Reflection on my learning from Managing & Leading People.

Inclusive Working

Encouraging Inclusivity on a climbing team would be critical to both the group's overall effectiveness and the well-being of its members. This is a critical assessment of the potential for inclusivity that I encountered during our lecture session's Everest activity.

Virtual communication is crucial in determining workplace dynamics in a world that is becoming more and more digital. Organisations that strive to be inclusive must take into account the ways in which technology can strengthen or weaken a sense of community. According to Cram and Couture (2021), inclusive leaders need to make sure that all staff members have equitable access to communication platforms and are trained on the best practices for inclusive virtual communication. I made an effort to encourage our environmentalist to communicate before submitting his decision during our Mount Everest activity during our lecture session since it was impacting the entire group activity.

Ensure Equitable Participation: Give everyone a chance to engage and make a contribution. Introduce strategies like specified turn-taking or breakout groups to promote equitable participation if some team members dominate conversations (Homan et al., 2008). As a marathon runner, I had the greatest climbing experience and was gathering feedback from everyone for the following camp; yet, our leader was deficient in this crucial ability while guiding the group. However, having a diverse workforce does not guarantee an inclusive workplace. Ensuring equitable participation is essential to establishing a genuinely inclusive workplace where differences are recognised and utilised to their full potential.

Relationship Building: Cultivating Trust and Connection: Creating an inclusive workplace requires more than just prioritising representation; it also entails providing each worker with a feeling of acceptance and community (Nishii, 2013). Using this theory, I tried to gain their trust by asking them about their health, any needs for supplies, or group decisions. After all, the main goal was to reach the peak as a group. Building relationships is the first step towards achieving this goal because it removes obstacles, fosters trust, and eventually makes it possible for teams to work together and perform well.

Addressing the Learning Outcomes:

1. Critically evaluate the relevance of selected HRM and related theories to justify their relevance to contemporary workplaces. In today's workplace, inclusivity fosters creativity, develops problem-solving skills, and raises employee engagement. It improves the company's reputation, ability to attract people, and grasp of the global market (Hewlett et al., 2013). All employees will feel appreciated, respected, and essential to the success of the company in an inclusive workplace. Being inclusive is more than just a catchphrase; it's a strategic requirement for businesses looking to prosper in the twenty-first century. Although creating a truly inclusive workplace requires constant work and dedication, the rewards are priceless.

Reflect critically on the influence of individuals and teams in the context of organisational performance. Inclusiveness benefits organisational performance by fostering diverse perspectives, enhancing collaboration, improving decision-making, and increasing employee engagement. However, challenges such as conflict, group polarisation, and resistance to 3 change may arise if inclusiveness is not managed effectively, potentially hindering team dynamics and organisational agility.

Decision Making:

I always keep in mind that there is no one-size-fits-all method for influencing others; it is a complicated process. Persuasion strategies, interpersonal dynamics, and communication skills are some of the most important elements that influence team decision-making.

Active Participation and Engagement: People can have an impact on the decision-making process by actively participating in team conversations, posing challenging questions, and interacting with opposing ideas. I experienced this when taking part in our group of five's paper easter egg-making activity: by positively contributing to discussions, individuals can influence the course of the team's decisions (Stasser & Titus, 1985). I felt that I participated fully in our group's cutting and painting of the eggs.

Developing Credibility and Trust: Developing credibility and trust within the team is essential to influencing decision-making. Colleagues are more inclined to take into account the opinions and proposals of those who are viewed as informed, dependable, and trustworthy (Dirks & Ferrin, 2001). While working on that task, the members of our group depended on one another and shared our knowledge.

Addressing the Learning Outcomes:

1. Critically evaluate the relevance of selected HRM and related theories to justify their relevance to contemporary workplaces. Data-driven strategy: As data becomes more readily available, businesses are depending more and more on data analytics to guide their choices. Data can be used for trend identification, risk assessment, and performance optimisation (Davenport et al., 2018). Cooperation and flexibility: Problems in the modern world are frequently too complicated for one person to handle on their own. Collaboration between teams and departments is frequently necessary for effective decision-making since it promotes diversity of viewpoints and agility in adapting to changing conditions (Benner & Tushman, 2003).

2. Reflect critically on the influence of individuals and teams in the context of organisational performance. Decision-making procedures involve both individuals and teams and have a big impact on how well an organisation performs. Eisenhardt's (1999) research emphasises the significance of prompt and informed decision-making for improving organisational efficacy and competitive advantage. Furthermore, research conducted by Hambrick (2007) highlights how strategic decision-making influences long-term organisational results. Nevertheless, bad choices can have unfavourable effects like monetary losses or harm to one's reputation (Staw & Epstein, 2000). To maximise organisational effectiveness, individuals and groups must use efficient decision-making techniques.

Developmental Plan

Several ways can be used to develop oneself for the purpose of promoting inclusivity and decision-making in teamwork encounters. First and foremost, improving interpersonal and communication skills to encourage candid discussion and comprehension among team members (Turner et al., 2014). Additionally, developing one's critical thinking and problem solving skills might help teams make better decisions (Wang et al., 2018). Finally, developing empathy for the viewpoints of other team members might help to create a 4 cooperative and encouraging atmosphere (Galinsky et al., 2015). People may help build inclusive, productive teams by consistently honing these abilities and dispositions.

Inclusiveness Developmental Plan:

Encouraging Inclusiveness Identify: I will pinpoint my classmates' and my own areas for inclusivity improvement, including team dynamics, communication, and decision-making procedures. This could entail asking for input on current procedures and seeing how team members communicate with one another.

Describe: After being recognised, I will proactively encourage inclusivity on the team. This entails creating an environment where everyone on the team feels appreciated and included—one that values openness, empathy, and respect. I'll support other points of view, pay attention to what others have to say, and provide chances for everyone to join in and contribute to conversations and decision-making.

