1.4.

Cultural Awareness & Inclusion

Cultural awareness and the ability to foster an inclusive work environment are
requirements in today's global business climate. Being effective at both means
conveying respect for different perspectives, backgrounds, customs, abilities, and
behaviour norms, and as well as ensuring all employees are respected and involved
by leveraging their capabilities, insights, and ideas.

CULTURAL AWARENESS

1.4.1 Knowledge of Cultural Differences in the Workplace

I. Cultural Differences in the Workplace

TD professionals should be knowledgeable about the effect cultural differences may
have on the workplace. This knowledge increases trust, builds working relationships,
improves communication, and increases the chance to make more considerate and
insightful decisions.

1.4.1.1 Personal Self-Awareness

TD professionals should understand how their unconscious workplace customs,

communication styles, and other idiosyncrasies influence their work style and how
they may affect others. For example, always opening training with an icebreaker may
not accomplish the intended meaning of relaxing participants and getting them ready
to work if their cultural beliefs call for more formal or direct approaches. On the other
hand, in countries that believe it is proper to first discuss more personal issues, such
as family and one’s health, initially focusing on business in a meeting can be viewed
negatively.
TD professionals should be aware of how personal differences affect the workplace,
as well as the images and feelings they create. Different cultures have different
values, attitudes, and beliefs about:
 communication styles [See 1.1.4]
 organizational norms
 business customs
 personal values and perspectives
 attire and celebrations
 family obligations and expectations.

1.4.1.2 Building Skills in Cultural Awareness

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TD professionals must develop the capacity to identify ways individuals differ among
various cultures. Understanding different people and their respective cultures is
critical to reach a higher level of cultural awareness and build skills for accepting
differences. This entails a process of interacting and communicating with people
from other cultures to identify personal obstacles. The following are helpful for
accepting differences:
 Knowledge. Acquire a clear understanding of others by learning about their
cultural norms, history, basic language, and religion.
 Listening. Take time to listen to the opinions of others; practice active
listening and dialogue skills. [See 1.1.7 and 2.3.2]
 Empathy. Clarify, understand, and relate to the views and perspectives of
others toward situations that occur in the workplace. Work toward
compassion.
 Self-confidence. A healthy self-confidence is required to control reactions to
personal weaknesses and difficulties. Work to eliminate or weaken any
difficulties and obstacles to accepting differences.
 Cultural self-awareness. Having a clear understanding for what created a
current attitude, belief, or value may be helpful to appreciate and accept a
different perspective.

1.4.1.3 The Role of Cultural Theories, Models, and Assessments

Cultural theories and models can build a greater understanding between different
cultures within an organization by identifying differences such as how they view
power or competition. Assessments can help to measure these norms. [See
1.4.1.10]
It may be difficult to fully understand culture from a single theory or model, since
“researchers have found the influences of national cultures shape strong value
systems” (Katz 2005). Therefore, knowing a country’s values provides a useful
framework from which to develop global awareness. This framework should be used
to describe the general cultural trends of a nation. Organizational consultants Fons
Trompenaars and Charles Hampden-Turner (2012) state, “It is now too simplistic to
try to describe the (single) culture of country X without taking into consideration the
effects of immigration, the development of multicultural societies, age and generation
differences, and where corporate culture is a major variable.”

II. Cultural Dynamics

TD professionals understand that cultural dynamics are made up of subtle changes
that occur due to the interactions of people, the organization, and the environment.
They know how important culture is to all social groups because it defines each
individual and gives them a sense of identity, belonging, and stability in an ever-
changing world.

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1.4.1.4 Globalization of Culture

Cultural theories describe what distinguishes people from one culture to another
based on their location. While culture can be understood by comparing and
contrasting beliefs, it is important to acknowledge that most approaches are limiting.
“Becoming culture savvy,” explains author Maureen Rabotin (2011), “means gaining
the ability to perceive culture not as a list of differences but as the added value that
expands our worldviews and cultural perspectives.”
TD professionals often work within the influence of their own cultures, other people’s
cultures, the organization’s culture, and possibly the cultures of where the
organization is located. The differences between these cultures can create conflicts
that could impede the organization’s ability to execute its global strategic plan.
However, if addressed well, this cultural variety can offer new opportunities for
synergy and innovation. TD professionals, particularly those in leadership roles, must
appreciate the complexity of culture and the effect that such forces can have on the
execution of global strategies and local business practices. It can be difficult to
determine how to manage the organization’s needs within other areas. In their
book Riding the Waves, Trompenaars and Hampden-Turner (2012)
discuss glocalization, saying that “This balance between consistency and adaptation
is essential for corporate success.”
To be successful with globalization, TD professionals should work to understand the
different layers of cultural influence that affect the work being done. They should ask
themselves, “What past and current major country, economic, political, and local
events have occurred or are occurring?”

1.4.1.5 National Culture

Geographic boundaries have changed over time, and it is no longer sufficient to try
to understand a national culture merely by those boundaries. For this reason, many
researchers focus more on societal cultures, which are the larger, yet significant,
cultural groupings that exist within a country, such as French- and English-speaking
Canadians.
Some even question the degree to which national culture exists in the business
world. Data reviewed by Taras, Steel, and Kirkman (2011) showed that while some
aspects of culture are becoming more alike, others are actually growing more
different. While Western business philosophies may have significantly shaped the
international business landscape, the world continues to evolve under new
influences. Traditionally, the predominant industrialized countries were the providers
and users of highly skilled and educated talent, but that is now shifting to different
countries, such as Brazil and India. This shift, according to Towers Watson (2012),
has “massive implications, not only for sourcing talent, but also for managing and
engaging workforces with multiple generations from an array of different cultures—
with many working in nontraditional arrangements.” To accommodate these changes
—and to start increasing their global mindset—TD professionals will have to learn
more about multiple societal cultures and their ways of operating.

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1.4.1.6 Subcultures

Members of a subculture have beliefs, values, and behaviors that are distinct from
other members of the same society. Everyone belongs to a variety of subcultures,
including those that they are born into and those that they join. These groups and the
individuals who form them must choose to what degree they want to integrate into or
express their differences from the larger society in which they live.
Some subcultures develop from the immigration of new groups into an existing
society. “In complex, diverse societies in which people have come from many
different parts of the world, they often retain much of their original cultural traditions.
As a result, they are likely to be part of an identifiable subculture in their new society.
Members of each of these subcultures share a common identity, food tradition,
dialect or language, and other cultural traits that come from their common ancestral
background and experience” (O’Neil 2013). For example, India has more than 100
ethnic groups that speak more than 29 major languages, China is made up of many
different ethnicities, and Egypt is a blend of many different cultures and religions. “As
the cultural differences between members of a subculture and the dominant national
culture blur and eventually disappear, the subculture ceases to exist except as a
group of people who claim a common ancestry” (O’Neil 2013).
A slight variation on the concept of subculture involves the combination of multiple
countries or regions to define a particular shared belief or value. In Cultural
Anthropology, for example, Ember and Ember (2011) discuss “Western culture (the
cultural characteristics of societies in or derived from Europe) or the culture of
poverty (the presumed cultural characteristics of poor people the world over).” The
influence of these larger, commonly accepted beliefs should also be considered
when working with particular situations or groups.

