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The role of organizational leaders in creating sustainable diversity, equity, and inclusion initiatives in the workplace

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The role of organizational leaders in creating sustainable diversity, equity, and inclusion initiatives in the workplace

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The Role of Organizational Leaders in Creating Sustainable Diversity, Equity, and
Inclusion Initiatives in the Workplace
by
Paulette Oliver Stephens

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2022

© Copyright by Paulette Oliver Stephens 2022
All Rights Reserved

The Committee for Paulette Oliver Stephens certifies the approval of this Dissertation

Eric Canny
Darline Robles
Kimberly Hirabayashi, Committee Chair

Rossier School of Education
University of Southern California
2022

iv
Abstract
This study addresses the problem of sustainable diversity, equity, and inclusion initiatives in the
workplace. The study focuses specifically on the role of organizational leaders in creating
sustainable diversity, equity, and inclusion (DEI) initiatives in the workplace. The study
addresses the following research questions: (1) What knowledge and skills do organizational
leaders need to achieve DEI initiatives in their organizations? (2) What motivational factors
influence organizational leaders ability to achieve their DEI initiatives? And (3) What
organizational barriers and resources affect their beliefs about their ability to achieve these DEI
initiatives? A modified Gap Analysis framework was used to understand the knowledge,
motivation, and organizational influences that impact organizational leaders’ ability to sustain
their DEI initiatives. I interviewed nine DEI leaders from large for-profit organizations in the
western and northeastern regions of the United States. The DEI leaders represented various
industries. Although the main stakeholder group for this study was DEI leaders, the role of senior
leadership was addressed as well. Key findings demonstrated that the DEI leaders’ knowledge
and skills, motivation, organizational barriers and resources, and support from senior leadership
impacted the sustainability of their organizations’ DEI initiatives. Recommendations were
suggested to address the gaps identified in the findings and to provide a guide for leaders to
increase the sustainability of their DEI initiatives.

v
Dedication
To my wonderful parents, the late Willie Pete Oliver and Annette I. Oliver. I could not have
achieved this great milestone without your love, guidance, and support throughout the years. You
have always supported me in my academic endeavors and have been my greatest cheerleaders.
Your encouragement and belief in me was the fuel I needed when life became difficult. You two
have truly been the “wind beneath my wings.” Dad, I wish you were here to witness this day.
Somehow, I believe you are looking down from heaven, smiling, and still cheering me on.
Mom, thank you for the many days and nights of listening to my experiences throughout this
journey. You have always been there when I needed you the most, and you continue to do so
until this day. I love you, both.

To my amazing daughter, Adrienne. Thank you for your love, support, patience, and
understanding. You were right here with me throughout my journey. You are truly a mother’s
joy. I appreciate all of your encouraging words, loving acts of kindness, and wonderful times you
made me laugh. Thank you for being such a beautiful soul.

To my supportive brother, Kerry. Thank you for your love and support throughout the years. I
am thankful to have a brother who believes in me and shows it through so many acts of kindness.
Bridget, thank you for being by his side and mine, too.

To my family members (grandparents, aunts, and uncles) who left behind a legacy of strength
and resilience. Thank you for paving the way and instilling the importance of hard work, good
character, and a spirit of excellence.

vi
Acknowledgements
This has indeed been a life changing journey. One that has been filled with joy, pain,
laughter, tears, sorrow, but most importantly, growth. During a very difficult pandemic, followed
by racial and social injustices, I cannot help to think how this compounded every bit of
emotional discomfort I felt during my journey. My emotions have often been torn between the
sorrow for the loss of loved ones and joy for the achievements of each semester. Nevertheless,
I believe all of this was instrumental and played an important role in my evolutionary process.
I would like to thank my wonderful committee, Dr. Eric Canny, Dr. Darline Robles, and
my chair, Dr. Kimberly Hirabayashi. Thank you for taking the time to provide constructive
feedback and encouragement as I embarked upon completing my dissertation and doctoral
journey. Your words of wisdom were truly appreciated and cherished. Dr. Hirabayashi, thank
you for encouraging me to dig deeper and think even more critically about my work. You truly
inspired me to step outside of my comfort zone and test the limitations and boundaries I had
established. Thank you for being a great chair and mentor.
I cannot express how grateful I am to have been on this journey with such an amazing
group of people. My professors have been wonderful in sharing their wisdom and expertise,
bountifully. I would like to thank each of you for being such great role models and champions
for social justice. Your willingness to “walk the talk” was an inspiration. To my peers in my
cohort, it has been a pleasure to be with you on this journey for the last three years. I will always
cherish our friendships and bonds. I have learned so much from each of you.
To my immediate family, extended family, “sisters”, sorority sisters, and friends, thank
you for your encouraging words, love, and support during this time. You were always
encouraging me to press forward and never look back. For this, I am grateful and love you all.

vii
Table of Contents
Abstract .................................................................................................................................... iv
Dedication ................................................................................................................................. v
Acknowledgements ................................................................................................................... vi
List of Tables ............................................................................................................................ ix
List of Figures ............................................................................................................................ x
Chapter One: Introduction to the Study ...................................................................................... 1
Background of the Problem ............................................................................................ 1
Purpose of the Study and Research Questions ................................................................. 2
Importance of the Study .................................................................................................. 3
Stakeholder Groups ........................................................................................................ 4
Overview of Theoretical Framework and Methodology .................................................. 5
Definitions ...................................................................................................................... 5
Organization of the Dissertation ..................................................................................... 7
Chapter Two: Literature Review ................................................................................................ 8
Historical Background of DEI Initiatives ........................................................................ 8
Importance of DEI Initiatives ........................................................................................15
Challenges in Implementing DEI Initiatives ...................................................................19
Strategies to Promote the Sustainability of DEI Initiatives .............................................25
Conceptual Framework ..................................................................................................31
Summary .......................................................................................................................34
Chapter Three: Methodology .....................................................................................................35
Research Questions .......................................................................................................35
Overview of Design .......................................................................................................35
Research Setting ............................................................................................................36

viii
The Researcher ..............................................................................................................36
Data Sources..................................................................................................................38
Validity and Reliability ..................................................................................................40
Ethics ............................................................................................................................41
Chapter Four: Results or Findings .............................................................................................42
Participants ....................................................................................................................42
Results for Research Question 1 ....................................................................................44
Results for Research Question 2 ....................................................................................54
Results for Research Question 3 ....................................................................................58
Summary .......................................................................................................................71
Chapter Five: Recommendations ...............................................................................................72
Discussion of Findings ..................................................................................................72
Recommendations for Practice.......................................................................................78
Limitations and Delimitations ........................................................................................88
Recommendations for Future Research ..........................................................................89
Conclusion ....................................................................................................................90
References ................................................................................................................................92
Appendix A: Interview Protocol .............................................................................................. 101
Appendix B: Reflective Practice Activity ................................................................................ 103

ix
List of Tables
Table 1: The Origin and Evolution of DEI Initiative …………………………………………...14
Table 2: Characteristics of Participants and Organizations……………………………………..43
Table 3: DEI Initiative: To Increase the Representation and Inclusion of Black Engineers…....86

x
List of Figures
Figure 1: Conceptual Framework for Sustainable DEI Initiatives……………..........................33
Figure 2: DEI Buy-In from All Levels of Leadership………………………………………….83

1

Chapter One: Introduction to the Study
The problem of practice being examined in this study is the lack of sustainable diversity,
equity, and inclusion (DEI) initiatives in the workplace. Organizations have become aware of the
importance of hiring women and people of color to increase representation in the labor pools in
the United States, Europe, and many other parts of the world (Cox, 1993). In the United States,
many organizations have responded to diversity in the workplace by implementing diversity and
inclusion initiatives and spend approximately $8 billion annually on diversity initiatives (Hansen,
2003; Lindsey et al., 2019. Approximately 68% of companies in the U.S. report having diversity
initiatives in place and 71% of those companies use diversity training as the most common form
of intervention (Lindsey et al., 2019).
Many organizations recognize the need for effective DEI initiatives but unknowingly
have barriers that hinder the success and sustainability of these initiatives (Allison, 1999). In
addition, attempts to increase diversity without addressing inclusion produces small results (Pless
& Maak, 2004). According to Garr (2014), 250 North American companies were surveyed and
found that 71% aspire to have an inclusive culture where employees feel involved, respected and
valued but only 11% reported actually having one. Despite efforts, many organizations’ DEI
initiatives produce small, inconsistent and unsustainable results (Bezrukova et al., 2012).
Background of the Problem
Wasserman (2015) notes that the early emphasis on DEI initiatives in organizations
originated during the civil rights movement and the women’s movement and was framed by
government initiatives such as Equal Employment Opportunity and affirmative action. In the
mid-1980s there was a shift from viewing diversity from the programmatic perspective that
measured goals and progress in numbers and representation of minorities to one that highlighted
2

the value of differences in the workplace. During the 1990s, organizations began to shift their
focus to highlight differences that moved beyond gender and race to include other social identity
differences such as age, ethnicity, religion, sexual orientation, nationality, etc. (Wasserman,
2015). This shift resulted in the human resource management intervention known as “managing
diversity” or “valuing diversity” (Agocs & Burr, 1996).
Diversity management that emerged in the 1980s and 1990s focused on improving
opportunities for individuals from diverse backgrounds (Sabharwal, 2014). According to Pless
and Maak (2004), diversity management was only the first step to providing an inclusive
workplace environment. In the early 2000s, there was another shift to focus on the need for
organizations to create inclusive workplace environments to truly achieve their DEI goals
Downey et al., 2015; Pless & Maak, 2004). An inclusive workplace environment is one where
employees from diverse backgrounds are heard, respected, valued, and involved in the decision-
making process (Pless & Maak, 2004). Inclusive workplace cultures value the differences that
diverse employees bring to the workplace and provide opportunities for their opinions and voices
to contribute to problem-solving, therefore, treating diverse employees as assets to the
organization (Pless & Maak, 2004; Sabharwal, 2014).
Organizations recognize the need to hire a diverse workforce that reflects today’s society
by attracting and retaining best workforce talent to remain competitive (Prieto et al., 2009).
However, many organizations continue to experience difficulties building sustainable diverse
and inclusive workplace cultures (Herring, 2009).
Purpose of the Study and Research Questions
The purpose of this study is to understand the role of organizational leaders in creating
sustainable DEI initiatives in the workplace.
3

The following questions will guide this study:
1. What knowledge and skills do organizational leaders need to be able to achieve DEI
initiatives in their organizations?
2. What motivational factors influence organizational leaders’ ability to achieve their
DEI initiatives?
3. What organizational barriers and resources affect organizational leaders’ beliefs about
their ability to achieve these DEI initiatives?
Importance of the Study
The role of organizational leaders in creating sustainable DEI initiatives in organizations
is imperative (Mcisaac & Moody, 2014). DEI initiatives must have organizational leaders at the
helm providing guidance, direction, and leadership to foster an organizational culture that is
diverse, equitable, and inclusive for all employees (Stevens et al., 2008). The most successful
organizations will be those that have leaders that are able to incorporate diversity and foster
inclusion to impact the way individuals and groups work together to benefit both the individual
members and the collective (Ferdman, 2014).
Organizational leaders can help to create an inclusive culture that creates a supportive
environment for accomplishing the organizations’ DEI goals (Stevens et al., 2008).
Organizational change occurs when strong leadership drives the effort and emphasis is placed on
the need for diversity and inclusion to be a core competency valued by the leaders and the
organization (Mcisaac & Moody, 2014). Diversity is successful when it is combined with
policies, procedures, and practices that result in an inclusive work culture where people feel
appreciated, valued, safe, respected, and engaged as individuals and members of the organization
(Wasserman, 2015). According to Mcisaac and Moody (2014), leadership has a role to play in
4

building the value proposition for diversity and inclusion by making it a priority and leading the
strategies for change. Team performance in organizations is enhanced by strengthening
members’ capacity for engaging differences and emphasizes the role of organizational leaders in
fostering a diverse and inclusive work culture (Miller, 1998).
Organizations with greater workforce diversity and inclusion have higher profit margins,
greater creativity and increased innovation compared to those with a homogeneous workforce
(Herring, 2009; Hunt et al., 2015). It is important for organizations to be successful in building
and sustaining a diverse workforce in an inclusive culture where employees feel valued,
respected, and have opportunities to succeed (Cox, 1993). Employees need to feel confident,
valued, and cared about by their organizations which affects their attendance, dedication, and job
performance (Eisenberger, et. al., 1990).
Stakeholder Groups
The stakeholder groups for this study consist of the DEI leaders who are responsible for
the implementation of DEI initiatives in their organizations and the senior leaders (CEO, Senior
Vice Presidents, Vice Presidents, and Directors) who are responsible for the leadership,
guidance, direction, and performance of their organizations. The stakeholder group of focus will
consist of DEI leaders that represent different industry fields in the for-profit sector. The types of
DEI initiatives will vary based on the organizations’ DEI goals. This study will focus on the
knowledge and skills, motivation, and organizational influences that impact the DEI leaders’
ability to implement and sustain the DEI initiatives in their organizations. The study will also
address the role of senior leaders, along with DEI leaders, in sustaining the DEI initiatives in
their organizations.

5

Overview of Theoretical Framework and Methodology
This is a qualitative study using a modified Knowledge, Motivation, and Organizational
(KMO) gap analysis as the theoretical framework. The gap analysis model identifies
performance gaps in knowledge and skills, motivation to achieve the goals, and organizational
support (Clark & Estes, 2008). This theoretical framework will provide a lens to understand the
role of organizational leaders and identify performance gaps that hinder the sustainability of DEI
initiatives in their organizations. The results of the gap analysis are instrumental in developing a
plan to achieve DEI performance goals.
The qualitative methodology in this study will provide insight into the leaders’
perspectives and beliefs which are critical to diagnosing gaps (Clark & Estes, 2008). According
to Creswell and Creswell (2018), a qualitative approach is the most effective approach to use
when seeking to identify qualities and/or perceptions of particular people or groups.
Definitions
This section provides definitions for terms used frequently throughout the research study
and dissertation.
DEI Initiatives
Initiatives that create diverse, equitable, and inclusive work environments for
organizations and employees (Ferdman, 2014).
DEI Leaders
Leaders (Vice Presidents, Directors, and principal DEI leaders ) who are specifically
responsible for implementing DEI initiatives in their organizations.

