Search results

While companies in developed countries are increasingly turning to indigenous employees, integration measures have met with mixed results. Low integration can lead to breach of the psychological contract, i.e. perceived mutual obligations between employee and employer. The purpose of this paper is to identify how leadership and organizational integration measures can be implemented to promote the perceived insider status (PIS) of indigenous employees, thereby fostering fulfillment of the psychological contract.

A search for relevant literature yielded 128 texts used to identify integration measures at the level of employee–supervisor relationships (leader-member exchanges, inclusive leadership) and at the level of employee–organization relationships (perceived organizational support, pro-diversity practices).

Measures related to leadership included recruiting qualified leaders, understanding cultural particularities, integrating diverse contributions and welcoming questions and challenges. Organizational measures included reaching a critical mass of indigenous employees, promoting equity and participation, developing skills, assigning meaningful tasks, maintaining good work relationships, facilitating work-life balance, providing employment security, fostering support from communities and monitoring practices.

While PIS has been studied in western and culturally diverse contexts, it has received less attention in indigenous contexts. Yet, some indigenous cultural values are incompatible with the basic assumptions of mainstream theories. Furthermore, colonial policies and capitalist development have severely impacted traditional indigenous economic systems. Consequently, indigenous people are facing many barriers to employment in ways that often differ from the experiences of other minority groups.

The purpose of this article is to examine the communicative factors that facilitate or hamper the development of an inclusive work environment with an emphasis on the communication about equality, diversity, and inclusion (EDI), while taking diversity characteristics of employees into account.

In total, 84 persons employed in Austria and Germany, who feature various observable and non-observable diversity characteristics, were interviewed following a problem-centered approach.

The results indicate that employees with (observable) diversity characteristics, who tend to feel less included, observe more excluding and marginalizing communication and practices in their organizations. Moreover, formal interpersonal communication appears to be more important to develop a highly inclusive workplace than informal interpersonal communication and other forms of communication about EDI.

The sample was rather imbalanced and comprised only employees in Austria and Germany, which limits the study's explanatory power. However, the findings stress the significance of formal interpersonal communication as the cornerstone of an inclusive workplace, which should be followed up in future research.

In terms of the development of an inclusive work environment the findings suggest that strategic (i.e. formal) organizational communication about EDI issues is key to increase the perception of inclusion.

This paper contributes to the literature by demonstrating the importance of interpersonal communication as a key factor that facilitates, but also hampers an inclusive work environment.

Although existing literature emphasizes the significance of diversity and inclusion in management roles for employees, there is a notable absence of a standardized scale to assess employees’ perceptions of an inclusive climate, particularly in relation to practices that encourage acceptance of demographically diverse leaders. This study aims to bridge this gap by developing the perceived inclusion climate for leader diversity (PICLD) scale.

The scale development process was carried out in five phases which included: qualitative component (interviews); test for face validity; check for content validity; construct and criterion-related validity; and nomological network testing.

Following the first three phases of scale development, 12 measurement items were produced. Phase four results indicate that PICLD is distinct from both the intercultural group climate scale and diversity-oriented leadership scale, in which all three scales were found to be positively correlated with job satisfaction. Phase five results show that PICLD positively correlates with organizational justice. Organizational justice also mediates the relationship between PICLD and three employee outcomes (performance, engagement and turnover intention).

Organizations are encouraged to be open to suggestions made by managers from historically marginalized groups that motivate diverse leaders to voice their concerns to foster inclusionary climate perceptions among employees. Welcoming diverse managerial perspectives can dismantle systemic barriers, enabling marginalized leaders to thrive while fostering employees’ perceptions of an inclusionary workplace.

This study introduces the PICLD Scale to enhance comprehension of how policies supporting leader demographic diversity impact employee perceptions of inclusive climate. This research also contributes to the advancement of social exchange theory and literature on organizational justice, performance and engagement.

Building on social exchange theory and relational leadership theory, this paper proposes a model of inclusive leadership in higher education institutions. Together with an attempt to examine the impact of inclusive leadership on extra-role behaviors of academic staff, the paper aims to test the intervening mechanism of organizational learning among the aforementioned relationships.

Data were collected from 227 academic staff working in the Palestinian higher education institutions. Partial least squares (PLS-SEM) analysis technique was utilized to examine the hypotheses.

The findings reveal that inclusive leadership exerts a positive effect on extra-role behaviors (organizational citizenship behaviors and innovative work behaviors) in the Palestinian higher education setting. Moreover, the findings show that organizational learning plays a significant mediating role among the relationships examined

Academic communities are increasingly diverse. This diversity requires a work environment in which employees take on additional work roles. In response to this diversity, managers of higher education institutions should be concerned about the roles and practices of inclusive leaders. In addition, higher education institutions need to be learning organizations since this would help to mitigate this diversity and create a working atmosphere characterized by continuous learning, collaboration and dialogue.