1.4.1.7 Organizational Culture

Organizational culture is the sum of the values, beliefs, practices, and behaviors that
contribute to the organization’s social and psychological environment. Social
psychologist Geert Hofstede believed that while national cultures are based on
deeply held values, organizational cultures are more concerned with practices.
Organizational cultures are influenced by their industries, the personalities of their
founders and leaders, and the types of employees they hire. Organizational cultures
define expectations for such things as how people dress (casual or formal), how they
perceive and value employees (recognition), and how they make decisions (as a
group or by the manager alone; Carpenter and Dunung 2018).
The broadest definition of organizational culture manifests through the day-to-day
interactions of employees. Few members of an organization work as individual
contributors; most must engage others in a team environment to achieve business
results. These teams may be geographically dispersed, and many are virtual.
Globalization requires new structures for these teams, such as clearly defining work
hours when time zones differ, the communication methods to be used, how roles are
expected to relate to one another across distances, and new methods for developing
trust and creating learning opportunities. Organizations often struggle to balance

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consistent company values and rules with having the flexibility to adapt to and
integrate local influences

1.4.1.8 Environmental Factors

In addition to understanding the company’s organizational and national cultures, TD

professionals should also explore the influence that logistical factors can have on
global business. These factors—for example, political, economic, and legal—affect
the organization and its training and development needs. TD professionals who
understand these factors and their effects on the organization are better prepared to
help their organizations.
An environmental scan is an inventory of the political, economic, sociological,
cultural, global, technological, and employment forces that influence the way an
organization functions. These factors relate to internal and external influences. The
scan involves analyzing the current environment and the trends that may affect it and
assessing customer needs and stakeholder expectations. There’s no perfect
standard for conducting environmental scans, but TD professionals should strive to
get as much information as possible on factors that could influence the direction of
an organization. Here are some examples:
 Economic factors include the effects of employment rates and interest rates
on gross domestic product, consumer price index, disposable income, and
inflation.
 Political factors include the level of privatization in governmental services,
political trends affecting suppliers and customers, and the level of partisanship
in governmental bodies.
 Sociological factors include worker skills, corporate responsibilities and
ethics, population shifts, immigration, migration, age, gender, generational
differences, minority groups, and non traditional labor.
 Cultural factors include the effects of national and local cultures on
employees and organizations, as well as the effects of corporate cultures on
departments, regions, and the organization.
 Global influences include the effects of multinational organizations (such as
the European Union), wage comparisons, trade agreements, and
globalization.
 Technological factors include the effects of technological advances on skills
and process changes.
 Employment factors include the effects of recruitment and unions on
unemployment, turnover, and relocation. [See 3.8.2]

1.4.1.9 Socioeconomic and Macroeconomic Conditions

Globalization often refers to economic globalization, which is the integration of

national economies into the international economy through trade, foreign direct

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investment, capital flows, migration, and the spread of technology. The changing
landscape of competition from other countries often forces organizations to change
to continue to compete in the market; for example, the global economy and
affordable, widely available technology created more competition, forcing
organizations to make process improvements, operate with less overhead, and
become more efficient.
These factors can significantly affect global business. Many of them will require
organizations to develop new knowledge, which means they’ll need to conduct
extensive research before engaging globally. In addition to doing an environmental
scan, organizations must talk with others, engage international consultants, learn
about negotiation skills, and develop a plan that includes contingencies.
TD professionals “need to understand regional or country differences regarding the
quality and types of skills available, typical turnover rates, employment regulations,
costs of labor, healthcare policies and costs, talent mobility policies, cultural norms
and values, the strength of the employer brand, and the specific employment value
proposition that will attract and retain people” (Gartside and Sloman 2014).

1.4.1.10 Models, Theories, and Assessments Beyond Borders

Beyond global cultural perspectives, a number of other methods and models are
used to classify organization culture. Several influential models exist.

1.4.1.10.1 Hofstede’s Cultural Dimensions Theory

This theory demonstrates that there are national and regional cultural groups that
affect organizational behaviors. Hofstede identified the five dimensions of national
culture that determined the values that distinguished countries, rather than
individuals. These dimensions—power distance, individualism versus collectivism,
masculinity versus femininity, uncertainty avoidance, and long-term versus short-
term orientation—influence managers who work globally. Hofstede later expanded
the original framework to include a sixth dimension—indulgence versus restraint—
based on research by Michael Minkov and more of his own research. Hofstede’s
work became one of the first quantifiable frameworks in the field of cross-cultural
communication.
 Despite high regard, Hofstede’s work is not without criticism, including arguments
that defining a culture by just a few dimensions is oversimplified and does not
address the regional differences within a country, as well as the blurred cultural lines
that have occurred through globalization. Hofstede does not deny that people are
influenced by regional and other influences, but his research and the research of
others validate the importance of national values to cultural identity. The six
dimensions are best used to compare the cultural attributes of one country or region
with another. A more detailed look at each includes:
 Power distance. This dimension expresses the degree to which the less
powerful members of a society accept and expect that power is distributed
unequally. Countries that score low on this dimension are more likely to prefer
more democratic styles and challenge inequality.

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  Individualism versus collectivism. This dimension describes the degree to
which people prefer to be integrated within groups. Self-interest is more
dominant in individualistic societies, with people focusing more on themselves
and their families.
 Masculinity versus femininity. Masculine countries are typically more
competitive and reflect the more traditional male values of assertiveness,
achievement, and material rewards. Feminine societies prefer cooperation,
modesty, caring for others, and a concern for quality of life.
 Uncertainty avoidance. This dimension involves a society’s level of
tolerance for ambiguity when facing new or unknown situations. Countries that
are high on uncertainty avoidance are more likely to enact numerous rules
and regulations to keep unknown situations from occurring.
 Long-term versus short-term orientation. Cultures that include more long-
term orientations are more pragmatic and content with waiting on rewards, as
seen in such behaviors as saving, adapting, and persisting.
 Indulgence versus restraint. This dimension describes countries with
indulgent values as those who permit and encourage the gratification of basic
needs, whereas restrained countries follow stricter norms.
1.4.1.10.2 Trompenaars and Hampden-Turner’s Dilemma Theory