6

Diversity
Different perspectives and behavioral differences among cultural groups as well as
identity differences among group members in relation to other groups which can include race,
ethnicity, gender, sexual orientation, nationality, religious beliefs, etc. (Larkey, 1996;
Wasserman, 2015). “Diversity” is also used interchangeably with DEI throughout the literature
based on the context in which it is used in the reference.
Diversity Management
A strategy used to promote an awareness of differences focused on improving
opportunities for individuals from diverse backgrounds with a focus on highlighting differences
that moved beyond gender and race to include other social identity differences such as age,
ethnicity, religion, sexual orientation, nationality, etc. (Sabharwal, 2014; Wasserman, 2015).
Equity
Access to available resources to ensure fairness and justice for those who need it most, so
that every individual benefits. The distribution of the resources may not be equal, but the end
goal is equality.
Inclusion
The extent to which individuals can access information and resources, are involved in
work groups, feel valued and respected, and are able to influence the decision-making processes
(Downey et al., 2015; Mor Barak & Cherin, 1998).
Senior Leaders
Leaders (CEO, Senior Vice-Presidents, Vice-Presidents, and Directors) who are
responsible for the leadership, direction, guidance, and performance of their organizations.
7

Organization of the Dissertation
This study is organized in five chapters. Chapter one is an introduction to the study and
includes the context and background of the problem, purpose of the project and research
questions, importance of the study, overview of the theoretical framework and methodology, and
definitions. Chapter two contains the literature review and conceptual framework. Chapter three
explores the methodology of the study which includes the research questions and overview of
design. Chapter four discusses the findings associated with the research questions. The final
chapter, Chapter five, highlights the discussion of the findings and includes recommendations for
practice.

8

Chapter Two: Literature Review
This chapter reviews the literature relevant to creating sustainable DEI initiatives in the
workplace. The review begins with an overview of the historical background of DEI initiatives
and its relevance to the development of today’s DEI initiatives. This is followed by the
importance of DEI initiatives and the impact these initiatives have on the employees and the
organization. The next section of the literature review focuses on the challenges in implementing
sustainable DEI initiatives in defining DEI, addressing shortcomings in DEI trainings, and
identifying organizational barriers and influences that impact the sustainability of DEI initiatives.
The final section of the review addresses strategies to promote sustainable DEI initiatives which
includes the role of leadership, organizational culture and climate, and diversity learning
initiatives. The conclusion of the literature review includes the Conceptual Framework in which
a Modified Gap Analysis is presented as the theoretical framework to identify the DEI leaders’
knowledge, skills, confidence, and organizational influences that impact their ability to create
sustainable DEI initiatives within their organizations.
Historical Background of DEI Initiatives
This section of the literature review will focus on the history of diversity, equity,
and inclusion initiatives. DEI initiatives date back to the 1960s beginning with the civil rights
movement and affirmative action and were a response to the discriminatory hiring practices of
largely Blacks and women (Agocs & Burr, 1996; Wasserman, 2015). By the early 1980s, there
was a shift from affirmative action to acknowledging diversity and cultural differences in the
workplace (Agocs & Burr, 1996; Kelly & Dobbin, 1998). Diversity Management, also known
as “Managed Diversity,” came into existence in the early 1980s with a focus on increasing
awareness on race, gender, ethnicity, religion, sexual orientation and age differences
9

(Kelly & Dobbin, 1998; Wasserman, 2015). The emergence of diversity was embraced,
however, some questioned whether this approach alone was effective in addressing racial
inequities and discrimination in the workplace (Agocs & Burr, 1996). Diversity, Equity, and
Inclusion (DEI) became prominent in the 1990s-2000s, and while diversity management
remained an effective strategy there was a shift to include inclusion as a necessary component of
organizations’ diversity initiatives (Pless & Maak, 2004).
Origin of DEI Initiatives
The civil rights movement and the women’s movement framed the early government
initiatives such as the Equal Employment Opportunity Act and affirmative action (Kelly &
Dobbin, 1998; Wasserman, 2015). Affirmative action originated in the USA in the mid-1960s
to early 1970s as a response to repeated patterns of discrimination resulting in the exclusion and
segregation of Blacks, women, and other underrepresented groups in employment and
educational institutions (Agocs & Burr, 1996). The policy was developed to upend the
discrimination that was embedded in policies and practices in organizations which reflected a
historical legacy of discrimination and exclusion of minorities (Hamilton, 1992).
Affirmative action was often viewed as a “hiring by the numbers” policy due to the
focus on increasing the number of minorities and women hired in the workplace (Agocs & Burr,
1996). Federal regulation required employers who received contracts, grants and other benefits
from the US government to collect and report data on the demographic makeup of their
workforce and to set goals and timelines for hiring in order to improve the representation of
women, Blacks, Hispanics, Asians and American Indians (Agocs & Burr, 1996). The researchers
also noted that many employers complied with affirmative action to avoid civil rights
complaints, litigation, and costly settlements of discrimination cases.
10

Affirmative action hiring requirements were enforced in the 1970s, however, it was
discontinued in the 1980s under the Reagan and Bush administrations (Kelly & Dobbin, 1998).
Kelly and Dobbin (1998) also posited that both the Reagan and Bush administrations rejected the
continued compliance with affirmative action policies. Between 1988 and 1996, there continued
to be limited support from the Bush and Clinton administrations (Agocs & Burr, 1996). By the
late 1980s, there was an emergence of diversity management which began to take the place of
affirmative action (Kelly & Dobbin, 1998). According to the researchers, this new business
approach was embraced by human resources managers and organizational leaders as an
alternate means of attracting, hiring, and retaining members from underrepresented groups.
Evolution of DEI Initiatives
In the 1980s to 1990s, organizations began to shift their perspectives in anticipation
of workforce population changes to highlight the value of differences (Wasserman, 2015). This
changed viewing diversity from a goal that was measured by progress in numbers and
representation to valuing the differences that a diverse workforce had on organizational
performance (Wasserman, 2015). According to Wasserman (2015), the scope of differences
moved beyond the earlier initiatives that focused on race and gender to include other differences
such as ethnicity, religion, sexual orientation, and age. This shift led to a human resource
management intervention known as “managing diversity” or “valuing diversity” (Agocs & Burr,
1996).
Managing diversity was a response to workplace and demographic changes including
increasing the presence of women and racial minorities in the workplace (Kelly & Dobbin,
1998). The researchers suggested that organizational leaders embraced diversity management as
an alternative to affirmative action because it provided a more acceptable approach than
11

affirmative action. Affirmative action was unpopular with some, since it focused mostly on
increasing the numbers of minorities and women hired but failed to address issues of retention
and career development (Agocs & Burr, 1996). According to Agocs and Burr (1996), there was
also a need to address the work culture and climate to foster inclusion for women and minorities
in the workplace. Diversity management was accepted as a strategy to address these issues that
had not been addressed by affirmative action (Agocs & Burr, 1996; Kelly & Dobbin, 1998).
Diversity management promotes an awareness of differences and creates a level of
empathy for those who are different, which can result in a change in attitude and behavior
(Agocs & Burr, 1996). Most diversity management initiatives include diversity trainings which
focus on cultural awareness, stereotypes and unconscious bias and are intended to change the
behavior and attitudes of employees about those who are historically underrepresented and
marginalized (Agocs & Burr, 1996). According to Agocs and Burr (1996), it also helps
employees to identify and challenge their own biases and stereotypes about those individuals
who possess different physical characteristics from themselves. However, the researchers also
noted that diversity training could have a counterproductive effect by legitimizing stereotypes
and creating misunderstandings and conflicts if training is delivered by inexperienced trainers.
The goal of diversity management is two-fold in that it seeks to increase diversity and
organizational performance (Sabharwal, 2014).
While diversity management has been embraced as a positive development, there
have been questions as to whether this approach addresses discrimination in employment
(Agocs & Burr, 1996). According to the researchers, there is no clear focus on discrimination
in employment and the disadvantages this creates for those in the underrepresented groups.
12

Managing diversity can blur the effectiveness of equality by focusing on differences and
neglecting how organizational policies, procedures and practices can perpetuate inequalities
based on race, gender, ethnicity and disability (Agocs & Burr, 1996; Sabharwal, 2014).
According to Agocs and Burr (1996), the focus on managing diversity should not be done so
at the expense of losing sight of the goals for racial and gender equality.
Diversity management, as a human resource management intervention, attempts to
address organizational performance (Kelly & Dobbin, 1998). The shift to diversity management
emphasized the role of leaders in creating an inclusive work environment where performance in
organizations is enhanced by capitalizing on members’ differences which strengthens the
organization and members’ capacity for engaging differences and increases organizational
performance (Miller, 1998). Improvement in organizational performance can be attributed to the
varied perspectives diverse employees bring to the workplace (Sabharwal, 2014). However,
according to Sabharwal (2014), diversity management alone does not necessarily improve
organizational performance. The researcher noted that for diversity management to improve
organizational performance, there must be an inclusive work environment, a true value of
differences that employees bring to the workplace, and commitment from top level leadership.
In the 1990s and 2000s, diversity management continued to be relevant but included a
shift to include diversity, equity, and inclusion (DEI) to foster equity and inclusion in
organizations (Pless & Maak, 2004). Diversity management focuses on highlighting individual
and cultural differences, as well as understanding how unconscious bias and stereotypes impact
employees and the organization (Agocs & Burr, 1996). However, diversity management alone
was not sufficient in impacting organizational performance (Sabharwal, 2014). According to the
researcher, there was a need to focus on fostering an inclusive work environment where all
13

employees felt valued and were able to contribute in a manner that increased individual and
organizational performance. DEI builds upon diversity management and addresses conditions
that enable all individuals and groups within the organization to contribute to and benefit from an
inclusive workplace environment (Ferdman, 2014; Sabharwal, 2014). According to Ferdman
(2014), inclusion involves creating practices that foster a sense of belonging where diverse
individuals can participate fully without assimilating or losing their own sense of identity.
In 2020, the COVID-19 pandemic and racial justice movement prompted organizations to
revisit their commitment to DEI (Brummer & Strine, 2021). The researchers posited that the
pandemic and racial injustices surrounding the Breonna Taylor and George Floyd incidents
highlighted the inequalities experienced by Black people and other minorities, including women.
Inequalities in wages and opportunities for minorities are demanding the attention of corporate
leaders to address these issues so their employees and customers have access to and benefit a
diverse and inclusive workplace (Brummer & Strine, 2021).
In summary, the history of DEI initiatives dates to the 1960s beginning with the
civil rights movement and affirmative action. Affirmative action was a response to the
discrimination experienced by women, Blacks, and other minorities in the workplace.
However, even though affirmative action increased the number of minorities and women in
the workplace, it did not address the concerns for diversity and inclusion. As a result, “Diversity
Management” or “Managed Diversity” emerged in the mid-1980s to take the place of
affirmative action by providing initiatives that would create an awareness of individual and
cultural differences, as well as address unconscious bias and stereotypes that impact both the
employees and the organization. In the 1990s and 2000s, DEI emerged to address creating a
diverse and inclusive workplace that would have a positive impact on employees’ well-being,
14

employee performance, and organizational performance. The history of DEI dates to the 1960s to
the 2000s and shows the evolution of DEI initiatives from era to era, each attempting to address
the emerging need to eradicate discrimination and support DEI in the workplace, as reflected in
Table 1.

Table 1

The Origin and Evolution of DEI Initiatives
__________________________________________________________________________

Era DEI Initiative Focus of DEI Initiative
__________________________________________________________________________

1960s-1970s Equal Employment Opportunity Response to repeated acts of
(EEO); Affirmative Action discrimination to minorities;
Focus on “hiring by the
numbers”

1970s-1980s Affirmative Action; beginning Focus on increasing the
of Diversity Management presence of women and
racial minorities in the
workplace

1980s-1990s Diversity Management Focus on awareness of
cultural differences including
race, gender, sexual
orientation, etc.

1990s-early 2000s Diversity Management; beginning Focus on awareness of
of Diversity, Equity, and Inclusion cultural differences,
stereotypes, unconscious
bias, and privilege

Early 2000s-present Diversity, Equity, and Inclusion Focus on increasing diversity,
focus; includes diversity equity, and fostering
management inclusion in the workplace
______________________________________________________________________________

15

Importance of DEI Initiatives

The importance of DEI initiatives is relevant due to their impact on both the employees

and organization. DEI initiatives implemented within an inclusive workplace environment have

proven to be beneficial for employees and organizations with measurable outcomes (Downey et

al, 2015; Mor Barak, 2008). According to these researchers, effective DEI initiatives increase

employee well-being, employee engagement, retention, job satisfaction and job performance.

