Supervising a Diverse Workforce In this exercise, read a short case, then answer questions concerning the case and the effective supervision of a diverse workforce.
Today the U. S. workforce is becoming increasingly diverse. In 1980, just over half (51%) of the workforce consisted of white men. By 2020, this group’s share of the workforce is expected to fall to 42.8 percent. There are increasing numbers of black, Hispanic, and Asian workers. Women now make up almost half of the adult labor pool. In addition, the number of workers over 55 is expected to represent more than 25.2 percent of the U. S. population by 2020. Many of these older individuals are working beyond the traditional retirement age.
Review the material in the textbook concerning the opportunities and challenges of supervising a diverse workforce and the dangers of subtle discrimination.
Hispanics—immigrants and descendants of immigrants from Latin America—have become the largest ethnic minority group in the United
States. More than 1 in 10 U. S. workers are Hispanic and their share of the workforce is expected to grow. The majority of Hispanics trace their roots to Mexico, almost one-tenth have a Puerto Rican heritage, and Cubans are the third largest group.
Supervisors may benefit from recognizing some cultural norms that are common among Hispanic workers. One is a tendency to stress personal relationships. Hispanic workers may rely heavily on personal contacts to locate a new job and may respond well to goals and rewards set for the whole group. They generally appreciate face-to-face instruction and hands-on training to learn new skills. Hispanic workers may talk with one another while working more than workers from some other cultures. However, the supervisor may discover that Hispanic workers do not talk much to the supervisor. This is a reflecion of the Hispanic community's respect for authority. Out of respect for the supervisor's authority, many Hispanic employees do exactly as directed, no more and no less. If the supervisor is hoping employees will offer suggestions and try new ways of working, the supervisor may have to ask specifically for such behavior. Of course, describing expectations clearly is a helpful skill for supervisors to use with employees of any cultural background.
When Julie heard another supervisor comment that she really didn’t like working with her minority workers because "everyone knows they are lazy and ignorant," Julie pointed out to the other supervisor that her comments were not only incorrect, but that they were offensive and damaging. Julie asked the other supervisor to avoid making such negative, incorrect comments in the future. This encounter demonstrates
A) one of the basic principles of Maslow’s ideas on working with people.
B) one of the fundamental functions of a supervisor as described by Fayol.
C) one tactic to improve coworker attitudes toward diversity.
D) a very rude method of communicating with the other supervisor.
E) a case of discrimination by Julie toward the other supervisor.