The model for dilemma theory was developed by Trompenaars and Hampden-
Turner (2012) and published in their book Riding the Waves of Culture. Their work is
based on the concept that humans universally experience problems associated with
their relationship to others, time, and the environment. While these problems are
believed to be universal, the solutions for dealing with them are not. Their model
postulates that cultural preferences can be categorized into seven different
dimensions (that is, how cultures approach problems to solve them).
Their framework aims to be less dualistic and linear in its approach, which means
that having one cultural category does not exclude its opposite. Trompenaars and
Hampden-Turner theorize that the two values influence one another, and if people
work together, they can achieve a solution that is better than what one person could
achieve independently. The comprehensive model involves much data; however,
some critics find the seven dimensions too complicated. A more detailed look at
each dimension includes:
 Universalism versus particularism. Countries with more universalist
preferences view rules, regulations, laws, and obligations as highly important
for helping them with decision making. They view rules as more important
than the relationships that people have with one another.
 Individualism versus communitarianism. Similar to Hofstede’s second
dimension, it describes a preference toward individual or group identification.
Individualist countries are more oriented around personal responsibility,
freedom, and achievement; communitarian countries support group values of
safety, support, and loyalty.

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  Specific versus diffuse. This dilemma involves the degree to which people
desire separation between their personal and work lives. Those who aspire to
a more diffuse outlook believe that work and personal lives overlap, and that
close relationships are important for successful work.
 Neutral versus emotional. Neutral cultures prefer to stifle emotions and work
from a logical framework in their decision making. Emotional cultures do not
avoid expressing emotion, instead believing it is helpful.
 Achievement versus ascription. This dimension describes how people view
status. Achievement orientation values performance, believing that what you
do defines you and your worth. A value of ascription recognizes power and
position for gaining status.
 Sequential versus synchronous. This dimension describes the dilemma of
how people view and manage time. Sequential cultures value punctuality and
planning. Synchronous cultures see time as more circular and fluid, which
results in them being more flexible in their planning and follow-through.
 Internal direction versus outer direction. An internal direction of control
means that people believe they control their environment, and motivation is
predominantly internal. People with an external direction of control believe
that the environment is more powerful and in control.
Other Models

Additional researchers have contributed to cultural awareness with models and

assessments:
 Global Leadership and Organizational Behavior Effectiveness (GLOBE),
as described by Hoppe and Eckert (2012) of the Center for Creative
Leadership, is based on the early work of Hofstede and others. First
envisioned by Wharton School of Business professor Robert House, it
attempts to answer the question: How is culture related to societal,
organizational, and leader effectiveness? GLOBE researchers sought to
capture how groups actually practiced those beliefs in their current
environment. Due to the cultural variations that can exist within countries, the
researchers defined their results at the smaller group level of societies.
GLOBE’s nine cultural competencies are assertiveness, future orientation,
gender egalitarianism, uncertainty avoidance, power distance, institutional
collectivism, in-group collectivism, performance orientation, and humane
orientation. Their research also found that two characteristics of leaders were
valuable in all cultures: charismatic value based and team orientation.
 The Lewis Model of Cross-Cultural Communications aligns cultural norms
to three categories: linear-active, multi-active, and reactive. Like Hofstede,
Lewis states that the culture and behavior of countries are deeply held and
not easily changed. While appreciated for its thoroughness and
comprehensibility, some critics state that Lewis’ model does little beyond
communication applications. Critics would prefer that the model would
address more business contexts.

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  The Organizational Cultural Profile is a model developed by O’Reilly,
Chatman, and Caldwell based on the belief that cultures can be distinguished
by the values that are reinforced within their organization. It’s a self-reporting
tool that distinguishes between eight categories: innovation, support, stability,
respect for people, outcome orientation, attention to detail, team orientation,
and aggressiveness.
 Denison’s model asserts that organizational culture can be defined by four
dimensions: mission, adaptability, involvement, and consistency.
 Deal and Kennedy defined organizational culture as “the way things get done
around here”: work-hard, play-hard culture; tough-guy macho culture; process
culture; and bet-the-company culture.
 Schein states that culture is the most difficult attribute to change and the two
key reasons are due to external adaptation and internal integration. He sees
culture at three levels: artifacts, espoused values, and basic underlying
assumptions.
 The Organizational Culture Assessment Instrument (OCAI), developed by
Cameron and Quinn, distinguishes four culture types: clan, adhocracy,
market, and hierarchy.

1.4.2 Knowledge of Social and Cultural Norms That Influence Decision Making
and Behavior

I. Social and Cultural Norms

TD professionals should understand the norms that influence behaviors in
organizations.

1.4.2.1 Influence of Social and Cultural Norms on Behaviors

Culture develops and shapes people’s values, assumptions, and behaviors. There
are many ways in which people can increase their awareness. TD professionals
should start by learning more about themselves and then move on to learning about
what influences their behaviors.
Self-Awareness

It is important to first acknowledge and understand one’s own cultural context and
how that influences their perception of others. This step of self-awareness is
necessary for all individuals to take, particularly for leaders of organizations with a
diverse staff who are trying to evaluate policies and practices in a more global
environment. TD professionals are frequently in critical positions of championing or
facilitating this type of cultural self-assessment.
Self-awareness is difficult because most deeply held beliefs and values (of a person
or organization) are ingrained and even unconscious. These beliefs can go so deep

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that they are treated as fact. Without a deliberate approach to increase one’s
awareness, a person may not realize that they need to question their beliefs or
recognize how their beliefs differ from those of others.
Bennett’s Developmental Model of Intercultural Sensitivity

Milton Bennett developed a model—the Developmental Model of Intercultural

Sensitivity (DMIS)—to explain why some people improve in their intercultural
interactions while others do not. According to Bennett (2004), “the underlying
assumption of the model is that as one’s experience of cultural difference becomes
more complex and sophisticated, one’s competence in intercultural relations
increases.” He identified six stages of increasing cultural sensitivity: denial of
difference, defense against difference, minimization of difference, acceptance of
difference, adaption to difference, and integration of difference.
Figure 1.4.2.1-1 illustrates Bennett’s model. The first three stages are ethnocentric
(the evaluation of others against one’s own set of standards), while the last three
stages are ethnorelative. Ethnorelativism is the opposite of ethnocentrism—"the
experience of one’s own beliefs and behaviors as just one organization of reality
among many viable possibilities.”