Employees experience a sense of belongingness which leads to a higher level of engagement

and increased job satisfaction (Downy et al., Ferdman, 2014). This in turn benefits the

organization by retaining top talent, decreasing attrition, and increasing the organization’s
overall performance (Cox, 1991; Nair & Vohra, 2015).
Impact on Employees
DEI initiatives implemented within inclusive workplace environments have proven to
have positive impacts on employee performance and retention (Downey et al., 2015; Goswami
& Goswami, 2017). According to Downey et al. (2015), these diversity initiatives demonstrate
the organization’s support of employees from all backgrounds and reflect the organization’s
commitment to providing resources that cause employees to feel valued and accepted. The
positive impact of diversity practices on employee well-being are reflected in a high trust climate
where employees experience an increased sense of engagement and less uncertainty and
vulnerability, which creates a sense of psychological safety (Downey et al., 2015). This notion
of inclusion emphasizes the individual’s need to belong to the larger groups which directly
affects their psychological well-being (Nair & Vohra, 2015).
A psychologically safe environment allows individuals to feel safe enough to express
themselves authentically and be fully engaged in a consistent, predictable and non-threatening
16

environment (Downey, 2015). Inclusion focuses on the psychological experience of feeling
accepted and treated like one belongs in the workplace, while maintaining one’s own uniqueness
(Nair & Vohra, 2015). According to Mor Barak (2008), this type of environment can have
positive effects on individuals’ self-esteem and perceptions about their belonging. An inclusive
work environment can improve how they feel about their jobs, resulting in an increase in their
job performance ( Findler et al., 2007; Mor Barak, 2008; Shore et al., 2011). In addition,
diversity and inclusion practices provide a safe environment which supports employee growth
and encourages employees to engage in experimentation that can result in creativity and
innovation (Shore, et al., 2018). Adversely, Shore et al. (2018) posits that when employees feel
excluded it can have a negative impact on their well-being and can lead to detrimental
psychological outcomes such as low self-esteem, stress, depression, anxiety, and a sense of
hopelessness.
The positive impact of inclusion on employees and the organization are beneficial,
however, the negative impact of exclusion can lead to disengagement and dissatisfaction in
relation to the employee’s job and the employer (Mor Barak, 2008). In a study by Findler et al.
(2007), it was reported that when employees feel excluded, they experience and report lower job
commitment and higher turnover rates, specifically for women and minorities. According to
Robinson and Dechant (1997), the turnover rate and absenteeism for women and people of color
is significant in many companies. The turnover rate is 40% higher for people of color than
whites, and twice as high for women than men (Robinson & Dechant, 1997). According to the
researchers, absenteeism rates are higher for non-white men and women than for white men, and
one U.S. workforce study showed that the absenteeism rate for women was 58% higher than
17

men. In general, exclusion evokes long-term negative outcomes for employees and the
organization (Nair & Vohra, 2015).
The practice of inclusion involves creating and embedding opportunities for participants
from diverse backgrounds to experience a sense of belonging and participation at all levels in
a safe work environment (Ferdman, 2014). Inclusion focuses on the degree in which employees
feel part of the organizational climate by having influence over the decision-making process,
involvement in critical work and diverse work groups and having access to pertinent
information and resources (Mor Barak, 2008). When management invites minority perspectives
into the organizational decision-making process, it sends a message to minority groups that their
perspectives and contributions are highly valued (Fujimoto & Hartel, 2017).
Inclusion involves equitable opportunities for members of marginalized groups to
participate and contribute while providing opportunities for employees at all levels of the
organization (Shore et al., 2011). According to Downey (2015), when employees feel included
it helps them to develop positive working relationships with their peers and increases work
performance for all employees. The outcomes of diversity and inclusion in the workplace
include organizational commitment, employee well-being, employee retention, job satisfaction
and increased workplace performance.
Impact on Organizations
Organizations that foster and manage effective diversity and inclusion initiatives
improve the recruitment and retention of key personnel, generate more innovative programs,
services, and products, and improve performance results (Ferdman, 2014). Organizations that use
a proactive diversity-management strategy where diversity is ingrained in the mission, policies,
18

and practices, experience even more success (Cunningham, 2009). Managing cultural diversity
can also enhance organizational flexibility which helps the organization become more fluid
and adaptable (Cox, 1991). According to Cox (1991), this can lead to a greater tolerance for
openness to different ideas which can lead to the broadening of policies, procedures, and
operating methods that may have once been standardized and less flexible. The researcher also
suggests that the tolerance for different cultural viewpoints can assist in overcoming resistance
to accepting diversity and position the organization to better handle other types of change (Cox,
1991). Diverse organizations offer great opportunities for innovation, creativity, greater
financial performance, organizational flexibility and adaptability, better problem-solving skills,
improved employee engagement and retention, and an increase in profitability (Nair & Vohra,
2015).
An organization’s ability to attract and retain people from diverse cultural backgrounds
will lead to a competitive edge in retaining talent, which positively impacts its business
processes and performance outcomes (Cox & Blake, 1991; Ferdman, 2014). A culturally
responsive organization will create an environment where all employees will thrive (Cox &
Blake, 1991). According to the researchers, this will result in less absenteeism and turnover
which could otherwise result in substantial financial cost for the organization.
Diverse organizations employ people from different backgrounds who have different
life experiences and bring different perspectives to the organizations (Cunningham, 2009).
According to Cunningham (2009), these individuals will view problems and issues in various
ways and may possess a wide range of expertise and resources that would not be found in a
homogenous organization. One study found a correlation between employee engagement,
gender diversity, and increased organizational performance (Badal & Harter, 2014; Nair &
19

Vohra, 2015). The researchers suggest these findings are based on the notion that men and
women bring different viewpoints that cultivate a broader perspective for problem solving,
which positively impacts creative market insights and innovation. Diverse groups bring different
perspectives which provide a variety of approaches to problem-solving and decision-making
(Cox & Blake, 1991). As Cunningham (2009) explains, the performance will be most impactful
if diverse perspectives are valued in the decision-making process. This would lead to better
decisions and a competitive edge due to the variety of perspectives from culturally diverse
groups (Cox & Blake, 1991).
In summary, the relationship between culturally diverse workforces, effective DEI
initiatives and workplace performance has been acknowledged. When organizations
acknowledge, value and support individuals’ differences in an inclusive work environment, it
contributes to improved employee well-being, employee engagement, employee retention, job
satisfaction, and employee performance. The organization benefits since the diversity in
perspectives gives the organization a competitive edge and contributes to innovation, creativity
and overall improved workplace performance.
Challenges in Implementing DEI Initiatives
Workforces are becoming increasingly diverse globally, yet there are challenges to
implementing sustainable DEI initiatives that have a profound impact on employees and
organizations (Fujimoto & Hartel, 2017). It is important that organizations create impactful and
sustainable DEI initiatives as they prepare to work with a diverse workforce (Foma, 2014).
According to Foma (2014), DEI Initiatives should not be created for legal purposes or to keep
up with the latest trend, but should be carefully constructed and enforceable to meet the needs of
employees and their organizations. However, many organizations encounter challenges in their
20

attempts to develop, implement, and sustain impactful DEI initiatives (Fujimoto & Hartel,
2017). The three DEI challenges that will be addressed in this section are defining DEI,
addressing shortcomings in DEI trainings, and organizational barriers and influences.
Defining DEI
The concept of workplace diversity does not have the same connotations and can mean
different things for different individuals and groups within an organization and society (Prasad
& Mills, 1997). According to Prasad and Mills (1997), diversity may only mean that there is
representation of various demographic groups in the workplace, while others may believe it
involves overcoming prejudices and biases by instilling new values about differences in the
organization. Others may view workplace diversity as the need to change workplace practices
to align with the cultural influences of different demographic groups (Prasad & Mills, 1997).
Diversity has different meanings and connotations, and even though it is considered
important for many, it has been criticized by others (Bezrukova, et al., 2012; Herring, 2009).
“Diversity” is mostly associated with the policies, practices, and diversity initiatives used to
include people who are from different demographic backgrounds (Herring, 2009). The term
“diversity” can cause intense emotional reactions for some by sparking politically charged ideas
associated with affirmative action and meeting “quotas” (Herring, 2009). These reactions stem
from a narrow focus on those groups which were covered under affirmative action policies,
specifically those from different racial backgrounds (specifically Blacks) and gender (women)
(Bezrukova et al., 2012). According to Herring (2009), diversity can include alternative
definitions that extend beyond race and gender which includes other types of differences, such
age, religion, disability status, geographic location, sexual preferences, and other demographic
characteristics. Therefore, diversity is a term that usually incorporates people from many
21

different social and demographic groups with the aim of creating an inclusive culture that values
the differences and contributions of all its members (Herring, 2009).
The perception of workplace equity is determined by the individual’s experiences in an
organization based on their circumstances such as gender, race, marital status, age, etc., and
whether that individual perceives he or she is treated and compensated fairly compared to others
in the organization (Eketu, 2018). Equity measures the individual’s perceived fairness of how a
mutual obligation is met and how this compares with others in similar roles in their workplace in
terms of distribution, interaction, and procedure (Eketu, 2018: Robbins & Sanghi, 2010).
According to Bendick et al. (2010), an inclusive environment is characterized by a
commitment from the organization to have a respect for diverse perspectives and to foster
equitable policies. Organizational leaders must be willing to address equity as a critical
component of DEI (Brummer & Strine, 2021). According to the researchers, many corporations’
DEI reforms or initiatives are vague concerning the concepts of Equity and Inclusion, the “E”
and “I” in DEI.
Shortcomings in DEI Trainings
Diversity training is recognized as the most widely used diversity initiative and used as
the main driver to affect organizational change in any diversity program (Cox & Beale, 1997).
Over several decades, diversity training has become the most common DEI initiative, used in
67% of U.S. organizations to reduce employees’ prejudices, stereotypes, and biases toward
different employees (Bezrukova et al., 2012; Esen, 2005). It has been acknowledged that
diversity training is important in changing employees’ attitudes and improving working
relationships within organizations (Bezrukova et al, 2012). However, according to the researcher,
diversity training has received criticism for the tendency to reinforce differences in social groups
22

which can promote more prejudices and conflict in the workplace. There have also been
criticisms concerning the shortcomings of diversity training programs producing real behavioral
change in the workplace (Bezrukova et al., 2012; Kulik & Roberson, 2008).
In North America, there is generally more enthusiasm by women and people of color than
by men and whites to attend diversity training initiatives (Alderfer et al., 1992; Mor-Barak et al.,
1998). In one study in the UK, it was noted that diversity managers usually received their
diversity knowledge and expertise through on-the-job experience and some external
opportunities instead of through formal diversity training or trainings offered by their
organizations (Tatli et al., 2007). In addition, research shows that employees who have the
least amount of diversity skills often overestimate their skills and therefore, are not likely to
participate in voluntary diversity trainings offered by their organizations (Kulik et al., 2007). It
is imperative that employees at all levels participate in diversity training initiatives to glean the
most impactful results (Roberson et al., 2001).
Lastly, if organizations’ DEI initiatives are based only on periodic interventions such
as seminars, workshop interventions, and self-paced e-learning, without providing work-
based, participatory learning opportunities to work with different employees, this will not be
effective or sustainable (Homan et al., 2015; Kulik & Roberson, 2008; Paluck, 2006). When
organizations implement short-lived diversity training initiatives, they miss the opportunity to
employ a strategic approach to leverage the perspectives of diverse employees by assuming
employees will continue to learn about these perspectives and integrate them into their work
activities (Chavez & Weisinger, 2008; Roberson et al., 2001). Instead, organizations should
implement diversity learning initiatives which alter the perceptions, attitudes, and behaviors of
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participants by listening to different perspectives of diverse colleagues and interacting with them
in daily work interactions (Fujimoto & Hartel, 2017).
Organizational Barriers and Influences
Organizational culture will affect any attempt to improve performance in an organization,
if the organization’s culture is not considered when implementing new work processes (Clark &
Estes, 2008). Diversity initiatives that are based on monocultural norms and not representative
of cultural differences will produce unsustainable results (Prasad & Mills, 1997). Though
corporations spend billions of dollars to attract diverse employees and manage diversity,
leadership within these organizations remains predominantly white and male, suggesting
that these organizations are monocultural entities despite representation of diverse groups in
the workplace (Prasad & Mills, 1997).
Prasad and Mills (1997) suggest that even though the representation of diverse groups in
the workplace has improved, formal and informal organizational rules that are based on
monocultural norms, values, and cultural preferences inhibit the establishment of a multicultural
workplace which results in an exclusionary workplace environment. According to Mor Barak
and Daya (2014), “an exclusionary workplace is based on the perception that all workers need to
conform to pre-established organizational values and norms determined by its “mainstream” (pp.
393-394). According to Bendick et al. (2010), hiring a diverse workforce to increase diversity is
not effective without the leaders creating an inclusive environment where all employees can
contribute and develop to their fullest potential.
Prasad and Mills (1997) posit that monocultural norms and values are not responsive
to the needs of diverse groups. The symbolic or superficial treatment of diversity allows
organizations to falsely believe and claim they are promoting diversity while failing to
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acknowledge serious issues that affect employee morale and organizational performance
(Allison, 1999). According to the researcher, an organizational culture and climate that reflects
monoculturalism as opposed to multiculturalism will lead to institutional resistance to workplace
diversity.
Many organizational inequities are the result of historical and structural practices and
policies that continue to produce these inequities (Minors, 1996). Therefore, even if the
intentions of management and employees are sincere, these barriers continue to affect workplace
diversity through working conditions, programmatic responsiveness, job placements, and
hiring/promotion practices that operate at subtle levels within the organization (Pettigrew &
Martin, 1989). According to Allison (1999), “these issues and barriers lie deep within the
organizational culture” (p. 84). Organizational monoculturalism results in workplace processes
that are hostile to diversity and the cultural values of different groups, which ultimately results
in failure to accommodate and value differences in the workplace. (Prasad & Mills, 1997).
According to Clark and Estes (2008), when organizational culture and policies fail to align with
work processes, this results in inefficiency in accomplishing the organization’s goals. These
processes include how people are to accomplish certain tasks, as well as processes that require
certain knowledge, skills, and resources such as manufacturing and human resources (Clark &
Estes, 2008).
In summary, organizations are striving to create diversity initiatives to accommodate a
growing diverse population. However, the challenges they face in implementing and creating
sustainable diversity initiatives include defining DEI, shortcomings in DEI trainings, and
organizational barriers and influences. To reach their diversity goals, organizational leaders will
need to define and successfully communicate their meanings of DEI, develop effective DEI
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learning initiatives, and create a multicultural and inclusive workplace culture that is responsive
to the needs of diverse groups and increases both individual and organizational performance.
Strategies to Promote the Sustainability of DEI Initiatives
Organizations seek DEI strategies that will produce sustainable results that have a
positive impact on employees and organizational performance (Sabharwal, 2014). These
strategies include having an inclusive leader who embraces and champions diversity efforts,
establishing an inclusive diversity climate and culture, and providing diversity training and
learning initiatives that promote positive changes in employees’ perceptions, attitudes and
behaviors towards individual differences (Fujimoto & Hartel, 2017; McKay et al., 2009; Nair
& Vohra, 2015). This section of the literature will explore how each plays an integral role
in producing strategies for sustainable DEI initiatives and the impact of such initiatives on
employees and the organization.
Role of Leadership
Leadership plays an integral role in creating, establishing and supporting inclusion in the
workplace (Shore et al., 2018). Inclusive leadership and inclusive practices must proceed an
inclusive workplace culture (Nair & Vohra, 2015). According to Buengeler et al (2018), leaders
play an important role in whether employees feel included as a part of the organization. The
researchers also suggest that whether HR diversity practices lead to employee inclusion, will
depend heavily on whether leaders align themselves with inclusive behavior and practices.
According to Sabharwal (2014), the commitment from top leadership to engage in
inclusive behaviors will have an impact on employees and organizational performance.
Sabharwal (2014) defined organizational inclusion behaviors as “(a) commitment from
top leadership to foster inclusion, (b) ability of employees to influence organizational decisions,
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and (c) fair/equitable treatment from management” (p. 198). According to the researcher,
diversity management must be accompanied with inclusive behaviors from leadership to have a
positive impact on organizational performance. Characteristics of the inclusive leader include
one who champions diversity initiatives, seeks out and values employees’ opinions and
contributions, manages conflict effectively, demonstrates a collaborative leadership style, is a
proponent of merit-based decision making, possesses cultural responsiveness, and creates a sense
of collective identity while valuing individual differences (Nair & Vohra, 2015).
According to Offermann and Basford (2014), there are several best practices that leaders
can use to increase inclusion. First, they suggest that leaders work to develop a pipeline of
diverse talent which would include individuals from different backgrounds with different
perspectives. They do recognize that retention of diverse talent can be a challenge and will
require supportive practices from top leadership. Second, the researchers note that leaders should
confront subtle forms of discrimination such as microinequities and microaggressions which can
be intentional or unintentional verbal, behavioral, or environmental treatment that communicate
a devaluation of an individual's contributions.
Effective leadership will exhibit support and genuine commitment to cultural diversity
(Cox & Blake, 1991). According to the researchers, these leaders will be change agents and take
a strong stand on the need for change. They will serve as roles models and champions to move
the organization forward with its diversity and inclusion mission (Cox & Blake, 1991). This
would include having diverse people (race/ethnicity, gender, age, sexual orientation) with
different perspectives and experiences in managerial positions and leadership roles to serve as
role models and impact change (Cunningham, 2009; Kravitz, 2003). According to Kravitz
(2003), diversity in senior level management will increase organizational performance.
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Lastly, leaders should develop accountability systems that are embedded within the
organization's performance management system and train managers and employees to develop
the skills needed to carry out behaviors that are critical for inclusion efforts (Offermann &
Basford, 2014). It is extremely important that leaders use their influence to support inclusion
efforts, so this results in an inclusive organizational culture itself (Offermann & Basford, 2014;
Shore et al., 2018).
Organizational Climate and Culture
Organizational climate can be defined as the shared perspectives and meanings people
attach to the experiences they have at work based on the policies, practices, and procedures
employees experience, as well as the behaviors they observe that are expected, supported, and
rewarded (Schneider et al., 2013). At the organizational level, practices, policies, and strategies
can be implemented to develop attitudes and behaviors that emphasize openness to diversity and
support inclusion (Shore et al., 2018). According to the researcher, emphasizing the importance
of diversity and inclusion improves performance of diverse groups, well-being of employees and
overall organizational performance.
A positive organizational diversity climate is an environment where individuals respect
the views and perspectives of those who have demographic differences such as race/ethnicity,
gender, and other demographic dissimilarities (McKay et al., 2009). According to the researcher,
a positive diversity climate is an environment where individuals work actively to value a wide
variety of differences and group members make a concerted effort to promote and sustain an
inclusive environment conducive to maximizing benefits of heterogeneity. In an organizational
diversity climate, not only do individuals value and respect the views of those who are different
28