To do this, with the assistance of our organisational professionals, I will plan team workshops or training sessions on inclusion, educating and raising awareness of the value of accepting diversity and fostering an inclusive workplace. I'll also set an example for others to follow by acting inclusively in my interactions and decision-making.

Assistance Required: I plan to enlist the aid of organisational development specialists to furnish resources, participate in webinars offered by my university or CIPD, and obtain materials and direction for executing inclusivity training sessions. Furthermore, I might work with managers or team leaders to include inclusive practices into our lectures and teamwork.

Timeline: I'll work on this for three to six months, making constant attempts to track developments and make adjustments as needed.

Monitoring Success: I will keep an eye on this action's progress by asking team members for their opinions via focus groups, one-on-one interviews, or anonymous surveys. I'll evaluate metrics like enhanced team cohesiveness, more involvement from everyone on the team, and a stronger sense of camaraderie among teammates. Furthermore, I intend to monitor any discernible alterations in team dynamics or performance measures that might arise from improved inclusivity among team members and evaluate the influence of inclusive practices on team cohesiveness and performance (Shore et al., 2009).

Decision-making Developmental Plan

Effectively Influencing Decision-Making Processes: During our lecture activities, I will look for ways to positively impact my classmate's decision-making processes. This could entail examining previous decision-making procedures, pinpointing areas in need of development, and comprehending the dynamics at play during team decision-making.

Describe: After being recognised, I will actively participate in talks and procedures related to decision-making, using my knowledge, experience, and clout to promote wise and calculated choices. I will make meaningful contributions, pose insightful questions, and make strong arguments backed by facts and evidence to influence people's perspectives and influence the course of decisions in a way that advances the aims and objectives of the team.

Explain: Since I am unable to accomplish this on my own, I will establish trusting relationships with team leaders, fellow students, and other decision-makers in order to accomplish this. I'll look for chances to work with others and position myself as a reliable resource or subject matter expert whose opinions are accepted and valued during talks leading up to decisions.

Support Needed: I might turn to field experts, coaches, or mentors for assistance who can offer direction, criticism, and counsel on practical approaches and techniques for making decisions. Furthermore, I might use tools like case studies, research studies, or best practices to bolster my claims and sway judgements.

Timeline: I'll be doing this for six months while continuing to work on honing and improving my decision-making abilities.

Monitoring Success: I'll keep tabs on the results of important team choices and evaluate how much my influence and contribution contributed to those results in order to evaluate the effectiveness of this action. In addition, I'll ask lecturers and other students for input on how well I contribute to decision-making processes and whether there has been any noticeable effect on the performance or results of the team. I'll also take stock of my personal experiences and observations to see where I might strengthen my ability to influence team decision-making. Track instances where my communication efforts positively impact team decision-making processes and outcomes (Cialdini, 2001).

These are the sensible methods that ought to be used while overseeing an employee's performance in a larger company.

References List:

Cram, E., & Couture, A. (2021). Leading with empathy: Taking action for inclusion in a time of crisis. Deloitte Insights.

Homan, A. C., Van Knippenberg, D., Van Kleef, G. A., & De Dreu, C. K. (2008). Bridging faultlines by valuing diversity: Diversity beliefs, information elaboration, and performance in diverse work groups. Journal of Applied Psychology, 92(5), 1189.

Nishii, L. H. (2013). The benefits of climate for inclusion for gender-diverse groups. Academy of Management Journal, 56(6), 1754-1774.

Barney, J. (1991). Firm resources and sustained competitive advantage. Journal of management, 17(1), 99-120.

Hewlett, S. A., Marshall, M., & Sherbin, L. (2013). Innovation, Diversity, and Market Growth. Center for Talent Innovation.

Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making: Biased information sampling during discussion. Journal of Personality and Social Psychology, 48(6), 1467-1478.

Dirks, K. T., & Ferrin, D. L. (2001). The role of trust in organizational settings. Organization Science, 12(4), 450-467.

Benner, M., & Tushman, M. L. (2003). Exploitation of exploration: An organizational dilemma. Strategic Management Journal, 24(8), 775-803.

Davenport, T. H., Harris, J. G., & Mehr, S. (2018). Competing on analytics: The new science of winning. Harvard Business Review Press.

Eisenhardt, K. M. (1999). Strategy as strategic decision making. Sloan Management Review, 40(3), 65-75.

Hambrick, D. C. (2007). Upper echelons theory: An update. Academy of Management Review, 32(2), 334-343.

Staw, B. M., & Epstein, L. D. (2000). What bandwagons bring: Effects of popular management techniques on corporate performance, reputation, and CEO pay. Administrative Science Quarterly, 45(3), 523-556.

Turner, J. R., Müller, R., & Dulewicz, V. (2014). Comparing the leadership styles of functional and project managers. International Journal of Project Management, 32(4), 577-587.

Wang, X., Liao, J., Yao, X., & Huang, J. (2018). Cognitive diversity and team creativity: A systematic review and integrative framework. Research Policy, 47(4), 726-739.

Galinsky, A. D., Maddux, W. W., Gilin, D., & White, J. B. (2008). Why it pays to get inside the head of your opponent: The differential effects of perspective taking and empathy in negotiations. Psychological Science, 19(4), 378-384.

Shore, L. M., Chung-Herrera, B. G., Dean, M. A., Ehrhart, K. H., Jung, D. I., Randel, A. E., & Singh, G. (2009). Diversity in organizations: Where are we now and where are we going? Human Resource Management Review, 19(2), 117-133.

Cialdini, R. B. (2001). Harnessing the science of persuasion. Harvard Business Review, 79(9), 72-81.