Figure 1.4.2.1-1. Bennett’s Developmental Model of Intercultural Sensitivity

zoom image
This is a more detailed look at each stage in Bennett’s model:
 Denial of difference. People are uninterested in or unaware of cultures other
than their own experience and have little motivation to expand their
awareness.
 Defense against difference. People might acknowledge cultures outside
their own, but they believe that theirs is better. This belief often results in
negative stereotyping and openly expressed disdain of those who are
different.
 Minimization of difference. At this stage, people acknowledge different
outward expressions of culture, such as food and clothing, but do not fully
recognize the deeper levels of cultural differences. This increased awareness
of differences leads people to be less blatantly stereotypical of other groups.
Individuals view themselves as more tolerant and accepting than they actually
are.
 Acceptance of difference. This is the first stage of sensitivity that comes
from an ethnorelative perspective. People recognize that there are multiple
cultural views that influence beliefs and behaviors, although they do not
always understand them.
 Adaption to difference. People are more willing to expand their own
worldview through the increased awareness of others’ experiences. They can
offer empathy and compassion.

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  Integration of difference. People at this stage can integrate the views of
other cultures within their own. They easily move in and out of different
cultural perspectives.

1.4.2.2 How Social and Cultural Norms Influence Behaviors and Decisions

Cultural beliefs and behaviors are not innate or inherited; they are learned.
Beginning with infancy and continuing throughout adulthood, people learn about how
to think and behave by interacting with their environment. Behaviorism and
cognitivismare two explanations of how people acquire and maintain behavior
patterns. In addition, enculturation is the process by which people gradually acquire
the norms and beliefs of their culture, and it happens in many ways. Understanding
these processes can help TD professionals to be more sensitive to the different
contexts in which they work. [See 2.1.1.2]
Values, Beliefs, Preferences, and Attitudes

As young children, people are taught values by parents or other familiar adults. As
people age, their experiences include more people and values, from which they may
need to choose. Developing self-awareness of those values can be difficult because
they are deeply held and not always articulated. In addition, people do not always act
according to what they say that they value—they may go against their stated values
in situations where it appears the reward will be greater if they don’t act on a value,
or where another value is more highly prioritized. Values are often realized when
someone is challenged to explain or defend why they believe something or acted in
a certain way. This conflict of values can be the catalyst that pushes people to stop
denying differences and moves them to a more aware stage, as discussed in
Bennett’s Developmental Model of Intercultural Sensitivity.
Assumptions and Biases

An assumption is something that is accepted as true “without proof,” which is the part
people forget. Intuition is a big part of making assumptions because people use it to
attribute meaning to an experience. However, intuition isn’t always correct. Because
many people only share experiences with people who are similar to them, their
viewpoints can go unchallenged. This reinforces to them that their viewpoints are
correct even if they’re not, and eventually, their brains will begin to see patterns and
look for what is similar (Rabotin 2011). This pattern becomes limiting if they engage
outside their usual experiences.
Bias is prejudice in favor of or against one thing, person, or group compared with
another, and it’s usually considered to be unfair. People are generally biased in
believing that their values are truths that define what is good or bad, right or wrong,
fair or unjust. This can be especially true when people are exposed to something that
does not fit with their view. When assumptions are based on such biases, people
can feel legitimized in their actions and can deem another culture as wrong.
Negative stereotypes may eventually occur as people fit situations into their biased
categories. [See 1.2.3]

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Behavioral Patterns and Norms

Behaviors are the explicit forms of culture that result from the more implicit values
and assumptions. Norms are the “unwritten rules that govern behavior, behavior
patterns typical of specific groups, which have distinct identities based on culture,
language, ethnicity, race, etc., that separate them from other groups” (Ember and
Ember 2011). While individual variations of a behavior may exist, most behavior falls
within culturally accepted limits because there is a tendency toward cultural
consistency within a group. These behaviors play a role to form each culture.
Semiotics

Semiotics is the study of how meaning is created and communicated to form a

culture. Anything that is used for communication is defined as a sign, which can be
visual and linguistic and have meaning given to them by people. For instance, the
letters g-a-t-o have nothing to do with the furry mammal that purrs—those are simply
the letters that were ascribed in the Spanish language to mean that animal. English
speakers have ascribed the letters c-a-t to that same animal. People do not have to
see an actual gato to imagine it or to ascribe characteristics to it. They learn these
signs and internalize meanings so that they can react to them with little thought. The
context in which communication happens is as important as the actual language
used. In addition, the same sign can mean different things; for example, in some
Western cultures, the action of putting one’s thumb up indicates being OK, but if this
were to occur while people were diving underwater, it would mean it was time to
return to the surface. In some countries the “thumbs up” gesture is even offensive.
The context and the connotation applied by a culture are important parts of meaning.
Gestures

The thumbs-up example illustrates the importance of gestures as a specific form of

nonverbal behavior. Using specific movements of the body to express meaning can
be as ingrained in a person as the values and beliefs that underlie them, and
therefore are easily acted on without much thought. TD professionals should try not
to automatically gesture when in different cultural groups, and to recognize through
the expressions of others if they have been offensive. For example, the act of
pointing at something with a finger, a benign and helpful gesture to some, may be
offensive to others, as is crossing one’s legs. Gestures can illicit strong reactions
because they are automatic to do and interpret.
 Idiosyncrasies

An idiosyncrasy is a behavior that is viewed as peculiar and specific to another

person, or sometimes to a group. Such behaviors may be more related to a
personality characteristic than cultural influences, but because many cultural
behaviors seem peculiar to outsiders, outsiders may label any behavior that they are
unaccustomed to as idiosyncratic. Behavior that appears strange can be
disconcerting or distracting. TD professionals should be trained to be aware of any
idiosyncratic behaviors that they may exhibit, most notably when speaking to groups,
such as speaking very loudly or using dramatic hand gestures. In the cultural sense,

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recognizing when one’s own cultural behavior may appear strange to those from
different cultures can help eliminate it.
Nuances, Idioms, Expressions, Slang, and Colloquialisms

Language is full of nuance, which can significantly influence meaning. Even in the
same language, different cultures may assign special meanings to expressions and
terms. These meanings cannot be easily understood without having significant
interactions with that group to determine the context in which the sayings are used. If
the language is not one’s own, nuances can be even harder to decipher. Because
idioms and colloquialisms cannot be translated literally or figuratively, they may
appear abstract and nonsensical to the listener. One of the main tenets is to remove
culture-specific references, such as idioms, colloquialisms, and slang. Whether
they’re writing or speaking, TD professionals must attempt to remove culturally
specific terms when working with groups that are different from their own.
Humor

While every culture has humor, what a culture determines to be funny can vary
greatly. Humor can help to calm people in new situations; however, if perceived by
others as inappropriate, humor can also be disrespectful. Humor is often
ethnocentric—told from the teller’s worldview without enough understanding of the
other’s viewpoint. To understand a joke, they must understand the context as well.
TD professionals should recognize that it is probably better to avoid using humor in a
new situation.
Dress Codes

Attire is not merely a covering; it is part of a person’s outwardly expressed identity.