from them, but diversity is reflected in the organization’s policies and routines (Lauring &
Selma, 2011; McKay et al., 2009).
A positive diversity climate creates a climate of inclusion that is characterized by fairness
in its recruitment, hiring, and promotion practices (Nair & Vohra, 2015). According to the
researchers, there is also open communication and employees feel comfortable to speak up and
participate fully in the activities of the organization. According to Mor-Barak et al. (1998), such
an environment can be the result of both formal and informal practices which are encouraged by
the organization through policies and routines.
According to Clark and Estes (2008), it is imperative that organization’s culture aligns
with its goals, policies, practices and procedures to enhance performance. Organizational culture
can be defined as the basic shared assumptions about the values that guide life in organizations
and is based on the values and beliefs that are communicated within the organization (Schneider
et al., 2013). In the setting, newcomers are taught the proper way to think and feel based on the
stories people communicate about the way the organization has historically and currently solves
its problems associated with the external and internal environments (Schein, 2010; Trice &
Beyer, 1993).
Organizations that value diversity will strive to foster a culture of multiculturalism and
inclusion (Holvino, 2008; Shore et al., 2018). A multicultural and inclusive organization is one
in which the diversity of knowledge and perspectives that individual members bring to the
organization is valued and shapes the organization’s culture, strategy, management and
operating systems, and its core values and norms for success (Holvino, 2008). According to
the researcher, members of different groups are represented at all levels in a multicultural
organization and have access to equal opportunities. The researcher also suggests that in this
29

type of organization all members feel included and are treated equally and fairly.
Diversity is most effective when it displays commitment from leadership and addresses
organizational culture and climate, policies, practices, and procedures to ensure that all members
can experience an inclusive workplace with equitable career opportunities (Sabharwal, 2014).
DEI Learning Initiatives
Diversity management focuses on hiring members from underrepresented groups and
providing diversity trainings for employees to increase awareness of biases, stereotypes, and
empathy for individual differences (Agocs & Burr, 1996; Sabharwal, 2014). Diversity training
that increases individuals’ awareness has a documented positive impact on group behavior
(Kulik & Roberson, 2008). According to the researchers, diversity training can increase
awareness of differences and encourage attitudes that relate positively to having a
demographically heterogeneous workforce. Organizations that want to produce effective and
sustainable diversity trainings should not only focus on raising awareness about bias, but should
also equip employees with strategies for changes in attitude and behavior (Bezrukova et al.,
2012). The researchers posit this will determine the focus of the diversity training employed by
the organization.
According to Roberson et al. (2001), effective diversity training has a positive
impact on the knowledge and behavior of training participants and increases participants’
knowledge concerning the value of diversity. According to the researchers, it can improve the
employees’ diversity skills. Organizational diversity training can also change attitudes toward
diversity (Roberson et al., 2001). According to Kulik and Roberson (2008), when attention to
pre-training needs and post-training organizational support is given, diversity training has a
positive impact on employee knowledge, behavior and organizational diversity goals.
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The path from diversity to performance is described as a learning process which focuses
on group learning behavior and characterized by activities in which individuals seek to develop,
refine, and share information through mutual interaction (Foldy, 2004). The organizational
diversity learning framework is a framework that encourages workers to learn about diverse
perspectives, reflect on different perspectives, and create awareness about the differences of
others in a psychologically safe environment (Rainey & Kolb, 1995). Instead of short-lived
diversity initiatives, the diversity learning framework fosters multi-dimensional diversity
learning at a level that positively alters perceptions, attitudes, and behaviors of employees toward
different individuals while supporting organizational performance (Fujimoto & Hartel, 2017).
According to the researchers, as participants learn new ways of interacting with others in their
daily work settings such as listening to dissimilar others who share different perspectives, it
changes colleagues’ attitudes and behaviors about working with diverse coworkers.
According to Fujimoto and Hartel (2017), senior management will play an integral role
in promoting the organizational diversity learning framework as an effective intervention. The
researchers also suggest that on-going diversity learning exchanges at the individual, the group
and the organizational levels may produce connectedness amongst workers and strengthen
organizational creativity and innovation. Over time, this can result in organization-wide
implementation that reduces discriminatory attitudes and behaviors in the workplace (Sadler-
Smith, 2013). Furthermore, this framework can help to develop an organizational culture of
diversity learning by “improving organizational actions through better knowledge and
understanding” as it pertains to the integration of diverse perspectives (Chadwick & Raver,
2015, p. 957).
31

In summary, organizations that focus on producing sustainable DEI initiatives will
employ strategies that promote inclusive leadership, an inclusive organizational culture and
climate, and diversity learning initiatives that produce positive changes in employees’
perceptions, attitudes, and behaviors about individual differences. This will result in a positive
impact on employees’ acceptance of differences, collaboration and interactions between
employees, and individual and organizational performance.
Conceptual Framework
The theoretical framework used for this study is a modified Gap Analysis framework
which identifies performance gaps that stem from knowledge and skills, motivation, and
organizational (KMO) factors (Clark & Estes, 2008). According to the researchers, this
framework focuses on human performances behind the gaps and peoples’ perceptions and beliefs
about the problems and solutions. The knowledge and skills gap focuses on whether people
know “how” to perform the tasks and achieve the performance goals (Clark & Estes, 2008).
Motivation gaps are identified through three critical aspects- choosing to work towards a goal,
persisting until the goal is completed, and the amount of mental effort used to accomplish a goal
(Clark & Estes, 2008). Lastly, organizational factors are identified through the inadequate work
processes and materials that prohibit the achievement of the performance goals (Clark & Estes,
2008). The conceptual framework for this study will focus specifically on how organizational
leaders’ knowledge and skills, motivation, and organizational influences impact the sustainability
of DEI initiatives in the workplace, as depicted in Figure 1.
According to Fujimoto and Hartel (2017), the leaders’ knowledge about how to
implement effective DEI learning initiatives that are based on best practices to create an
inclusive work environment will be crucial. This includes how to develop effective DEI learning
32

initiatives that positively impact the knowledge and behavior of the participants (Roberson, et al.,
2001). This study will also consider what knowledge and skills impact the DEI leaders’ ability
to create and implement sustainable DEI initiatives and how they obtained these knowledge and
skills. In addition, the leaders’ knowledge of how DEI initiatives impact organizational
performance is imperative. According to Sabharwal (2014), sustainable DEI initiatives have a
positive impact on both employees and organizational performance.
Motivational factors will include examining the leaders’ value and confidence. The
leaders’ value and beliefs about their ability to create impactful and sustainable DEI initiatives
will be considered. According to Clark and Estes (2008), people’s belief about whether they have
the skills to accomplish a task determines how they approach it and the level of commitment they
invest. According to Offerman and Basford (2014), leaders must implement best practices to
increase inclusion in the workplace such as confronting subtle forms of discrimination and
developing accountability systems to support inclusion efforts, which can only be accomplished
if leaders are confident about their ability to implement these best practices.
Organizational influences such as organizational culture and climate which include
barriers and resources have a direct impact on the sustainability of DEI initiatives in the
workplace (Sabharwal, 2014). According to Clark and Estes (2008), the organizational culture is
the most critical “work process” in organizations with the most impact on how individuals work
together to complete performance goals. Culture embodies the core values, goals, beliefs,
emotions, and processes learned by individuals in their work environments (Clark & Estes,
2008). Organizational culture is the basic shared assumptions about the values that guide life in
organizations and is based on the values and beliefs that are communicated by individuals within
the organization (Schneider et al., 2013). There will be a problem with achieving performance
33

goals when there is a conflict with the alignment of the organizational culture and the
organizational goals, policies, and procedures (Clark & Estes, 2008). Therefore, it is imperative
that organizations create an inclusive work culture that is reflected through their policies,
practices, and procedures (Schneider et al., 2013).

Figure 1
Conceptual Framework for Sustainable DEI Initiatives

Address leadership
attributes (knowledge,
skills, motivation,
commitment to DEI)
Address
organizational
influences (culture
and climate,
resources,
commitment to DEI)
Address Knowledge
and Skills, Motivation,
and Organizational
Gaps (KMO Gap
Anaylsis)
Sustainable DEI
initiatives (increase
employee job
satisfaction, sense of
belonging, individual
and org. performance)
34

Summary
This literature review began with an overview of the historical background of DEI
initiatives which included the early development of DEI initiatives and their relationship to
current DEI initiatives. The next section of the review addressed the positive impact of
sustainable DEI initiatives on the employees and organizations. The following section of the
review focused on the challenges in implementing DEI initiatives and addressed the problems
associated with defining diversity, shortcomings with diversity training, and organizational
barriers and influences. The final section of the review addressed strategies to promote
sustainable DEI initiatives, specifically the leader’s role, the necessity for an inclusive
organizational culture and climate, and the need for impactful diversity learning initiatives. The
literature review concluded with the conceptual framework in which a modified KMO Gap
Analysis was presented as the theoretical framework. The conceptual framework is informed by
the modified KMO Gap Analysis theoretical framework which provides a lens for identifying
gaps in knowledge and skills, motivation, and organizational influences.

