strategy is “think global, act local” in which the global initiatives of the firm are adapted locally in order to better manage the local workforce. Another way of integrating cultural diversity is to decentralize “centers of excellence” to those cultures that do the job best and most cheaply. In this strategy, global excellence becomes a synthesis of approaches taken in many places.


 


            In the area of Human Resource Management (HRM), managing diversity must be present in all processes. For example, the recruitment process of the organization must reflect its commitment to cultural diversity. In addition, many organizations, are introducing diversity training, in order to ensure that every employee accepts diversity in the workplace. The topic of cross-cultural management always leads to HRM particularly International HRM or IHRM. Broadly defined IHRM is the process of procuring, allocating, and effectively utilizing human resources in a multinational corporation. In the area of IHRM, the management needs to develop HRM practices and policies that consider the cultural background of the employees. For example an international business that seek to expand its operation in China must take into consideration the characteristics of the culture, the values and behaviors of the employees that were derived from their culture.


 


            Cultural diversity management has made me realized that the world is becoming flatter. I think that cultural diversity in the workplace will continue to increase. As people become more mobile and as businesses become more global, diversity in the workplace will become more common. Perhaps the key to successful cross-cultural management is respect and being open-minded. As a future manager, I should develop a respect for every person, regardless of his or her cultural background. I should also learn to be more open-minded. Instead of judging people, I must learn to accept that every individual is unique. Everyone can contribute to the success of the organization.


           


 


 


References


 


Bagnall, N. (2008). Case Studies of Four International Schools. In International Schools as Agents for Change. New York: Hauppauge.


 


Chang, J. S. (2006). A Transcultural Wisdom Bank in the Classroom: making Cultural Diversity a Key Resource in Teaching and Learning. Journal of Studies in International Education, 10(4): 369-377.


 


Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10(3): 241-266.


 


DePalma, R., Santos-Rego, M. A. and Lorenzo-Moledo, M. M. (2006). Not Just Any Direct Experience Will Do: Recasting Multicultural Teaching Practicum as Active, Collaborative and Transformative. Intercultural Education, 17(4): 327-339.


 


Hutchinson, C. B. (2006). Cultural Constructivism: The Confluence of Cognition. Knowledge Creation, Multiculturalism, and Teaching. Intercultural Education, 17(3): 301-310.


 


Lasonen, J. (2005). Reflections on Interculturality in Relation to Education and Work. Higher Education Policy, 18: 397-407.


 


Leeman, Y. and Reid, C. (2006). Multi/Intercultural Education in Australia and the Netherlands. Journal of Comparative and International Education. 36(1): 57-72.



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