People are judged by their appearance, of which clothing is a major contributor.
Clothing can represent culturally bound concepts, such as modesty, conformity,
expression, formality, status, or age. In some locations, clothing might also be
dictated by weather conditions and the environment. Although less true today,
clothing is historically a representation of class standing, serving as a material
indication of power differences (Twigg 2009). TD professionals should be aware of
the clothing customs and expectations of the countries and organizations in which
they will work, recognizing that they will be judged by their appearance. Wearing
clothing that is more acceptable to different cultures can minimize any distractions
brought about by appearance.
Relationship Patterns

The concept of relationships in business is often culturally influenced. Cultures that

are more collectivist in their values will look for relationships in ways that are different
from those that are more individualistic. In cultures where relationships are deemed
primary, people might expect concerted efforts to engage more personally before
addressing organizational goals. They may also believe that relationships should
exist beyond a project or contract end. It is important that TD professionals not
assume what the relationship pattern might look like for a particular culture because
their work demands that they form relationships with others. They need to

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understand what business relationships may mean to the people with whom they are
working, so that they will not be perceived as being too personal or impersonal.
Customs

Customs are established practices of behaviors that have symbolic or emotional

meaning. They typically follow a pattern of procedures and are repetitive, even
providing guidelines for conduct. Customs can include everyday events such as
greetings or meetings, or special events that occur at regular intervals such as
birthdays or special occasions or rites of passage such as funerals, weddings, or
retirement. TD professionals should be aware of the meaning that such activities
hold for people and recognize that such meanings cannot simply be forced onto
others. Like values, people may not be aware of all that a custom represents until it
is challenged or questioned.
Business Norms

Culture can influence business practices in many ways. From how people physically
and verbally meet and interact to how an organization approaches selling products
or delivering value to customers, business norms may vary greatly by region or
country:
 Managing employees and projects. Power distance values may dictate how
people are best managed. For projects, collectivist cultures might favor
groups, while individualist cultures would prefer individual contributions.
Cultural views on time for some might result in doing one project singularly
until completion; for others they might mean performing multiple projects
simultaneously.
 Propensity for risk taking. Risk taking can include what information is
divulged and to what extent, a willingness to consider new approaches, and
the comfort that someone has for tolerating uncertainty. Negotiations between
a high uncertainty-avoidance country and one that likes to have group
consensus could be more involved than negotiations with countries that are
more comfortable with risk.
 Marketing, sales, and distribution. Country views and regulations will
determine marketing approaches and sales practices, such as level of comfort
with discounts and promotions.
 Decision making and negotiating. Cultural views on negotiating can focus
on win-win or win-lose outcomes. Some cultures approach decision making
by looking at what’s best for individuals and others look at what’s best for
everyone.
 Neutral versus emotional. Neutral cultures prefer to stifle emotions and work
from a logical framework in their decision making. Emotional cultures do not
avoid expressing emotion and will often do so spontaneously, believing it is
acceptable and helpful.
Cross-Cultural Concepts

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People observe and evaluate things differently. What is considered acceptable
behavior in one culture may be inappropriate in another. Problems arise when
people use their meanings to understand other people’s reality. With increased self-
awareness, people can recognize the influence that their experiences have had on
shaping their worldview and can more easily accept this mindset as their own.
Becoming self-aware means people must become more:
 conscious of their own biases and values without favoring them over another’s
 aware of how their own values and biases affect clients from a different
cultural group
 comfortable with these cultural differences
 aware of any attitudes, beliefs, and behaviors that may be oppressive (Weng
2005).

1.4.3 Knowledge of Methods and Techniques to Foster Cultural Awareness,

Encourage Cultural Sensitivity, and Broaden Viewpoints

I. Develop Intercultural Awareness and Competence

TD professionals should have a working knowledge of techniques and best
practices to foster cultural awareness in their organizations.

1.4.3.1 Importance and Relationships

TD professionals should know that promoting cultural awareness is more than just
something nice to do. It helps teams function better and make better decisions.
Diversity brings fresh ideas and a multicultural view to stimulate creativity and
broaden the messaging to customers. A workplace that values and embraces broad
viewpoints helps create a corporate identity that more easily attracts and retains a
talented workforce.

1.4.3.2 Categories of Cultural Appreciation

A TD professional views fostering cultural awareness and encouraging individuals to

broaden their view at three levels:
 Personal cultural awareness relates to self and others.
 Workplace actions and inclusion relate to the organization as a whole and
the beliefs and values that contribute to the social and psychological
environment of how employees interact.
 Global mindset is the ability to absorb worldwide traditions and norms and
conceptualize how to accommodate cultural differences.

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1.4.3.3 Promote Cultural Awareness

The workplace has become a melting pot of culture, which enhances communication
and unity in organizations. TDprofessionals can promote cultural awareness and
help others recognize cultural differences. Individuals work better together when they
recognize and appreciate these differences. TD professionals can help by:
 fostering sharing and open discussions about the different cultures in the
organization
 seeking to build awareness and knowledge of cultures represented in the
organization
 creating formal learning and assessment opportunities.

1.4.3.4 Build Acceptance of Cultural Differences

Once individuals recognize cultural differences, it is important to build acceptance.

TD professionals can help by:
 developing a cultural awareness strategy
 encouraging cultural sensitivity and empathy to language differences
 maintaining inclusive activities that are respectful of differences
 implementing self-awareness tools, dialogues, and education
 broadening viewpoints through mentorship
 establishing leadership accountability.

Inclusion

1.4.4 Skill in Adapting and Adjusting Attitude, Perspective, and Behavior to

Function Effectively in Diverse Environments or Situations

I. Maximizing Workplace Diversity

TD professionals must be experts at flexing their perspectives and behavior to be
effective in diverse situations.

1.4.4.1 Areas of Diversity

TD professionals should focus on how diversity and inclusion (D&I) can be a natural
part of the organization’s values and priorities. Diversity is a broad term that
encompasses race, ethnicity, sexual orientation, faith, age, and other factors that
make each person unique. Diversity areas include a focus on gender equality, race
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awareness, generational differences, personal space, disability awareness, religious
accommodations, multiple languages, and diversity of thought.
Gender Equality

Gender discrimination may exist in the workplace, with women in particular still
experiencing discrimination in pay and advancement. However, many organizations
have become role models of gender equality, thanks in part to increased use of
diversity training. The importance of gender equality varies by culture, nationality,
and country; therefore, TD professionals are well advised to approach such issues
on a case-by-case basis.
Racial Equality

Increasing race awareness and implementing positive approaches will increase

appreciation for diversity and inclusion. Inclusion practices have been shown to lead
to better organizational outcomes. Race awareness is an economically sound choice
for organizations because diverse teams lead to better performance organization
wide. Diversity fosters a wider range of employee perspectives, resulting in better
decisions, better customer service, innovative product development, and expansion
into new markets.
Generational Differences