35

Chapter Three: Methodology
This was a field study to understand the role of organizational leaders in creating
sustainable DEI in the workplace. The purpose of the study was to understand how the leaders’
knowledge, skills, confidence, and beliefs about organizational barriers and resources impact
their ability to create sustainable DEI initiatives within their organizations. This chapter explored
the design of the research study, research setting, demographics, data collection and data
analysis, ethics, and limitations.
Research Questions
The following research questions guided this study:
1. What knowledge and skills do organizational leaders need to be able to achieve DEI
initiatives in their organizations?
2. What motivational factors influence organizational leaders’ ability to achieve their
DEI initiatives?
3. What organizational barriers and resources affect organizational leaders’ beliefs about
their ability to achieve these DEI initiatives?
Overview of Design
The research design for this study was qualitative using semi-structured interviews.
According to Creswell and Creswell (2018), a qualitative approach is the most effective
approach to use when seeking to identify qualities and/or perceptions of particular people or
groups. This study focused on how the knowledge, skills and confidence of organizational
leaders, as well as their beliefs about organizational barriers and resources impact their ability to
create sustainable DEI initiatives within their organizations. Semi-structured interviews were
conducted allowing the researcher to deviate from planned questions as the opportunity to probe
36

and go deeper presented itself (Merriam & Tisdell, 2016). The semi-structured interview
afforded an opportunity for the researcher to gain insight into the knowledge, perspectives and
beliefs of the participants and how this relates to their ability to create sustainable DEI initiatives
in their organizations. This aligned well with the study’s theoretical framework of a modified
KMO Gap Analysis and the conceptual framework that focuses on the leaders’ knowledge,
skills, personal self-efficacy, and organizational factors.
Research Setting
This was a field study which included organizational leaders from large for-profit
organizations in the western and northeastern United States. The organizational leaders are
responsible for the oversight or implementation of DEI initiatives in their corporations. Their
positions include Vice President, Director, and Principal DEI leader. The organizational leaders
had relevant information to share as it pertained to their experiences, knowledge, beliefs, and
organizational influences in creating sustainable DEI initiatives in their organizations.
The Researcher
My positionality and experiences as an African American woman leader were factors
that could have had an impact on my study. As an African American woman leader, I have
experienced racism and sexism in the workplace. In some cases, this resulted in a lack of
opportunities for advancement, not being included in some decision-making processes, and
feeling excluded from my peers who served in the same or similar roles. These experiences
helped me understand the need for sustainable DEI initiatives in the workplace. I approached my
study from the perspective of the constructivist philosophical worldview which asserts that
people construct their own understanding of the world through their experiences and by
37

reflecting on those experiences. Therefore, I was aware of how I could have formed assumptions
and biases based on past experiences and was able to reflect upon those experiences.
I was also aware of any potential biases that I may have concerning a leader’s ability to
empathize with people of color and/or women, especially when the leader was part of the
dominant group (white and/or male). This could have affected my belief in their ability to create
sustainable DEI initiatives that positively impact people of color and/or women. Another
assumption could have been that some leaders were not genuinely invested in creating diverse
and inclusive workplaces and were only responding to a company mandate informed by a
societal obligation. I was aware of this during the data collection and analysis of my study and
made a conscientious decision to remain objective.
An effective strategy to mitigate these would be researcher reflexivity where the
researcher is aware of the influence the researcher has on the study and how it affects the study,
as well as how the study affects the researcher (Merriam & Tisdell, 2016). This required that I,
as the researcher, remained objective and practiced reflection during data collection and analysis.
Reflection is an activity that requires one to intentionally focus on their past experiences
in order to gain a sense of awareness, make sense of one’s experiences, and to gain a deeper
appreciation of one’s own perceptions and thoughts (Lindsey et al., 2019). There were no
personal ties with the participants in the study, which increased my ability to remain objective.
Another effective strategy I used to help mitigate bias was member checking. Member checking
provides an opportunity for participants to review the researcher’s findings to ensure the
responses were interpreted as they were intended (Merriam & Tisdell 2016). Lastly, as a DEI
consultant and learning professional, I have learned how to remain objective and reflective to
mitigate bias and increase opportunities for growth.
38

Data Sources
This section focused on the data sources for the study. It addressed the data collection
method to be used during the study, the participants, instrumentation, data collection procedures,
and data analysis.
Interviews
The methodology used in this study were interviews. Interviews are conducted when
the researcher is looking for information that may not be observable or understood without
speaking with participants to gain their perspectives (Merriam & Tisdell 2016; Patton, 2015).
I chose interviews as the best methodology to understand how the participants’ perspectives and
beliefs have a direct impact on their ability to create sustainable DEI initiatives in their
organizations. I conducted nine semi-structured interviews that consisted of 15 open-ended
questions to answer the research questions.
Participants
The target population for my study consisted of organizational leaders who were
responsible for creating, implementing and/or overseeing DEI or DEI-related initiatives in their
organizations. This study included purposeful sampling. A purposeful sample is chosen when the
researcher wants to understand, gain insight, and select a sample which will provide the most
insight about the study (Merriam & Tisdell, 2016). The study included nine DEI organizational
leaders who are responsible for the implementation of DEI initiatives in their organizations. The
DEI leaders work for large for-profit organizations that have headquarters in the western and
northeastern United States. The organizations were from different industries such as biotech
pharmaceutical, retail, technology, HR technology, finance, entertainment, mortgage, and
39

professional services. One criterion was that leaders must have served in a DEI-related role for at
least one year.
Instrumentation
I used a semi-structured interview protocol for this study. Semi-structured interviews
were conducted allowing the researcher to ask planned interview questions, and to probe deeper
for relevant information that would be pertinent to the study. According to Merriam and Tisdell
(2016), semi-structured interviews begin with an end in mind but are fluid enough to allow the
researcher to deviate from planned questions. There were 15 open-ended interview questions in
the interview protocol (see Appendix A). The interview questions were linked directly to the
research questions which focused on the leaders’ knowledge and skills, motivation, and the
organizational influences that impact the leaders’ ability to create sustainable DEI initiatives
within their organizations. Using Patton (2015) as a guide, questions were designed to stimulate
responses that focus on the participants’ experience and behavior, opinion and values, and
knowledge.
Data Collection Procedures
The interviews were conducted during the fall semester of 2021 and early spring semester
of 2022 based on the interviewees’ schedules and availability. The recruitment process took three
months and participants were recruited through professional networking, LinkedIn, and the
snowballing method. The snowballing method involved interviewees recommending other DEI
leaders who met the criteria for the study. The interviews were conducted via the online Zoom
platform. The interview sessions were video recorded with transcriptions using the Zoom
platform and lasted approximately 45-60 minutes. It is an appropriate method for the researcher
to video record an interview because it allows for the researcher to notice and capture nonverbal
40

behavior (Merriam & Tisdell, 2016). The researcher took additional notes during the interviews
to capture data that could be reviewed later and compared to the recordings and transcriptions.
According to Merriam and Tisdell (2016), it is beneficial for the new researcher to transcribe
notes themselves since it increases their familiarity with the data.
Data Analysis
Data analysis is the process of making meaning of the data (Merriam & Tisdell, 2016).
Data analysis began during data collection. Analytic memos were written after each interview.
I documented thoughts, concerns, and initial conclusions about the data in relation to the
conceptual framework and research questions. Once I left the field, the data from the interviews
were coded. Coding is a process used to construct categories or themes for recurring patterns
across the data. (Merriam & Tisdell, 2016). In the first phase of analysis, open coding was
utilized, looking for empirical codes and applying a priori codes from the conceptual framework.
A second phase of analysis was conducted where empirical and a priori codes were aggregated
into analytic/axial codes. The third phase of data analysis included identification of patterns and
themes that emerged in relation to the conceptual framework and study questions.
Validity and Reliability
The strategies used to maximize credibility and trustworthiness were triangulation and
member checking. Triangulation involves using multiple forms of data collection to compare and
cross-check data (Merriam & Tisdell, 2016). The researcher used the video footage from the
Zoom recordings to compare with the transcription for accuracy of details. The second strategy
used was member checking. Member checking involves checking back with the interviewees for
clarification about information they provided during the interview (Merriam & Tisdell, 2016).
I checked back with participants to clarify any data that was unclear or could have been
41

misinterpreted. This enhanced credibility because participants had the opportunity to review the
findings and give feedback as to whether the findings represented their intended meanings.
Ethics
To comply with the University of Southern California’s Code of Ethics, I completed
the CITI certification process prior to completing the University’s IRB process. I received
guidance and support from my Dissertation Chair throughout the IRB process. To ensure
confidentiality, the participants’ identifying information was kept confidential in the report and
none of what they shared was linked to their name, position, or organization. I used pseudonyms
for the participants and fictious names for the participants’ organizations. Participants were
reminded that the interviews were strictly voluntary and could be stopped at any time. The
researcher clarified that the purpose of the study was to understand their perspectives and the
role of leaders in creating sustainable DEI initiatives in organizations and not to bring harm to
any leader’s or organization’s efforts or credibility. Compensation or gifts were not available for
participants. At the completion of the study, the results will be made available and disseminated
to all participants, upon request.

42

Chapter Four: Findings
The purpose of this study was to understand the role of organizational leaders in creating

sustainable diversity, equity, and inclusion initiatives in the workplace. This chapter focused on

the findings which consisted of data collection and analysis from participant interviews. The

semi-structured interviews focused on the knowledge and skills, motivation, and organizational

influences that impact DEI leaders’ ability to create sustainable diversity, equity, and inclusion

initiatives in their workplaces.

Participants

The participants consisted of nine DEI leaders from large for-profit organizations located

in the western and northeastern United States. Participants were from different types of for-

profit organizations such as a financial institution, professional services, entertainment, retail

chain, technology, biotech pharmaceutical, mortgage, and HR technology. Participants have

served in a DEI-related role for a range of 2-25 years. These roles varied based on the era and

focus of DEI at the time. For example, a DEI-related position in the 1990s may have focused

more on cultural competency and would not have “DEI” or “diversity and inclusion” in the title.

Their current DEI leadership roles include Director of Diversity and Inclusion, Director of

Culture and Diversity, Director of DEI, Director of Diversity, Inclusion, and Social Impact,

Diversity and Inclusion Director, VP of Global Diversity, Equity, and Inclusion, Global

Communications Director (DEI), Global Head of Diversity and Inclusion, and VP of Inclusion,

Belonging, and People Development. DEI initiatives varied based on the individual organization.

All nine participants stated that DEI training was included in their organizations’

initiatives. Other DEI initiatives included diverse employee recruitment, Employee Resource

Groups (ERGs), DEI councils and committees, cultural holiday initiatives, diversity marketing,

43

mortgage programs for Blacks and Latinos, and philanthropic giving to support racial and social

justice causes. The race/ethnicity of participants consisted of African American, American

Indian, and White. There were three males and six females. Table 2 summarizes the DEI

leaders (pseudonyms) in alphabetical order, number of years in a DEI-related role, current

position, type of organization, and geographic location.

Table 2

Characteristics of Participants and Organizations
_____________________________________________________________________________
DEI # Yrs. in a DEI-related Position Type of Geographic
Leader role Organization Location
_____________________________________________________________________________
Frank 12 years Director of Culture financial institution Western US
& Diversity

Glenda 19 years Director of DEI professional services Western US

Jerry 14 years Director of Diversity entertainment Western US
& Inclusion

Maria 25 years VP of Diversity, Equity, retail chain Western US
& Inclusion

Nancy 4.5 years Global Communications technology Northeastern US
Director (DEI)

Patricia 16 years Global Head of Diversity biotech Western US
& Inclusion pharmaceutical

Suzanne 2 years VP of Inclusion, mortgage Western US
& People Development

Teresa 2 years Diversity, Equity, HR technology Western US
& Inclusion Director

John 5 years Director of Diversity, technology Western US
Equity & Social Impact
______________________________________________________________________________
44

Research Question 1: What knowledge and skills do organizational leaders need to be able
to achieve DEI initiatives in their organizations?
Research question 1 focused on the knowledge and skills organizational leaders need to
achieve DEI initiatives in their organizations. Interview data from DEI leaders were analyzed to
answer this research question. Overall, the data showed that DEI leaders’ knowledge, skills,
knowledge of DEI training content and strategies, and the ability to assess organizational
readiness and resistance impacted their ability to achieve their DEI initiatives.

Knowledge

All nine DEI leaders were asked what knowledge helped them in implementing

their DEI initiatives and how they obtained this knowledge. The participants referenced self-

directed learning, prior formal education, training and certifications, mentoring and networking,

and historical knowledge.

Three of the nine participants mentioned they had obtained their knowledge through self-

directed learning by reading literature and seeking out information that helped them gain a better

understanding about DEI. Suzanne readily admitted:

So, I've been reading a lot of different books. I’ve been listening to a lot of different

podcasts. I've been looking at a lot of different angles and perspectives on social injustice

and that's one of the first things, right.

Patricia and John talked about how their thirst for DEI knowledge caused them to seek out

information on their own. Patricia stated, “But I literally immersed myself in studying

everything there was around diversity and inclusion. You know about 15 years ago, I just totally

immersed myself in it.” John was adamant about how reading increased his DEI toolkit:

Of course, you know I read. And so that's helpful. I read like modern day stuff like

45

Forbes and Harvard Business Review and stuff like that, so all those things come together

to really help empower me and give me a fairly, I'd say complex and nuanced Toolkit to

do the things that I do.

While self-directed learning was mentioned as an opportunity to learn about DEI, two

participants also referenced their previous formal education from which they were able to draw

concepts to inform their DEI knowledge. According to Glenda, her undergraduate degree in

cultural anthropology included concepts such as cultural intelligence that added to her DEI

knowledge. Frank also talked about his formal education and how it helped to increase his

understanding of different cultures:

I would say, I always considered it a very fortunate thing that helped me stand out

is that as an ethnic studies major, I understand the history of the different Community

groups. With the combination of my mentor in my graduate program, I looked at ethnic

studies, plus psychology and understanding how people process tolerance and

acceptance.

Conversely, Patricia mentioned that her previous formal educational background did not

necessarily prepare her for DEI work. She replied:

I was an Econ major so nothing in my economics background really prepared me for

this other than supply and demand, and you know macro view versus micro view. I mean

those things, obviously, are universal, regardless of what you're doing.

In addition to formal education, two participants mentioned that they had received DEI

training and certifications to prepare them for success in the implementation of their DEI

initiatives. Teresa mentioned:

I had them pay for training for me because I said, if you want me in this space, I need

46

some sort of training I’ve never been trained in this, and so they paid for a certification

that I went through, which was really good.

Glenda participated in DEI presentations and trainings. She also became a certified diversity

professional to prepare for the challenges and successes of DEI implementation. Nancy

discussed how her background in learning and development increased her knowledge:

I would say a lot of what I do comes from the professional aspect and that I have a

learning and development background. I'm a learning professional and a lot of times

there's a certain way in which we teach, which we learn, in which we evaluate that works

out for us here at Del Communications.

Mentoring and networking were two components that five of the nine participants said

were extremely helpful in increasing their knowledge and understanding of DEI concepts and

strategies. The relationships established with mentors and colleagues also helped the participants

build confidence in their abilities to create and implement their DEI initiatives. Suzanne shared:

The other half of that is using my network to learn. So, the people that I have around me

that I know are from different communities where we're supporting these initiatives.

This is to really make sure I’m touching base and having one-on-one connections to be

able to actually learn more.

John found it helpful to learn from a network of mentors, “I just like having conversations with

people and seeking to learn. I have this huge informal mentorship network of all these people

that I talk to and learn from.” Glenda and Patricia stated that mentors were instrumental in

increasing their DEI knowledge and skills. According to Patricia, she tapped into leaders in the

DEI space, so she had a great mentor. Glenda also had a good experience with her mentor.

She explained, “I had a mentor in this space who helped to "hone" my DEI skills."

