7OS04 Advanced Diversity and Inclusion

About this Unit

This optional unit explores how a fair and diverse workplace impacts the quality of work being done. The unit explores strategic workplace diversity and inclusion in terms of communication and training, addressing workplace behaviour and analysis of trends. This unit focuses on the historical and present-day role of trade unions and line managers in promoting a fair workplace culture that is key to managing workplace effectiveness. Through the lens of UK legislation, this unit also covers how strategic actions and decisions go beyond legal compliance as it focuses on the well-being and engagement of the workforce and the effects of inequality and segregation.

What you will learn

With emphasis placed on advanced diversity and inclusion of complex people management and business decision, this unit enables learners to develop an understanding of the concept of diversity and inclusion, discussing a range of visible and non-visible dimensions that characterise the UK’s working population. Through this unit, a learner will explore how a fair and diverse workplace impacts the quality of work being done. You will also learn about some common issues that have been addressed through communication training programs and strategies for managing these problems effectively to promote influential management culture overall. Additionally, you will analyse key trends and the fundamental changes that have shaped the labour supply in recent decades. You will critically evaluate the concepts of vertical occupation and time segregation as well as examine a range of economic theories and data sources and provide evidence-based examples of disadvantage and inequality. Finally, you will cover the legal, moral and business cases for managing diversity and developing a culture of inclusion and the effectiveness of different approaches. Under which you will briefly learn about trade unions – their historical role within an organization’s hierarchy, present-day relevance today (including labour laws) so students feel informed on all matters related to employment law-related topics before graduation.

This unit is suitable for persons who

This unit is essential for the following groups of people:

• Those who are working in an organization where they are accountable for the implementation of human resource policies.
• Are aspiring to pursue a profession in human resource management and have completed CIPD Foundation Diploma in Human Resource Practice.
• Have worked in the sector for a period of time but lack professionally recognized human resource qualifications.
• Are experienced people practitioners employed in a senior people practice position seeking to broaden and deepen their capacity, knowledge, and skills to impact strategy, policy, and people
• They are in pursuit of a professional qualification to advance their career in human resources (HR) and learning and development (L&D) management.
• Desire to increase their autonomy, influence, and judgment in order to effectively lead and drive organizations and their people on a strategic level.

Learning outcomes

Upon completing this unit, learners should be able to fulfil the following four primary learning outcomes. These outcomes are further classified into a variety of sub-categories. The learning outcomes will enable them to:

• Understand the concepts of diversity and inclusion.
• Understand the theoretical insights, segregation and inequality in the UK labour market.
• Understand the legal, moral and business cases for managing diversity and developing a culture of inclusion.
• Understand the effectiveness of workplace approaches to managing diversity and developing inclusive workplace cultures.

What are the entry requirements?

For an expert level qualification, the unit has several formal requirements, some varying from institution to institution while others cut across all students enrolling for the unit. The majority of institutions have developed diagnostic tools to guarantee that candidates possess the necessary qualifications to study for work and working lives in a changing business environment (7CO01). For instance, some institutions require that the applicants be at least 18 years of age on or before the first of July of the academic year they wish to enrol in the course. Furthermore, most institutions conduct interviews on their candidates before enrolling them on the course.

In most cases, institutions mandate that candidates have a working knowledge of the English language to enrol for the course. For example, some require that candidates have a GCSE grade of C/4 or an equivalent in English. However, institutions adhere to the CIPD guideline, which requires learners to get counselling on enrolling in the program if English is not their first language. In so doing, some institutions require that those who’s English comes as a second language have IELTS 6.5/ESOL Level 2 or an equivalent. However, other institutions prefer to review cases on an individual basis.

Most institutions require that their candidates possess a bachelor’s degree, which includes CIPD level 5 qualifications, and currently or previously worked in an HR position. Others require their applicants to hold a Level 6 Bachelor’s degree (Hons) in human resource-related subjects. However, an essential requirement is that candidates possess sufficient experience in an HR role. In exceptional cases, considerable human resource experience at a strategic level is acceptable as a degree substitution, subject to review. These diagnostics verify that learners can complete and comprehend the Units and literacy requirements.

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Resources used for the unit

Choi, J. O., Shane, J. S., & Chih, Y. Y. (2022). Diversity and Inclusion in the Engineering-Construction Industry.

Ocobock, C., Niclou, A., Loewen, T., Arslanian, K., Gibson, R., & Valeggia, C. (2021). Demystifying mentorship: Tips for successfully navigating the mentor-mentee journey. American Journal of Human Biology, e23690.

Timko, M. (2022). Creating Opportunity through Workforce Development Innovation. In Generation A. Emerald Publishing Limited.

Jonsen, K., Point, S., Kelan, E. K., & Grieble, A. (2021). Diversity and inclusion branding: a five-country comparison of corporate websites. The International Journal of Human Resource Management, 32(3), 616-649.

Kalkanci, B., Rahmani, M., & Toktay, L. B. (2019). The role of inclusive innovation in promoting social sustainability. Production and Operations Management, 28(12), 2960-2982.

Kirton, G., & Greene, A. M. (2021). The Dynamics of Managing Diversity and Inclusion: A Critical Approach. Routledge.

Kuknor, S., & Bhattacharya, S. (2021). Organizational inclusion and leadership in times of global crisis. Australasian Accounting, Business and Finance Journal, 15(1), 93-112.

Mulvie, A. (2021). Learning and Development for a Multigenerational Workforce: Growing Talent Amongst Age Diverse Employees. Routledge.

Syed, J., & Ozbilgin, M. (2019). Managing diversity and inclusion: An international perspective. Sage.

Walkowiak, E. (2021). Neurodiversity of the workforce and digital transformation: The inclusion of autistic workers at the workplace. Technological Forecasting and Social Change, 168, 120739.