In today's workplace, TD professionals attract, develop, and engage multiple

generations of workers with different work styles and career expectations. Because
there are currently five generations working side by side, TD professionals need to
raise workplace awareness of how different generations perceive and approach
work. Such understanding among generations can prevent unnecessary conflicts.
Personal Space

The way people manage personal space varies greatly from culture to culture.
People from cultures that use plenty of personal space to reinforce social distance
may seem cold and isolating to people from cultures where close proximity is the
norm. Proxemics is the relationship of people's positions in space. Researchers state
that in a person’s brain, the amygdala intercedes to maintain what is believed to be
the “right” distance from another human being (Kennedy et al. 2009). TD
professionals play a role in increasing awareness of the importance of respecting
different ideas of acceptable personal space (for example, in meetings, coaching
sessions, and training classes).
Disability Awareness

The Americans with Disabilities Act (ADA) of 1990 and legislation in other countries
have implications for training design for people with disabilities. In the United States,
the ADA prohibits discrimination in employment, public services, transportation,
public accommodations, and telecommunications services against persons with
disabilities. All aspects of employment are covered, including application and

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selection processes, on-the-job training, wage increases, benefits, and employer-
sponsored social activities.
Religious Accommodations

Religion is generally viewed to be a different idea from culture. Religion is a set of

beliefs that go beyond both the self and natural world, defining existence and
behavior (Fein 2010). However, religion and culture clearly overlap in some regions.
Where religion and government are more clearly separated, it may be easier to view
religion as a subculture, but where the two are closely aligned, knowing the religious
influences is critical to understanding the lifestyle of a particular cultural community.
Some cultures have been changed by religious beliefs, whereas some religions have
adapted based on the cultures in which they exist. While it’s unlikely that many TD
professionals will address religious beliefs in their work, they should be aware of its
influence in situations where such beliefs strongly affect the organizational culture.
Multiple Languages

For classroom-based training and online learning, TD professionals may need to

provide instruction and training materials in multiple languages to aid in learning
transfer. Even people who speak the same language may have trouble
communicating because of all that is involved in crafting and hearing a message.
These difficulties in communication are often compounded when the languages are
different. Here are some verbal language factors to consider:
 Accent, dialects, and linguistics. An accent is the way an individual
pronounces and articulates words. Whenever possible, TD professionals
should provide an instructor who speaks the same language and has a similar
accent or dialect as the participants.
 Translation. Translation errors are relatively frequent and are usually the
easiest to detect and correct. The possibility of conflict arises when one party
attributes the mistranslation as disrespect for the receiving culture.
 Nuance errors. When two parties do not have a similar command of a
language, mild distinctions between meanings can lead to misunderstandings.
TD professionals must avoid slang, colloquialisms, and, at times, humor.
Diversity of Thought

Diversity of thought refers to employees being hired for their ability to see an issue
differently, solve problems differently, or bring a different thought process to the job.
On the surface this may seem like a good idea, but it has many opponents. The
argument is that it should not be viewed at the same level as hiring for demographic
diversity. However, opponents say that diversity of thought should be achieved as a
result of diverse representation.
The way people think, problem solve, and communicate is shaped by their lived
experiences—the way they learned to think. Therefore, although the concept has
both proponents and opponents, TD professionals should consider the specific goal
of diversity.

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1.4.4.2 Adaption and Flexibility

The key to functioning effectively in a diverse environment is personal and

organizational flexibility. Personal flexibility means that an individual can adapt easily
to whatever happens. Organizational flexibility means the organization is agile.
Characteristics of a flexible individual include:
 good listener
 willing to learn
 confident
 resourceful
 disciplined
 team player
 open to feedback
 resilient
 adapts to change easily
 willing to take a risk.

Characteristics of a flexible organization include (Biech 2014):

 employee-friendly workplace and in touch with employee satisfaction

 flexible benefits, including hours, education benefits, gradual retirement
 rapid decision-making and learning cycles
 next-generation enabling technology
 culture of creativity, risk taking, and innovation
 results tailored for clients and customers
 ability to recover and learn quickly from mistakes
 willingness to evolve due to external pressures
 excellent communication
 focus on improving engagement scores to benefit employees.

1.4.5 Knowledge of Approaches to Encourage and Promote Workplace

Diversity and Inclusion

I. Promoting Workplace Diversity and Inclusion

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TD professionals should be prepared to lead, support, and leverage any
organizational strategy that promotes workplace diversity and inclusion in their
organizations.

1.4.5.1 Promote the Value of Diversity and Inclusion

A diverse and inclusive workforce fosters a more creative and innovative work
environment. It attracts talent and avoids employee turnover costs. As organizations
adapt to the changing world, diversity helps the organization increase its
competitiveness. TD professionals should promote these advantages to the
workforce by implementing specific procedures, including:
 helping employees acknowledge differences
 communicating the importance and value through various communication
vehicles
 creating a business case that examines the cost and the return on investment
 asking questions and opening conversations about diversity and inclusion
 evaluating recruiting and hiring processes to better attract and retain a diverse
workforce.

1.4.5.2 Create Shared Sense of Responsibility and Accountability

Effective leaders will achieve buy-in before launching any new strategy. By creating
a shared sense of responsibility and clarifying what constitutes accountability for
promoting workplace diversity and inclusion, it becomes everyone’s obligation. TD
professionals have a number of approaches available to them, including:
 helping employees identify specific steps they can take toward D&I
accountability
 providing a clear understanding about why D&I is being emphasized
 ensuring everyone is speaking the same language with clear definitions of all
terms
 encouraging others to get involved to identify targeted solutions.

1.4.5.3 Consider the Benefits of Bias Training

Bias training, sometimes called sensitivity training, creates value by raising

awareness about specific communication problems. Training may also highlight
issues that are often overlooked by the average employee. To be successful, the
training should be designed specifically for the organization, facilitated by an outside
facilitator, and attended by everyone, including senior leaders. Training topics may
include but aren’t limited to:
 any specific barriers or obstacles the organization faces

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  clarification for inclusion and communication
 role plays that practice specific skills
 case studies that highlight the difference between acceptable and
unacceptable conduct
 discussions uncovering sensitive topics that are difficult to discuss.

1.4.5.4 Provide Mentors

Mentoring diverse candidates helps to ensure their development and success within
the organization. The benefit of having the support of someone who knows the
organization can be invaluable for the diverse employee and the organization. All
mentoring programs require structure—and that is particularly true for a diversity
mentoring program. TD professionals should develop a plan for mentoring diverse
candidates with goals, such as:
 providing training and support for both the mentors and the diverse candidate
 ensuring funding and staffing
 establishing goals that align with the organization’s diversity strategy
 rallying committed knowledgeable staff as mentors
 making sure leadership is involved
 ensuring quality interactions (Labin 2017).