47

Historical knowledge was helpful to understand the relationship between past events and

current work in the DEI space. Three participants stated that it was imperative that they

understood the history and historical events that caused specific populations to experience

disparities which resulted in earlier DEI movements and is still being addressed in the current

DEI climate. Suzanne expounded on this in detail:

I’ve been to multiple different conventions and conferences that specifically talk about

the hurdles in Black homeownership. I can actually say just in the last month, I have

learned a lot more in my role. For example, I looked at when Martin Luther King Jr. was

part of the fair housing conversations. Looking at what happened then and looking at all

the different domino effects that came from that. Without knowing that, I wouldn't be

able to make some of the decisions that I’m making now, So, historical knowledge is

huge. It's not just about knowing today's culture and society and climate of diversity and

DEI, it's also going back and saying how are we here and what happened. I’ve always

been an advocate for Racial Equality. But, I've never spent the time to actually educate

myself on some of the historical knowledge. I think that's probably a huge thing for my

skill set or for the skills that I need for this role, and also for my team.

John and Maria stated how important it was to have knowledge of the historical background that

informs some of the current day disparities and gaps which inform the need for DEI initiatives

and strategies. According to John, “the historical Black and Brown liberation efforts and

movements help to inform current programmatic strategies.” Maria also discussed her need to

understand history:

Well, on DEI knowledge there's things that you gotta do yourself. You know, I had to

really educate myself. I needed to understand history, the history of people and the

48

history of culture. So, there were a lot of things that I did myself and I’m still doing,

because you never learn it all.

DEI Training Content and Strategies

I asked the participants tell me about the DEI training content and strategies that are

addressed in their trainings. This was linked to their knowledge of effective DEI trainings that

are also a determining factor of the effectiveness and sustainability of their DEI initiatives. DEI

trainings are usually the learning component of most DEI initiatives to ensure employees

understand DEI terminology and concepts.

Eight of the nine participants mentioned that their organizations provide DEI trainings for

their employees. One participant stated that they were working on providing DEI trainings

but were still in the early stages of training development. Five of the nine participants disclosed

that their DEI trainings focused on race, racism, racial equity, and unconscious bias. Teresa

admitted that her organization’s DEI trainings were focused on racism due to the George Floyd

incident and racial justice movement:

The first initial strategy and content we came off of a reactive response from George

Floyd and so immediately, it was the, like we need to know about Black people. You

know, what’s going on Black people. There's a black problem you know it's like make

White people aware, and this is kind of just blatantly put. However, that's pretty much

what it was and so the strategy was to help people understand that there was systemic

racism. It was built into the system and it's very much a real thing. So, that was the first

strategy, so I brought in a consulting firm to come and do a series of trainings on

systemic racism.

Frank stated that his organization’s DEI trainings were pretty much focused on racial equity and

49

unconscious bias at the moment. He also mentioned that he would like to broaden the learning

journey and design something different for senior leaders and middle managers. John spoke very

candidly about the DEI content and strategies addressed in the organization’s DEI trainings:

I'll say that they've been fairly static and run of the mill to date. You know, basic

definitions explaining what unconscious bias is and explaining the differences between

race and ethnicity, and the differences in culture. Then, like some tips and

recommendations as it pertains to like how you can show up better in these spaces as a

leader, then we also have different scenarios right, so you can say oh here's like different

case studies for folks to participate and provide input. Then we provide coaching.

Patricia stated that her organization is in the process of assessing their DEI trainings, even

though the current content does have a focus on unconscious bias. There is also a training

program that her organization employs to ensure all voices are heard. Patricia mentioned that she

is currently exploring a training strategy to ensure that all employees have access to DEI

training:

We're trying to figure out how to break things down into a series where there's some

micro learning. We have people who sit in corporate offices and then we have people on

a manufacturing floor. You know if inclusion is everyone's opportunity, how do we get

everyone engaged? So, we're looking at introducing micro learning where people can get

kind of snip snippets of you know 15 minutes of a learning opportunity and then followed

by with assessment and kind of taking them on a journey. Not one that you sit down for

four hours, once a year, but you participate in throughout the year.

Nancy talked extensively about her organization’s onboarding DEI training which

focuses on providing a culture of inclusion for everyone. Nancy explained:

50

Well, when we first do the training and everybody's on boarded it is part of the training

that everybody takes. The focus is that everyone is unique, people's race, their gender,

their sexual orientation, disability, religion or their national origin, all these differences

are what make them who they are. That's kind of the perspective where we start. That's

the part that makes us equal in the company.

Skills

I asked the participants to talk about specific skills they believe helped them to achieve

their DEI initiatives. Several participants discussed how their soft skills such as people skills,

communication skills, and facilitation skills helped increase engagement with fellow employees

and increased buy-in for participation in DEI initiatives. Teresa stated, “my people skills and

communication skills help a lot when communicating with colleagues about the organization’s

DEI initiatives.” She also mentioned, “It is helpful just being that “go to” person that everyone

trusts to get the job done.” Glenda mentioned her active listening skills and ability to facilitate

conversations were helpful during the implementation of her organization’s DEI initiatives. Jerry

shared how he believed it was his responsibility to get buy-in from employees when it pertains to

his organization’s DEI initiatives:

Just getting people to buy into the concept. I’m not convinced that folks wake up in the

morning and go, you know what I’m going to screw your day up by not doing this. Folk

operate on autopilot, they’re unconsciously biased about what they don't know. So, my

job is to raise that level of consciousness, so they can see it and go oh, there is a better

way. Just help them understand, we can get better at this.

Ability to Assess Organizational Readiness

I was interested to know how participants assessed their organization’s readiness in

51

implementing their DEI initiatives. Six of the nine participants stated that the organization’s

readiness was basically determined by senior leadership, such as the CEO, who decided that it

was time for DEI to be addressed and/or organizational goals that had been put into place to

address diversity and inclusion. Glenda stated that her organization’s DEI goals were driven by

the executive team (President/CEO):

Accountability is instituted from the top down and people are held accountable to adhere

to the organization’s core values. The only way for DEI to work is that is must be

integrated into everything and not a “stand alone” function.

Patricia also discussed how leadership was responsible for the organization’s readiness:

So, for the readiness, you know, you have to have leaders who understand it. I shouldn't

be having the business case for diversity, and I’m not having that conversation. So, that's

good. The leaders are well aware that this is more than a business case, it's more than the

right thing to do. You know it really ties to our business or enterprise-wide initiatives.

Jerry and Nancy talked about how organizational readiness was tied to their organizations’

goals and mandates. Jerry expounded on this:

In terms of ready to proceed, we have it in place by governing bodies that state we have

to have a diversity and inclusion initiative in place. It is reviewed monthly by external

regulators governmental regulators who will evaluate us on the results of our work.

Nancy also discussed her organization’s strategy in detail:

We kind of start off with a strategy in the sense of we have an idea of what initiative we

would like to bring. We have a business plan at the beginning of the year and that affects

the initiatives we like to see come through in 2022. We put together those initiatives in a

way that is inclusive for all. Then we strategize about how to roll them out.

52

Three participants discussed the use of surveys to determine employee readiness for

their DEI initiatives. Maria, Teresa, and John said their organizations utilized surveys and

assessments to gauge readiness for DEI implementation. Maria discussed how she uses surveys

as a form of assessment to determine employee readiness:

When you look at the employees you must have some type of assessment so that you

determine the readiness for diversity. The readiness for even understanding the difference

between equity and equality. Do they even know what inclusiveness mean? What are we

trying to get to with inclusiveness?

Ability to Address Organizational Resistance

In addition to organizational readiness, the researcher asked participants how they

approached or responded to resistance to DEI initiatives. Six participants spoke candidly about

this. Frank and Maria expressed that resistance can be a result of people not understanding the

purpose or business case for DEI initiatives. Frank stated, “a lot of well-intended people don’t

get the business need for DEI initiatives.” Maria talked about what she believed contributed to

employee resistance:

You only have employee resistance when people don't understand the vision. They do not

understand where we're going or why we're going there. And will I be able to

participate? Will I be able to still be part of the vision? So, if I can't see myself in the

vision it leads to resistance.

According to Maria, people must see how they are a part of the DEI vision to minimize

resistance. John mentioned there would most likely be resistance from some employees or

colleagues, so his focus would be on how to respond to the resistance. John replied:

So that we can navigate this process, how can we make ourselves available so that

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as they show us they're not ready by demonstrating little various levels of discomfort, we

can be available to them to give them the support that they need.

Jerry mentioned that his organization has to move swiftly in order to keep up with the

competition. Therefore, some employees don’t want to slow down and take the time to

participate in DEI initiatives which can cause resistance. He stated that he sometimes receives

feedback such as, “We’ve never done it that way before, do we have to do it now, why is

everyone so sensitive, we seem to be walking on eggshells.” He also hears comments such as,

“I’m tired of this D and I stuff, why do we have to do it now, it’s just slowing us down.” Jerry

stated, “You have to find the balance between slowing down to do the DEI work and continuing

to work at a pace to remain competitive.”

Suzanne discussed how she addressed resistance in her organization when she received

feedback from her business leaders about how the average white male employee was reacting to

the organization’s focus on DEI:

There was a concern from our business leaders about how the average white male was

reacting to our focus on DEI. And, when it was brought to my attention it wasn't to say

we're stopping DEI or we don't support it. But we're very concerned because a lot of

these people are saying well, “Just because I’m not a minority, am I left out of DEI?” I

was very transparent when that feedback came to me. I said, “We're at a fork in the road,

we don’t want to lose these people.” So, the way we approached it was about showing the

average white male that they're still needed to make the DEI goal successful. They play a
huge part in helping us get there, and so they're valuable and needed allies. I think that
approached really helped.
54

In summary, knowledge and skills play a significant role in helping DEI leaders in the
implementation and sustainability of their DEI initiatives. Participants gained knowledge through
a variety of experiences including past formal education, self-directed learning, training and
certifications, and mentoring and networking. The participants’ knowledge and skills as it
pertains to their ability to implement effective DEI trainings, assess organizational readiness, and
address organizational or employee resistance was equally important.
Research Question 2: What motivational factors influence organizational leaders’ ability to
achieve their DEI initiatives?
Research question 2 focused on the motivational factors that influence organizational

leaders’ ability to achieve their DEI initiatives in their organizations. The motivational factors

that were specifically addressed were value and confidence. Interview data from DEI leaders

were analyzed to answer this research question. Overall, the data showed that DEI leaders’

motivation influenced their ability to achieve their DEI initiatives in their organizations.

Value

The data showed that DEI leaders placed high value and showed a strong commitment

to the sustainability of DEI initiatives in their organizations. Participants were asked their

opinion concerning the importance of sustainable DEI initiatives in their organizations. All nine

participants stated that they believed it was extremely important to sustain their DEI initiatives.

Suzanne mentioned that she believed sustainability proved the value of DEI initiatives in

her organization:

For me personally, it's very important, because by sustaining it you prove it's not lip

service and you show that there's longevity in the value behind those DEI goals.

Nancy stated that she believed DEI sustainability was important for change in her organization:

55

Oh, it's super important. You have to keep going with that in order to see change in the

culture, and if we're not going to sustain it, why are we even doing it? I do love that, year

after year, we are making sure that we're always looking at that alignment.

Patricia stated, “it should not be the flavor of the month or the flavor of the year but should be a

thread that can be pulled through across multiple years.”

Jerry also expressed how important he believes DEI sustainability is for his organization.

According to Jerry, “I believe it’s very important, not just from a stakeholder proposition, but

just for the sheer lifeblood of the organization.” Teresa expressed just as much passion about the

importance of the sustainability of DEI initiatives in her organization. However, she admitted to

being frustrated with leadership’s commitment to sustainability which had an effect on her

motivation:

So, I remember just at one point just getting myself worked up and frustrated, like this is

not going to change, because you know leadership is not as involved as they should be.

You know, we don't get this into the policies. So, what's the point? You know, I'm saying

the same thing all the time and, eventually, I realized like this is what they want. They're

comfortable with this. I’m not stressing myself out, if this is what you guys want, I can

give you that.

When John was asked about his opinion about the importance of the sustainability of his

organizations’ DEI initiatives, he simply said, “Yes, it’s absolutely important. I mean, if not,

what’s the point?”

Confidence

The researcher asked all nine participants how confident they felt in their roles and

what contributed to their level of confidence? The data showed that four of the nine participants

56

acknowledged that their confidence was contingent upon whether they felt supported by or

had access to senior leadership. Patricia mentioned that having the support from senior

leadership was important and added to her confidence:

The CEO said he loved the topics that we discuss so having that senior level engagement

and commitment and support verbalized both privately and publicly is important. So,

obviously, I report up in there to the HR team. That's important, you know, the senior

leadership engagement.

Glenda also mentioned that she feels very confident in her role, reporting to the CFO in her

organization. Similarly, Jerry attributed his level of confidence to the ability to have access to

and support from senior leadership:

I feel very confident, but I don't want to come from a place of arrogance. I don't want to

sound braggadocio or egotistical. I feel very confident, because I do report to the Vice

President of human resources, as well as the chief diversity officer.

Two participants expressed that their confidence was influenced directly by the

organization’s structure and communication. Nancy expounded on this:

I would say, I feel pretty confident in my role, because I feel like they prepare me for my

role, meaning they are already solid initiatives. The brand is solid. The foundation where

we're coming from in our strategy is just solid. It's laid out, it's simple, and it's easy to

understand. I like that I have a quick contract. If I need to back things up, it's clear and

precise. It's very transparent, and I like that. I like that it's not always being changed

around. The same thing is told to employees and stakeholders, all the lines of

business across the board.

John had a very different experience. John mentioned that he needed to see more structural

57

governance within his organization for his confidence to be high:

I think moderately confident right, I think that there are some things where we’ve made

some decent progress and successes. But at the same time, you know, there are some

questions around resources and support. So, for us to really continue to grow in the ways

that we need to, there's questions around the structural governance that needs to be

engaged and answered for my confidence to be higher. But I think it's middling, it's

okay.

Teresa also stated that her level of confidence was due to her own ability to get things done, not

from internal supports within her organization:

If I had to rate it like a one out of ten with one being extremely low confidence and 10

being extremely high, it would be a six or seven or a 6.5. What attributes to my level of

confidence is just my ability to get things done.