In higher education, most of the literature on inclusive academic leadership is mainly theoretical. Furthermore, organizational learning in higher education research is based on anecdotal perspectives (Dee and Leišyte, 2016). To this end, this paper is novel, as it is one of few studies to empirically investigate inclusive leadership and extra-role behaviors via organizational learning in a non-western academic context.

Substantial pressure from civil society and investors has forced governments around the world to take climate neutrality initiatives. Several countries have pledged their nationally determined contributions towards net-zero. However, there exist various obstacles to achieving the same and the agriculture sector is one of them. Thus, this study identifies and models the critical barriers to achieving climate neutrality in the agriculture food supply chain (AFSC).

Sixteen barriers are identified through a literature survey and are validated by the questionnaire survey. Furthermore, the interactions amongst the barriers are estimated through the application of the “weighted influence non-linear gauge system (WINGS)” method which considers the both intensity of influence and the strength of the barrier. To mitigate these barriers, a framework based on green, resilient and inclusive development (GRID) is proposed.

The obtained results reveal that lack of collaboration amongst AFSC stakeholders, lack of information and education awareness, and lack of technical expertise obtained a higher rank (amongst the top five) in three indicators of the WINGS method and thus are the most significant barriers.

This paper is the first attempt in modelling the climate neutrality barriers for the Indian AFSC. Additionally, the mitigating strategies are prepared using the GRID framework.

The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.

The dramatic increase of diversity on US college campuses has coincided with greater academic interest on the concept of inclusive leadership. The present literature provides a systematic analysis of literature from its forming phases in the early 1990s to its present condition. Priority publications were selected rigorously and then examined in order to better determine what theoretical emphasis each of the three decades might have yielded and which what these studies reveal about the evolution of this relatively new leadership paradigm. From the review themes were identified and observations were made for future research purposes.

Employers increasingly seek a competitive advantage through inclusive hiring practices and recruitment of persons with disabilities. Early research indicates when employers consider individuals for their strengths rather than solely for their needs, the organization prospers. However, details about how companies pursue a disability inclusive workplace and the effect of those efforts are poorly understood.

An inductive qualitative case study approach was utilized to understand one biotechnology corporation and their approach to recruiting, hiring, and retaining employees with disabilities. Individual and focus group interviews were conducted.

Results suggest that when the company lives its mission around wellness and inclusivity, they benefit from working with and learning from a range of perspectives, furthering their growth. Placing equal emphasis on hiring a diverse workforce and prioritizing supports and wellness practices lead to greater productivity and innovation.

This study illustrates how one company successfully recruits and hires persons with disabilities, resulting in benefits to their financial bottom line and to the organizational culture.

This paper offers insights for other companies intentionally hiring persons with disabilities, providing accommodations in the workplace, and creating an organizational culture where all employees feel valued and supported. These steps have a direct impact on employee engagement, productivity, and retention.

The purpose of this paper is to extend current discussion on the drivers of innovative work behavior (IWB) by exploring how individual perceived diversities (visible dissimilarity and cognitive group diversity) and climates (team/clan and innovative/entrepreneurial) impact IWB.

Data had been collected from a cross-national study of working professionals (n = 584) from five different cultural contexts.

Findings of this study indicated that cognitive group diversity mediated the negative relationship between visible dissimilarity and IWB. Further, both innovative/entrepreneurial and team/clan climates moderated the relationship between visible dissimilarity and cognitive group diversity. Such a moderation effect reduced the negative effect that visible dissimilarity had on IWB.

A cross-sectional single-source data set.

From a managerial perspective, climates (team/clan and innovative/entrepreneurial) are central for IWB in the diverse (visible and cognitive) working environment. Thus, organizations should pay attention to create a climate (team/clan or/and innovative/entrepreneurial) that reduces the negative impact of perceived diversity in the working environment while supporting IWB.

This study is the first of its kind that is based on social categorization theory, empirically examining how different types of diversity (visible dissimilarity and cognitive group diversity) simultaneously reduce individuals’ IWB. Furthermore, this paper provides insights that climates (team/clan and innovative/entrepreneurial) are crucial for IWB in the diverse working environment.

Besides diversity's positive effects, groups of “we” against “them” may form in accordance with social categorization theory, showing diversity's negative consequences. The authors aim to reconcile these results and examine their boundary conditions.

The authors studied 584 working professionals from five contexts (transnational companies dealing with multicultural interactions) and analyzed data using moderated-mediation procedures.

A leader-promoting diversity climate plays a crucial role in moderating the negative relationship between perceived dissimilarity and group identification, which is mediated by value dissimilarity.

This study mainly contributes by treating dissimilarity as a multicomponent construct, emphasizing the crucial differences embodied in various conceptualizations of dissimilarity – namely visible and value dissimilarity. For dissimilarity to result in group identification, the results highlight leaders' crucial role, beyond that of organizations and individuals, in stimulating a diversity-embracing climate in work units.