1.4.5.5 Diversity and Inclusion Assessments

TD professionals should use tools that are validated for general assessment or
learning-solution purposes. Assessments focus on two targets: the organization and
individuals. One universally accepted tool for organizations is the Global Diversity
and Inclusion Benchmarks (GDIB), which provides enough data to develop a
comprehensive approach for a diversity and inclusion strategy. The GDIB is a free
resource developed by diversity and inclusion pioneers Julie O’Mara and Alan
Richter, along with a panel of 80 experts. Organizational assessments can highlight
a company’s future educational needs and provide input for strategies.
In addition to conducting an organizational assessment, employees may be
encouraged to complete a D&I self-assessment, which is an early step in
understanding personal bias, prejudice, and stereotypes. People need to make an
intentional effort and examination to expose their own deeply held values of what is
good, right, and preferred, because they’re often unknown to others as well as to the
individuals who hold them. Regardless of the tool used, an assessment should
gather information about knowledge, understanding, acceptance, and behavior.

1.4.5.6 Valuing Diversity

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TD professionals demonstrate how to value diversity and inclusion, while also
coaching others to value diversity and demonstrate inclusion. For example, they can:
 Acknowledge and celebrate holidays of different cultures.
 Move team members around to increase development, provide new
opportunities, and encourage diversity of work units.
 Celebrate differences to help build awareness of other cultures and groups.
 Emphasize that differences combine to create unique opportunities, and that
the whole is worth more thanthe sum of its parts.
 Develop diversity mentorship pairings.
 Establish transparent leadership accountability.

1.4.5.7 Workplace Inclusion Roles

TD professionals should be prepared to work with a variety of diversity and inclusion

roles and committees. An organization may have a diversity manager or perhaps a
chief diversity officer. Both are responsible for fostering, promoting, and monitoring
an open and inclusive environment that encourages and supports diversity. Their
responsibilities span the organization to integrate its diversity and inclusion strategy.
Responsibilities may include, but are not limited to:
 improving access
 enhancing internal and external relationships
 increasing the visibility of the organization’s diversity strategy
 providing expertise on issues of diversity, access, and equity
 increasing the success rate of employees from underrepresented groups
 recruiting and expanding the number of diverse job applicants.
A workplace inclusion committee can also be helpful when establishing long-term
processes and practices. It can help senior leaders understand the nuances
associated with diversity and workplace inclusion and nudge them toward doing
what’s necessary at any particular time. TD professionals should help the
organization see the value of a planned recruitment for committee members.
Including skilled employees who are respected and represent a broad organizational
perspective will create a more effective team. In addition, the committee must have
leadership support, a charter, goals, a budget, specified term lengths, and a plan for
communication. Two tasks the committee might undertake are to gather information
and to identify cultural influences:
 Gathering information. TD professionals use a variety of tools to gather
information about culture, inclusion, and diversity, and then analyze the data,
which requires objectivity. To avoid biased results, use methods and
approaches such as having trained observers with proper instruments. Using
multiple observers and checklists to aid in observation can also help
safeguard against observation bias. [See 2.8.6.2]

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  Identifying cultural influences. Cultural values affect business outcomes,
and problems can occur when there is a disparity between the two. TD
professionals can analyze an organization using a culture audit to examine
the organization’s assumptions, norms, philosophy, and values and determine
whether they hinder or support its vision and mission.

1.4.6 Skill in Integrating Diversity and Inclusion Principles in Talent

Development Strategies and Initiatives

I. Workplace Diversity and Inclusion Planning

TD professionals should be skilled at integrating diversity and inclusion into the
workplace.

1.4.6.1 Talent Development's Role in Diversity and Inclusion

TD professionals should acknowledge, accept, and embrace diversity and inclusion

to increase the likelihood that their decisions and their organization’s decisions will
be effective. This begins by ensuring that their organizations have a clear rationale
for integrating D&I into the organizational culture.
A variety of approaches can maximize workplace diversity. Organizations must
understand the various aspects of diversity and put appropriate methods in place to
meet strategic initiatives for a diverse population. Diversity strategy should focus on
each diverse aspect that makes an individual unique. Changes in an organization’s
strategic imperative may create implications for reaching out to workers from various
backgrounds, generations, and differing points of view. Because more organizations
are competing in the global market, TD professionals may need to target global
diversity and consider it when creating career planning and talent management
programs. This also requires skills in cross-cultural communication and necessitates
valuing different cultural models.
Rationale for Integrating D&I

TD professionals should begin by ensuring that their organizations understand the

rationale for integrating D&I into the company culture. Many organizations that lack
formal policies on the subject of diversity, even if their workforce reflects a racially
and culturally diversified population, face potential racial discrimination lawsuits. At
minimum, every organization needs to evaluate its diversity and inclusion
approaches and develop a strategy. The best approach is to build a strong case for
inclusive practices including but not limited to:
 The organization has the ability to attract and retain the best and brightest
candidates from all cultures.
 Due to changing demographics, customer diversity increases market share
and creates a satisfied customer base.

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  Employees learn to communicate with and truly understand one another,
which enables them to be more innovative, responsive, and productive.
 Candidate pools expand, and objective criteria for hiring and promotion
increase fairness and opportunity.
 Employee engagement increases, which leads to increased employee
retention.
 Diversity fosters a wide range of perspectives, resulting in better decisions. A
broader perspective leads to better customer service, innovative product
development, and expansion into new markets.
 An inclusive culture develops more flexible and broader-thinking leaders who
are better prepared for a global economy.
 Overall organizational performance improves when people are encouraged to
overcome cultural misunderstanding and appreciate differences.
 Employees feel more valued and tend to be more productive.
TD professionals may be involved in helping their organizations identify a rationale
for a stronger D&I culture. TD professionals should be able to explain how the
organization’s culture is socially constructed and changed through conversations.
Culture involves a shared view of the world and value system. It includes how
employees talk to one another, their tolerance for uncertainty, their willingness to
take risks, and their comfort level in interacting with leaders and peers. These and
other factors have a direct effect on learning and development preferences and how
people interact on the job.