Self-efficacy was a contributing factor to achieving DEI initiatives for several

participants. Self-efficacy is the belief in one’s ability to complete a task based on their personal

strengths and abilities, and determines how much effort an individual invests in each task

(Bandura, 1997; Lunenburg, 2011).

Frank’s beliefs in his abilities also contributed to his level of confidence. He stated:

I feel very confident in that I’ve been fortunate to learn from some of the best people

and still learning. But, in terms of confidence levels, I think I’ve had enough

experience in higher ED, manufacturing, and retail financial services that I can go in

there and do a bang-up job.

Like Frank, Suzanne contributed her level of confidence to her abilities and strengths. However,

she mentioned the role of learning in increasing her confidence:

58

I would say I have 50% confidence. I know I’m a strong leader. I know I’m a strong

driver in initiatives and programs. I know I’m a great presenter and communicator. I

know that I’m passionate about this. The other 50% is what I don't yet. I just need to

commit myself to more learnings so I can get to 80- 85%. That's kind of my goal.

In summary, motivation was a contributing factor in the DEI leaders’ ability to
implement the DEI initiatives in their organizations. Participants expressed that it was extremely
important that their organization’s DEI initiatives are sustainable. The participants’ confidence in
the support of leadership and their self-efficacy impacted their ability to implement sustainable
DEI initiatives in their organizations.
Research Question 3: What organizational barriers and resources affect their beliefs about
their ability to achieve these DEI initiatives?
Research question 3 focused on the organizational barriers and resources that affect
organizational leaders’ beliefs about their ability to achieve their DEI initiatives in their

organizations. The following organizational influences were addressed: leadership support,

social influences, organizational commitment to DEI initiatives, and human resources support.

Overall, the data showed that organizational influences significantly impacted DEI leaders’

beliefs about their ability to achieve their DEI initiatives in their organizations.

Leadership Support

Leadership support is crucial to assist the DEI leaders in the implementation of their

DEI initiatives. Participants were asked what their organizations could do better to support them

in their roles. The answers were different, but some had distinct similarities.

Seven of the nine participants mentioned the need of support from senior leaders to assist

in successful implementation of their DEI initiatives. Maria talked about the need for the senior

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leaders to develop an inclusive culture where employees could thrive. According to Maria, “You

are counting on those leaders to develop this inclusive culture. You’re only going to be

successful if you have an inclusive culture.” She mentioned that without an inclusive culture, it is

difficult to retain employees even though you are recruiting and hiring employees from diverse

backgrounds: “You can bring in a lot of diversity, but without an inclusive culture, they’re not

going to stay.” Teresa stated that she needed assistance from her CEO to “push” the DEI values

and goals, and to highly encourage all leaders and employees to attend the DEI trainings. She

also mentioned that DEI needs to be talked about at the town halls and support the organization’s

Diversity Council. Suzanne was transparent about the challenge of changing the mindsets of

those who did not understand the necessity of DEI. She talked about the need for leaders to

participate in the DEI initiatives and assist in communicating the need for DEI:

I am in a role where I have to really change the mindsets of a lot of people that may not

look at DEI as something important. Even the owners of the company, they

support me in my role, they support the team, and they support the initiatives. But, it's

one thing to support and it's one thing to actually act. I am in a current place which I

knew was going to be challenging, but I've seen improvement which I’m excited

about getting that buy in. I don't care if our sales leaders are busy. We need them

to take an hour to learn about how they can understand DEI. Because we're a very

business driven company, sometimes that causes us to not look at the importance of

having all of our leaders and all of our TEAM members aware of diversity and equity.

In contrast, Nancy mentioned that the senior leaders supported the DEI initiatives in her

organization. However, she needed support from middle managers and supervisors to follow-

through with supporting DEI implementation in their departments:

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The senior leaders understand. I wish the middle managers and supervisors had a bigger

understanding of why this is so important. If you are at a company that has great culture,

employees are happier, and customers are happier. People are just happier when they can

come to work and fully be themselves. I understand it, because I’m on that global level,

and this is my everyday work.

Patricia stated that her organizational plan had been “blessed” by her CEO, but she needed to

make sure there was open communication with senior leadership and engagement with partner

peers such as HR and others.

John expressed that the best way his organization could support him in his role would be

to give him more access to senior executive level conversations, so he could know what was

happening in the market. Frank talked about the need for his organizational leaders to support his

judgment and have confidence in his ability to implement their DEI initiatives:

Loosen up the reins a little bit. You know, have confidence that I will not put anybody at

risk, my supervisor nor the organization. Loosen up the reins a little bit and realize that if

you want to do this work, it's a lot more involved than you think it is. So, I think that

often catches companies off guard.

Frank also mentioned how being micromanaged by his supervisor hindered his ability to

perform his role as a DEI leader to successfully develop and implement the DEI initiatives for

his organization.

Teresa mentioned that a lack of leadership support was a barrier to DEI implementation:

Lack of leadership involvement is like the biggest barrier. If the leaders aren't involved,

then no one else is going to be motivated to show up. So, I do appreciate the CEO shows

up, and I think that is encouraging to a lot of the employees. However, it's not really

pushed on the other managers and leaders. That's the biggest barrier because if they're
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not showing up, then others are not going to be motivated to show up.

Social Influences

The COVID-19 pandemic and racial justice movement had major impacts on many

organizations. The researcher was interested to know how these two significant events in history

impacted the implementation of DEI initiatives within the participants’ organizations. All nine

participants shared how the pandemic and/or the racial justice movement affected their

organizations’ DEI initiatives.

COVID-19 Pandemic

Four of the nine participants talked about how the COVID-19 pandemic impacted the

implementation of their organizations’ DEI initiatives due to changes in work schedules,

worksites, and virtual trainings. Maria shed light on how the pandemic emphasized exclusivity in

her organization. According to Maria, the pandemic caused some employees to reap the benefits

of working from home, while other employees (usually from underrepresented populations) were

not afforded the same opportunity:

You know I thought we were doing a great job with diversity, equity, and inclusion, but I

see that we're not. Let's just start with COVID. Okay, so a lot of underrepresented

employees are working in jobs where you have to be there right. So they were there, they

were doing everything they needed to do while trying to protect themselves and protect

others. But, say they you didn't have that type of job. Okay, now you can do your work at

home. You now have the subtle accidental exclusion going on that most people call

microaggressions.

Patricia stated that the person who previously led their organization’s initiatives left the

organization during the middle of the pandemic. She mentioned:

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This was challenging because there were tons of work that had to be done. Employee

surveys were going out, but not many were being returned because of being in the middle

of a pandemic.

She also stated that employees were reporting that they felt disconnected from their colleagues.

According to Patricia, “employees from diverse backgrounds not only felt disconnected but were

also concerned about the security of their positions and lack of opportunities for promotion.”

Suzanne and Frank discussed how the pandemic caused most of their meetings, initiatives, and

collaborations to become virtual. Suzanne mentioned that this caused some challenges:

I think the virtual events and the virtual partnerships and conferences have gotten people

exhausted and feeling kind of deflated. A huge part of running our DEI initiatives are

having these events in person really allow people to feel more excited. I think the

pandemic caused us to lose that piece of it.

Conversely, Frank mentioned that though the pandemic caused his organization’s trainings and

meetings to be held virtually, that was no excuse for them not to be effective. Frank stated, “We

can still do great work because that’s going to be a part of our lives from here on out.”

Racial Justice Movement

Most of the participants mentioned that the racial justice movement had a significant

impact on their organizations’ DEI initiatives. Participants stated that the racial justice movement

and the events surrounding the George Floyd incident moved their organizations to spring into

action in attempt to address racial injustice within their organizations. Maria expounded on this:

Trust is such a big part of DEI, and then with George Floyd that murder was right there in

our faces. Companies had to pay attention because the employees were talking about it.

The employees are now saying, “What are we going to do?” Some of the companies

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didn't want to talk about it, like they don't want to talk about things like that. But for us, it

kind of forced us to do so. Now companies are saying, okay. Now we need to look at

these kinds of social injustices that are going on, because we say this is part of our vision

and is in our values. You know, this is what we stand for. Now, are we really standing

for that or is there a gap between what we stand for, and what we say? So now, you see

companies actually looking at where their contribution campaigns are going. They look at

government officials to see if they are aligned with the values of the company.

Otherwise, if they're not, then people are saying there's a gap here. I don't believe them, I

don't trust them. So those are the kinds of things that are causing companies to really pay

more attention to DEI, now.

Suzanne stated that her organization had previously started a DEI initiative approximately six

years ago, but had not followed through with implementation until the racial justice movement in

2020. This initiative was developed in 2014 to increase home ownership for the Black

community. According to Suzanne:

In my opinion this initiative was created for marketing purposes, not because there

was true passion or belief behind it. In 2020, when the racial justice movement happened,

many people became vocal about it which prompted our company to move forward with

the initiative.

Glenda stated that her role as “DEI Director” was created because of the racial justice movement.

Her organization also responded by creating a DEI committee where facilitated discussions take

place around racial and social justices. She said that her organization has “leaned in to learn

more and are still working on it.” Frank also mentioned that his DEI Director position and DEI

initiatives in his organization were created in response to the racial justice movement. Teresa

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stated that without the racial justice movement, her organization would not have formed a DEI

council or team:

The George Floyd situation played a huge part because if that wouldn't have happened,

then we wouldn't have a DEI Council. Let's be honest, that was really like 99.9% of the

reason why we created a DEI department. And I wouldn’t even call it a department, it's

just a team.

Lastly, Patricia sized it up when she talked about how the social and racial justice movement

moved her organization to focus on advancing Black leadership and closing the racial gap for

the Black and Hispanic employees:

We talked about social justice outside of corporate walls, but we know that within the

corporate walls there's some challenges for people, and so there were some investments

made. Advancing Black leadership is one of our efforts. We focused a good deal on the

development of Black talent. It helps to highlight the social justice issues. Our client

base and patient base have such a significant source of revenue from Black and Brown

communities. Our company is a majority minority company, so more than 50% of

employees are women, 40% of our employees are Asian, but from a Black and Hispanic

perspective, we have a gap. And so, the company as a five-year goal to filling that gap.

Organizational Commitment

Participants were asked to describe how their organizations showed a commitment to

their DEI initiatives and how this was reflected in their policies, procedures, practices, and/or

communication to stakeholders.

Policies, Practices, and Procedures

Three participants discussed whether their organizations’ policies, practices, and

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procedures reflect a commitment to their DEI initiatives. John described how his organization

shows a commitment to its DEI initiatives, even though he would like to see the initiatives

reflected more in the organization’s policies and procedures:

The first thing I 'll say is that we have hired a chief diversity equity inclusion and

social impact officer. We actually have a senior executive in that role, so that's

important. Then, as it pertains to policies, you know, I think that there's still work to be

done to really do like an in-depth review of our policies and processes. Diversity, equity,

and inclusion isn’t seen as an operational driver or critical to the organization’s ongoing

operations.

Suzanne shared that there was no reflection of their organization’s DEI commitment in its

policies except for around recruitment:

When it comes to policies, there's nothing I’ve seen that is actually reflecting

enforcement or support of DEI. Besides the typical HR policies that exists from day one

that say you shouldn't be biased or whatever, there's been nothing. The only thing I could

say is that we have actually made changes to how we post our job opportunities to be able

to target and recruit a wider audience. For example, back in the day when I managed

technology, we only shared the postings to our recruiters LinkedIn networks. And our

recruiters were all white. So, we basically decided to start posting these job opportunities

on Black women in technology group. That would be probably the biggest change we've

made so far when it comes to like our actual policies or our recruiting.

Teresa also mentioned that she was concerned that her organization’s DEI commitment was

not reflected in the organization’s policies and procedures. According to Teresa, “Although we

are doing some nice things, they are not being implemented in the policies and procedures. So,

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it’s not going to change anything.”

Communication

Three participants also shared how their organizations show a commitment to their DEI

initiatives through the communication with internal and external stakeholders. John mentioned

that his organization shows its commitment through the organization’s website and

communication with board members and shareholders:

On the website, there's all types of language about DEI. The group called Tech Tools

Together has its own page, but diversity and inclusion is also a part of Tech Tools

mission and mission statements. Also, on our quarterly board readouts, there's constantly

something that we're talking about in terms of DEI to the board of directors. In our

shareholders meetings, there's always a big spotlight. So, it's constantly being

talked about and amplified.

Patricia stated that her organization’s DEI commitment shows through their core values and

communication with the internal and external stakeholders:

It shows up very clearly in our corporate values. It is one of our core values, and it has

been for several years. In 2016, it was added to the core values. It shows up in our core

values, our foundation philanthropy and the way we give to the communities. It shows up

in the support our employee resource groups. We call them ERG’s. We have six of them

that focus on diverse employee populations. We engage with the investor community.

I've already written my first message to share with our investment community. And

obviously, we share it on our public website and our internal website.

Conversely, Frank shared that there was no real plan of communication reflecting his

organization’s commitment to its DEI initiatives, except for a letter from his CEO and a

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board member:

There's a letter that the CEO and one of the board members crafted, a little over a year

ago, talking about their commitment to diversity that's on the web page. To me, a quality

DEI strategy should have a communications plan that’s internal and external, and

everything is posted so people can find it as well. But we don't have that. We're not

communicating. We're not providing significant regular updates on progress made or lack

of progress being made, and who's involved.

Effectiveness of DEI Initiatives

I asked the participants to share how their organizations measured the success of their

DEI initiatives and if they believed their DEI initiatives were effective. Jerry stated that his

organization measures its success of their DEI initiatives in quantifiable terms:

We put quantitative measures in place. We want to have something quantifiable that we

can actually say yes, we hit X percent of this target, or we hit 100% of the target. We

need to know that the initiatives we're putting in place has meaningful substantive

impact. In terms of the quantifiable piece, we're always recruiting diverse talent. We can

see how many job offers we put out there, we can see how many folks declined these

offers, we can see how many folks accepted these offers and that's a number that we can

put our hands on.

Jerry also mentioned that he believes his organizations DEI initiatives are effective. Jerry stated,

“I think they’re very effective because we only have a few. I don’t believe the more goals you

have, the better your programs or initiatives will be.”

