Acronyms Chapter 5

Question 1

Develop Agility and Dynamic Capabilities in Teams

Answer 1

EMT VIRAL

1. Management EXPERIENCE – provide informal management opportunities
2. MARKETING capabilities – ensure that all employees are focused on the customer
3. TRANSFORMATIVE leadership – demonstrate inspirational leadership style affecting both individuals and social system, identifies change, communicates vision, gathers followers
4. Managerial VISION – influence behaviour and performance through strong beliefs about the correct course of action
5. INNOVATIVE capabilities – create an environment that enables innovative behaviour, strategic thinking, experimentation
6. Job ROTATION – provide employees with opportunities to work on a range of job assignments across various parts of the organisation
7. ABSORPTIVE capacity – increase organizational ability and processes to recognize, assimilate and value new information and knowledge
8. Organisational LEARNING – develop, share, retain and utilize organisational learning and knowledge

Question 2

Framework for Understanding and Managing Strategic Drivers of Change

Answer 2

SOAR

1. Inquire into STRENGTHS using SWOT – external analysis of opportunities and internal analysis of organisation’s strengths
2. Imagine the OPPORTUNITIES – co-create vision, values, and mission, and agree on desired outcomes
3. Innovate to meet ASPIRATIONS – strategic initiatives, strategy, structure, tactical and functional plans, and integrated programs
4. Inspire to achieve RESULTS – develop action-oriented activities to achieve measurable results, and implement continuous improvement

Question 3

5 Attitude Functions that Reject New Ideas from External Sources

Answer 3

VE SUK

1. VALUE-EXPRESSIVE function – rejects any idea that does not align with personal beliefs
2. EGO-defensive function – blocks information from others seen as more competent and threatening to self-image as expert
3. SOCIAL-adjustive function – rejects any idea from an out-group
4. UTILITARIAN function – behaviour driven by self-interest, especially in relation to the individual’s intrinsic and extrinsic motivators
5. KNOWLEDGE-restrictive function – filters out information and knowledge that challenges their meaning framework regarding their existing attitudes and beliefs

Question 4

Kubler Ross Change Curve

Answer 4

DABDA

1. DENIAL – develops own rationale to protect self-image, may lead to resistance and aggression; needs coaching and mentoring to develop the awareness of the need at a personal level
2. ANGER – mismatch between individual’s belief as to how things should be v/s the direction in which the change is moving, may lead to increased likelihood of conflict and loss of confidence; needs a safe environment for the individual to voice and share concerns
3. BARGAINING – individual attempts to avoid the change by negotiating and trying to postpone the change, leads to low productivity; needs training to find the best option for their emotional stage but shouldn’t be rushed
4. DEPRESSION – low morale and low energy phase as individual understands that the change is inevitable; needs exciting interventions but with sensitivity to individual emotions
5. ACCEPTANCE – individual embraces the change and realizes the potential, resulting in improving productivity / commitment / morale; needs to be allowed to make mistakes without a blame culture

Question 5

Practices to increase the Value and Respect for Diversity

Answer 5

DI FIT

1. Support for the Physically DISABLED
2. Specific INITIATIVES – e.g. for women returning to the workplace after maternity leave
3. FINANCIAL Assistance – increase awareness of government grants for those with disabilities
4. Develop an INCLUSIVE Climate – developing and maintaining a culture of inclusion, with structural support for diverse groups
5. Diversity TRAINING – recommendations for effective diversity training

Question 6

Diversity Training – Recommendations

Answer 6

W CAM VIM

1. Start with the WHY – benefits of diversity to the organisation and individuals
2. COMBINE awareness and skills training – job specific skills training along with relevant bias tests help individuals to learn how to do their jobs keeping diversity in mind
3. Diversity in ALL training – in addition to specific diversity training, include the aspect of diversity in all training programs
4. Encourage MENTORING – incorporate mentoring as part of diversity training agenda to allow senior managers to support and demonstrate commitment
5. Make training VOLUNTARY
6. INCLUSIVITY – cover all aspects of individual differences including race, gender, ethnic groups, age, religion, sexual orientation, and disability
7. MONITOR & MEASURE – give specific diversity goals to participants to monitor outcomes against

Question 7

4 Levels of Positive Contribution of Diversity

Answer 7

GRoSS

1. GLOBAL Value Chain – tap into transnational and international differences for cross-national learning
2. REGULATORY Context – compliance and development of inclusive workplace
3. SHAREHOLDER Value – contribution to profitability, ROI, EBITDA and other financial measures
4. STAKEHOLDER Value – improved tenure, employee engagement, customer satisfaction, brand, societal benefits

Question 8

5 Types of Inequality

Answer 8

VP HID

1. VICTIMIZATION – individual is treated unfairly as they have complained or have indicated that they will complain, based on harassment and discrimination (also applies to whistleblowers)
2. Discrimination by PERCEPTION – direct discrimination against an individual because they are perceived to have protected characteristics even if they do not
3. HARRASSMENT – unwanted conduct on the grounds of protected characteristics that violates the individual’s dignity or where their work environment is hostile / degrading / humiliating / offensive
4. INDIRECT Discrimination – an individual is disadvantaged by the application of a provision / criterion / practice that unjustly or disproportionately disadvantages people with protected characteristics
5. DIRECT Discrimination – an individual is treated less favourably owing to their protected characteristics

Question 9

ACAS 5 Stage Process for Handling Discrimination Complaint

Answer 9

RID AF

1. Raise and RECEIVE Complaint / Concern
2. INVESTIGATE the Complaint
3. DECIDE how to handle the matter – written records must be maintained
4. Take ACTION – reasonable per the nature of the complaint, and consistent with past actions
5. Avoid discrimination in the FUTURE – review processes, circumstances and take preventive actions

Question 10

7 Key Principles of Equality

Answer 10

V SCAPED

1. All employees have Equal VALUE
2. Foster a SHARED SENSE of Inclusion and Belonging
3. CHALLENGE prejudice and stereotyping
4. Foster Positive ATTITUDES and Relationships
5. Observe good Equalities PRACTICE
6. Set High EXPECTATIONS
7. Recognize, Respect and Value DIFFERENCE