Talent Development’s Involvement in D&I

TD professionals should be prepared to be involved in many ways to support their

organizations to improve diversity and inclusion. Once the organization has a clear
understanding of its rationale for improving D&I aspects of the culture, TD
professionals should review the approaches to encourage and promote workplace
diversity and inclusion and be prepared to assist their organizations. [See 1.4.5]
TD professionals may find themselves addressing many aspects of D&I. Their roles
may include but are not limited to:
 developing their organization’s D&I strategy [See 1.4.6.2]
 leading the implementation of their organization’s D&I strategy
 ensuring that the diversity strategy incorporates all locations
 creating a business case for diversity
 helping to identify diversity competencies
 designing and supporting a diversity recruitment plan

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  aligning all training and development opportunities to ensure they project the
D&I image that the organization desires, represent different cultures, and are
accessible to all
 providing teambuilding or other exercises to teams and groups to overcome
negative stereotypes, develop skills, or improve communication
 giving D&I support to supervisors and managers who have diverse employees
 establishing a mentoring program for diverse employees
 designing an inclusive succession planning process
 procuring and administering organizational D&I assessments or self-
assessments
 increasing the rate of success for underrepresented groups throughout the
organization
 proposing suggestions for how to leverage employee diversity
 providing input to how D&I supports the organization’s brand and visibility
 expanding the diversity strategy to customers and suppliers
 advising leaders whether the D&I strategy has achieved the desired goals
 helping leaders understand their responsibility to support D&I
 determining measures of accountability.
The organization’s culture can enable or hinder D&I success. TD professionals can
play a role in the process by aligning the D&I strategy and implementing supporting
tactics to build and reinforce the desired culture. They should remember that
conversations change the culture.

1.4.6.2 Developing an Inclusion Strategy

TD professionals are often tapped to lead the development of an inclusion strategy.

A workplace diversity and inclusion strategy is a written policy that expresses the
belief that diversity and inclusion must become part of the organization’s culture.
This commitment is demonstrated by establishing consistent policies and
organizational systems. There must be buy-in from the top—a firm, transparent, and
demonstrated conviction that inclusion is tied to the organization’s goals, objectives,
and bottom line.
A workplace inclusion strategic plan should include objectives for three areas:
 Customers. This might include a goal of expanding into the global
marketplace.
 Employees. This might include a goal that will benefit the workforce, such as
increasing the retention rates of women professionals.

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  Community. This might include goals that represent the organization, the
community, and diversity all at once, such as donating time and financial
resources to worthy causes.
The plan also should include a mission, vision, and values to help achieve a more
inclusive workplace:
 Vision. The vision statement sets the desired inclusion goal and defines the
future. It incites action and generates commitment to achieving the goals.
 Mission. A mission statement must be clear and linked to the organization’s
identity. It should be motivating and encouraging. Even though it may not
seem immediately apparent, all constituents can benefit from a commitment to
workplace diversity and inclusion.
 Values. Values reflect the organization’s deepest beliefs. They are
nonnegotiable and are how the organization identifies and differentiates itself
from others. Values should be embodied in specific behaviors that the
organization identifies and institutionalizes at all levels. A leader must
exemplify the inclusion values of the workplace (Silveira and Walters 2017).

1.4.6.3 Implementing an Inclusion Strategy

TD professionals may be called upon to help the organization implement the

inclusion strategy. The TD professional may be required to assist, lead, or facilitate
others to complete any of these implementation steps:
 establishing an action plan
 assembling, facilitating, or coordinating working groups
 encouraging involvement
 setting measurable goals
 launching mentoring options to support the inclusion strategy
 identifying best practices that will form an integral part of the organization’s
policies and procedures.

1.4.6.4 Facilitating Inclusion in the Workplace

TD professionals may need to facilitate the addition of new cultural ideas or minority
and gender groups in the training analysis and planning processes for employee
development programs. During this process, the HR function and top management
may develop a strategy to interview and hire for differences to broaden diversity in
the organization. Facilitating inclusion may include things such as attracting a
diverse workforce and maximizing learning and development.
 Attracting a diverse workforce. To attract a diverse workforce, TD
professionals need a corporate structure that is supportive of varying
backgrounds and predispositions. Also required are internal resources and

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 the ability to identify a variety of cultures. Depending on the corporate
structure, talent development may work with other functions in HR to access
job boards or social networks to find the right people to fill the roles. TD
professionals will want to think ahead to determine whether any additions and
changes need to be incorporated in the onboarding process.
 Maximizing learning and development. TD professionals need to consider
all cultural concepts and differences when they design and deliver training
programs or interact with the workforce. They will want to examine the design
of all training and development programs, communication efforts, and all
products and services for a diversity and inclusion focus, considering
accessibility, gender neutral vocabulary, appropriate examples, and
others. Delivery should also consider jargon-free language, appropriate dress,
attitudes about age, personal space, work, time, reactions to authority, and
others.

1.4.6.5 Learning Ethical Standards and Legal Issues

TD professionals should follow strict ethical standards regarding the confidentiality of

employee information, especially related to counseling and the administration of
psychological and personality tests. They should be aware of the credentials
required to administer psychological assessments and ensure that they are
administered by certified professionals. Understanding the legal ramifications of all
aspects of the talent management cycle ensures compliance with applicable laws
and regulations.
Equal Opportunity

In the United States, regulations governing the hiring, promotion, and discharge of
employees are administered by the Equal Employment Opportunity Commission
(EEOC). These regulations also cover some aspects of training. For example, the
EEOC’s Uniform Guidelines on Employee Selection Procedures “apply to tests and
other selection procedures which are used as a basis for any employment
decision . . . hiring, promotion, demotion. . . . Other selection decisions, such as
selection for training or transfer, may be considered employment decisions if they
lead to any of the decisions listed above.” TD professionals should check their
country’s regulations. [See 1.6.5.2]
Disabilities

To be considered a qualified person with a disability in the United States, a job

applicant or employee must be able to perform the essential functions of a job.
Employers must reasonably accommodate known mental illness or physical
disabilities unless they can demonstrate undue hardship as regulated by the
Americans with Disabilities Act (ADA). However, the ADA does not guarantee an
individual with a disability the right to a job for which they are applying. An employer
is not required to give preference to an applicant with a disability over another
applicant, but must provide reasonable accommodations to enable them to perform
the essential functions of their jobs. [See 1.6.4.6]

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TD professionals should be aware that the ADA requires that effective
communication and training not exclude people with disabilities. This may mean
providing written materials, sign language interpreters, close-captioned video for the
hearing-impaired, or recorded text or special reading software for the visually
impaired. TD professionals in other countries should check their country’s
regulations.
Hiring Practices and Testing

Hiring a new employee or promoting an experienced one may create anxiety

because the stakes are high and no one wants to make the wrong decision. There
are many indicators and tests that TD professionals can use to lessen this anxiety
during the hiring and career planning processes. They can also use testing and
personality or psychological tests for more than judging the suitability of a potential
or current employee; these tests can be used as coaching and employee
development tools. In fact, many staffing organizations use these tools as a
secondary evaluation after giving a thorough interview. [See 1.6.5.2]
Selecting Learners

The selection of individuals to participate in TD programs is another important legal

issue that talent development professionals should know. TD professionals should
determine whether their countries provide any legal requirements for training prior to
job entry; selecting employees to attend training programs; or assigning jobs based
on performance in the training program. [See 1.6.5.2]

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