Introduction
Countries and institutions have increasingly become multicultural with the intensification of globalization. As human resource management practitioners, there are consequences to the acculturation strategy. Cultural identity explains changing levels of individuals’ psychological well-being. Furthermore, individuals who integrate have the most diverse network of connections and achieve the best job search and future employment results. In this regard, human resource management practices should be created to promote integration by creating an environment that values diversity. Therefore, the paper addresses the acculturation and benefits of inclusive management alongside diagnostic outcomes.
Acculturation
Acculturation is a concept that is often discussed regarding majority cultures, especially when cultural groups are ethically or culturally different. According to Nayak (2020), Dimensionality refers to the relations between cultural adaption and maintenance. The process that plays out here is neither for the majority nor the minority. Acculturation in education allows for cultural understanding and interoperability while erasing or changing cultures or different ethnicities in favor of the majority. Both societies’ interactions with one another alter due to acculturation, but they ultimately stay the same. Furthermore, all traditions are appreciated, and neither should try to impose its ideas on the other.
Acculturation in education necessitates adaptability, where all cultures can coexist and collaborate in a calm, structured, and inclusive atmosphere that fosters dialogue and variety. This kind of atmosphere is difficult to create due to its diverse challenges. In this regard, there will almost certainly be resistance as effective acculturation requires flexibility. Acculturation with accommodation in learning necessitates that school systems nurture environments where people of various cultures can socialize calmly, organize, and recognize the role of such an atmosphere. These revolve from enforcing their teaching methods, assembling their everyday tasks, to running their businesses as a school. Guidelines in schools must be consistent by creating a welcoming atmosphere that facilitates acculturation while remaining accommodating.
Benefits of Inclusive Management
Creating an inclusive workplace is essential in any organization, hence suitable for business. According to the cognitive diversity theory, multiple perspectives resulting from cultural disparities among members lead to problem-solving skills and innovative thinking. When monetary incentives are no longer a factor in retaining employees and board members, creating a positive work atmosphere becomes crucial. Creating inclusive management in an organization has diverse benefits for both business success and personnel (Wu, 2017, p. 254). First, inclusive management leads to higher job satisfaction, especially among the non-white staff. For instance, if an employee earning $67,000 per year thinks they should be earning $60,000, they will be satisfied; nevertheless, they will be unsatisfied if they think they should be earning $70,000.
Higher productivity is another essential benefit of inclusiveness in organizations. An organization remains consistently productive due to inclusiveness, hence business growth. Productivity ultimately makes everyone want to work for a thriving business that offers them the opportunity to grow. Also, inclusiveness makes employees have high morale for work due to enhanced team drive (Ford, 2021, p. 68). Employee morale is high when workers are optimistic about their workplace and trust they can satisfy their most extraordinary meaningful career and vocational goals. The author further states that inclusive management brings about improved problem solving throughout an organization. Hence, it helps the stakeholders to identify emerging issues, understand everyone’s interests, and agree on contingencies, monitoring, and evaluation. Inclusiveness also brings about increased vocational flexibility and learning ability from people at all levels. It also enhances workforce quality by improving engagement and training (Nayak, 2020, p. 42). Finally, inclusive management decreases vulnerability to legal challenges because employees are engaged in improved problem-solving.
Test Diagnostics
Diagnostic evaluation and summative assessment are considered in diagnostics reflection. In diagnostics evaluation, there are some strengths and weaknesses that I am associated with. I have a fantastic ability to understand the concepts taught quickly, with good content retention. Most students and tutors recognize me for my understanding ability. I also participate greatly in academic-related activities whenever needed. I am also highly interested in gaming and sports, although there are some areas that require me to seek guidance from coaches.
First, I am obsessed with details, have problems letting go of a task, have difficulty saying no, and become impatient when tasks run late. Moreover, I feel inadequate and have difficulty looking for assistance. In summative assessment, there are objectives that I have been able to achieve, while there are others that I have not. Lack of confidence is a weakness that I have worked on through practice and the setting of objectives. Nonetheless, I have been unable to implement the objectives for other weaknesses, hence putting my academic performance in question.
To deal with the weaknesses areas, I have developed a self-advancement scheme as shown below.
Development Plan
Conclusion
Cultural identity explains changing levels of individuals’ psychological well-being. Acculturation is a concept that is often discussed regarding majority cultures. It also necessitates adaptability, which occurs when diverse cultures and nationalities are recognized and permitted to preserve their characteristics. A personal development plan is a fundamental tool that will help clarify what an individual intends to do in the future and possible improvements in the selected areas.
Reference List
Ford, D.Y., 2021. Recruiting & retaining culturally different students in gifted education. Routledge. Web.
Nayak, P.K., 2020. Homogeneity within Heterogeneity: Insights from the Culture of West Kameng of Arunachal Pradesh. Space and Culture, India, 8(3), pp.36-47. Web.
Wu, J.F., 2017. Teaching university students cultural diversity by means of multi-cultural picture books in Taiwan. Multicultural Education Review, 9(4), pp.249-269. Web.