Patricia gave specific examples of how her organization measures the success of its DEI

initiatives:

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There's a quarterly review at the executive level that shows what our representation looks

like from a workforce perspective, what is it looks like at the leadership level, and at the

people manager level. That's one set of metrics. We also have an organization scorecard

and then each business unit has their own scorecard to show how we met the diversity

piece. The inclusion piece we manage obviously by doing surveys. So, we definitely

measure that the participation.

Patricia also talked about the effectiveness of their DEI initiatives. She stated, “I think they’ve

been somewhat effective but my goal is to elevate that. They’ve been effective to a certain point

and limited in some ways.” Suzanne mentioned that there were a couple of ways her organization

measures the success of its DEI initiatives, but believes the organization needs to do a better job

in measuring the success of all DEI initiatives:

So, right now it's very minimal. We can measure it if the goal of Our Time Mortgage is

to increase Black homeownership rates. We can show that every effort or investment or

program initiative we did under that umbrella ties back to an increase in homeownership

rates for the Black Community. So, we're able to have that data and that's how we

measure traction for that specific goal. However, that's only one aspect of our DEI

initiatives. We also look at our internal community and how we are recruiting more of a

diverse workforce. We can measure that because we do have the data of who we actually

recruit and onboard. But we don't have the data of the resumes we go through and

push to the side. That's data we're missing, internally. Also, we don't really have any

data or tracking on how we are better supporting communities. So, it's only the home

ownership rates and the diverse workforce when we've actually submitted an offer

to someone.

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Two participants stated that their organizations were not sufficiently measuring the

success of their DEI initiatives. Frank stated:

Well, right now we don't have any established metrics, and if we do it’s on the talent

management side. If we're looking at the total number of diverse people who apply for

positions, I would be surprised if it's coming through our efforts to analyze the data. Our

recruiting team is so stressed, they’re just not doing process.

Teresa stated, “We are not measuring the success of our DEI initiatives. I’ve been wanting to this

for a long time, but they aren’t ready to give that level of transparency.”

Human Resources Support

Participants were asked what resources would be helpful in the implementation of their

organization’s DEI initiatives. Eight participants stated that the most important resource needed

were human resources to assist with the implementation of their DEI initiatives. Glenda stated:

The resource needed the most would be staff. I need human resources to support the DEI

work. I need a team, but I knew I would have to build first before I could substantiate the

need for a team. I have the budget and support of the organization, but I need people.

Similarly, Suzanne stated that staff was the most needed resource since she only had one person

managing all the organization’s DEI initiatives:

Give me the resources. For example, we have three DEI initiatives, but I have one person

to manage all of those initiatives. These are very large initiatives and ideally, there should

be one person per initiative. I have one person who's working 14-hour days, who's an

entry level employee and working on other initiatives outside of these. That's a lot of

work. So, I explained to them that I will be advocating and pushing for more resources.

I asked Frank what resources would be most helpful for him. He replied, “That’s a great

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question, so I would say headcount. “Headcount” in terms of staff. Give me a part-time or full-

time person, shoot give me an intern. I’ll take that.” John also stated:

Honestly, I need staff. In my role there's so much like tactical admin stuff that I have to

do. Frankly, there's more that I want to do, but I just don't have the time. I don't have the

time to like put together the 17 other powerpoints or flesh out all these ideas because I’m

just a single person.

Jerry also mentioned that he is an individual contributor at his organization. It would be helpful

if he had another compliment to assist him with his organization’s DEI initiatives. Jerry stated,

“I am an individual contributor. If I had another compliment, whether it be a full- time manager

for the region or a peer in the region, a dedicated resource would help.”

Maria and Teresa talked about specific types of human resources needed to assist with the

DEI initiatives in their organizations. According to Maria, her organization could use someone

to help with DEI assessments:

The other resource that is required is somebody to help with the assessments. Someone

is needed to do the assessments and analyze the information that's so critical. DEI leaders

don't have someone that report to them on that. We may have to utilize a staff from a

different department.

Teresa talked about the need to have a DEI expert with knowledge and experience to push

her organization’s DEI initiatives:

A good resource would be to have someone come in with tons of DEI knowledge and

experience to really help push these initiatives. Right now, it's just me doing little things

like know sending out stuff for Black history month. I just sent out an email this morning

on a Black history challenge. Hopefully, people will participate to keep people learning,

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involved, and engaged.

In summary, organizational influences significantly impacted DEI leaders’ ability to
achieve their DEI initiatives in their organizations. Organizational influences such as leadership
support, social influences, organizational commitment to DEI initiatives, and human resources
support all contributed to the implementation and sustainability of their DEI initiatives.
Summary

This chapter presented the findings of the data collected through semi-structured

interviews to answer the research questions in this study. The research questions focused on the

knowledge, motivation, and organizational influences of organizational leaders in creating

sustainable diversity, equity, and inclusion initiatives in the workplace. The knowledge domain

addressed the participants’ knowledge, skills, ability to assess employee readiness, and the

ability to address employee resistance. The motivation domain addressed the participants’ value

and confidence. The organizational influences focused on organizational barriers and resources

which addressed how leadership support, social influences, organizational commitment, and

human resources support impacted the participants’ ability to create sustainable DEI initiatives in

their organizations.

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Chapter Five: Recommendations
The purpose of this study was to understand the role of organizational leaders in creating

sustainable diversity, equity, and inclusion initiatives in the workplace. Chapter Five will provide

a discussion of the findings and make recommendations based on these findings. The study

addressed the following research questions:

1. What knowledge and skills do organizational leaders need to be able to achieve DEI

initiatives in their organizations?

2. What motivational factors influence organizational leaders’ ability to achieve their

DEI initiatives?

3. What organizational barriers and resources affect organizational leaders’ beliefs about

their ability to achieve these DEI initiatives?

Based on the discussion of findings, recommendations will be presented supported by

research and the conceptual framework for the study. The chapter will conclude with limitations

and delimitations of the study and recommendations for future research.

Discussion of Findings
The first section of this chapter reviews the findings provided in Chapter Four in relation
to the existing literature and my conceptual framework. For this study, I utilized a modified Gap
Analysis framework which identifies performance gaps that stem from knowledge and skills,
motivation, and organizational influences (Clark & Estes, 2008). My conceptual framework
focuses specifically on how organizational leaders’ knowledge and skills, value and confidence,
and organizational influences impact the sustainability of DEI initiatives in their organizations.
Knowledge and Skills

Knowledge and skills were important factors in determining the DEI leaders’ ability to

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successfully implement and sustain their DEI initiatives. Participants gained knowledge through

a variety of experiences including historical knowledge, past formal education, mentoring, and

training and certifications. According to the findings, several participants mentioned that soft

skills such as people skills, communication and facilitation skills attributed to their ability to

increase employee engagement and buy-in for their DEI initiatives and lessen employee

resistance.

According to Agocs and Burr (1996), earlier programs such as affirmative action were

designed to address systemic racism and inequities in the workplace. Two participants stated

it was important for them to understand the historical background of DEI, especially as it

pertains to race and racism, and how it relates to the current DEI issues addressed today. Several

other participants discussed how their past formal education provided some foundational

knowledge that helped to inform their current knowledge of DEI concepts and strategies.

According to the findings, five of the nine participants increased their knowledge and

skills due to strong mentorships and networking. The relationships established with their mentors

helped to increase their confidence, DEI knowledge and DEI skills. According to Vela et al.

(2021), some organizations offer DEI leaders packages to pursue different professional

development opportunities and certifications to increase their DEI knowledge and skills. Two

participants mentioned they increased their DEI knowledge through attending DEI training

and obtaining certifications in diversity.

The participants’ knowledge and skills as it pertains to their ability to develop and

implement effective DEI training content and strategies was also important in creating

sustainable DEI initiatives within their organizations. According to the findings, eight of the nine

participants stated that their organizations implemented DEI training. Five participants talked

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about the content of the trainings which addressed DEI terminology, unconscious bias, racism,

and racial equity. The participants referenced factual and conceptual knowledge, however,

not much in terms of procedural or metacognitive knowledge (Krathwohl, 2002). Therefore,

“how” to change attitudes, perceptions, and behavior which involves procedural and

metacognitive knowledge was not addressed (Krathwohl, 2002). Six of the nine participants

stated they had encountered some form of employee resistance during the implementation of

their DEI initiatives. It is important that DEI leaders know how to change attitudes, perceptions,

and behaviors through learning initiatives, which can assist with employee resistance.

Another knowledge and skills factor is the ability to determine organizational

readiness for the implementation of DEI initiatives. According to the findings, six of the nine

participants stated that senior leadership, such as the CEO, decided when their organization was

ready to implement their DEI initiatives. However, participants did not state whether this

increased the sustainability of their organization’s DEI initiatives. Other participants mentioned

that DEI was a part of their organization’s values, goals, mandates, and business plan. According

to Kezar (2007b), the business or strategic plan should reflect the organization’s commitment to

DEI. Other participants mentioned using surveys and assessments to determine their

organization’s readiness. It is important and should consider whether the organization’s culture

will support the implementation and sustainability of the organization’s DEI initiatives.

According to Allison (1999), an organizational culture that reflects monoculturalism will lead to

institutional resistance of workplace diversity.

Motivation

According to the findings, all participants stated that it was extremely important

that their organizations’ DEI initiatives were sustainable. Several participants expressed that the

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sustainability of their organizations’ DEI initiatives showed whether there was leadership

support and value for their DEI initiatives. There must be commitment from top level leadership

and a true value of differences that employees bring to the workplace for DEI initiatives to be

successful (Downey et al., 2015; Sabharwal, 2014).

According to Cox and Blake (1991), effective leadership will exhibit genuine support and

commitment to cultural diversity and serve as champions to move the organization forward with

its diversity and inclusion mission. Four participants expressed that support from leadership

boosted their confidence in their abilities to implement sustainable DEI initiatives in their

organizations. The lack of leadership support caused one participant to feel frustrated and

apathetic about the sustainability of her organization’s DEI initiatives. Another participant

mentioned that her high level of confidence was due to the organizational structure, support, and

communication around her organization’s DEI initiatives.

According to the findings, self-efficacy impacted the DEI leaders’ ability to implement

sustainable DEI initiatives. Self-efficacy is the belief in one’s ability to complete a task based

on their personal strengths and abilities, and determines how much effort an individual invests in

each task (Bandura, 1997; Lunenburg, 2011). Several participants mentioned that their

confidence stemmed from their belief in their personal strengths such as leadership ability, the

ability to get things done, and past professional experiences. However, most participants

acknowledged they needed support from leadership to increase efficacy in achieving their

organizations’ DEI goals.

Organizational Influences

Organizational influences which focused on resources and barriers significantly impacted

DEI leaders’ ability to achieve their DEI initiatives in their organizations. Organizational

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influences such as leadership support, social influences, organizational commitment to DEI

initiatives, and the need for human resources to support the implementation of DEI initiatives

directly impacted the sustainability of their DEI initiatives.

According to the findings, seven of the nine participants stated that it was imperative to

have the support of leadership for successful implementation and sustainability of their

organization’s DEI initiatives. DEI initiatives must have organizational leaders at the helm

providing guidance, direction, and leadership to foster an inclusive culture (Stevens et al., 2008).

According to the findings, several participants mentioned how leadership support impacted the

sustainability of their DEI initiatives. Participants mentioned that they counted on senior leaders

to develop an inclusive culture and to “push” the DEI values and goals in their organizations.

One participant mentioned that there was need for the middle managers and supervisors in her

organization to understand the importance and support the organization’s DEI goals.

According to the findings, two participants’ organizations communicated a commitment

to their DEI initiatives to internal and external stakeholders through the organizations’ websites,

communication with board members, newsletters, and through philanthropic giving. One

participant stated that there was no real plan of communication reflecting his organization’s

commitment to its DEI initiatives, except for a letter from his CEO and one of the board

members. According to Clark and Estes (2008), the organization’s culture must align with its

policies, practices, and procedures to ensure organizational change. Several participants admitted

that although there were forms of communication about their organizations’ DEI initiatives to

internal and external stakeholders, the organizations’ policies, practices, and procedures did not

reflect a commitment to its DEI initiatives.

Accountability systems should be in place to measure the effectiveness of the

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organization’s diversity and inclusion efforts (Offermann & Basford, 2014). Several participants

stated they believed their DEI initiatives were somewhat effective. However, only two

participants mentioned that their organizations provided metrics to measure the effectiveness

of their DEI initiatives. One participant said she believed her organization needs to do a better

job in measuring the success of all DEI initiatives, while two others stated that their

organizations did not have any established metrics in place to measure the success of their

DEI initiatives.

Participants stated that the COVID-19 pandemic and racial justice movement had

a significant impact on their organizations’ DEI initiatives. According to Brummer and Strine

(2021), the impact of the pandemic and racial injustices surrounding the George Floyd and

Breonna Taylor incidents highlighted the inequality experienced by Black people and other

minorities, including women. Four of nine participants mentioned that the COVID-19 pandemic

changed how they implemented their DEI initiatives. Their DEI initiatives moved from in-person

to virtual platforms. Two participants believed this affected employee morale and caused others

to feel uncertain about their future opportunities with the organization. One participant

mentioned that the opportunity to work from home for some mid-level employees revealed an

inequity in that many frontline workers did not enjoy the same benefit. Oftentimes, these

frontline workers were put at risk due to exposure and contact with the public.

Six of the nine participants revealed that the racial justice movement significantly

impacted their organizations’ DEI initiatives. Several participants posited that the racial justice

movement and the events surrounding George Floyd were the catalysts to prompt their

organizations to move forward with their DEI initiatives. Three participants mentioned that their

DEI positions and/or DEI councils were created because of the racial justice movement.

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According to the findings, human resources was mentioned as the most needed resource.

Eight of nine participants stated their greatest resource need was human resources to assist

with successful implementation and sustainability of their DEI initiatives. According to

Vela et al. (2021), DEI leaders are often tasked with being solely responsible for the

organization’s DEI initiatives. Two participants stated that they need staff, a team to help with

their organization’s DEI initiatives. Another participant mentioned that he is an individual

contributor and needs someone to assist him with the DEI work in the region. One participant

stated she needed staff because she has one person helping with very large initiatives that

require 14-hour workdays. Two participants mentioned they needed staff to assist with DEI

assessments and administrative duties so they can focus on the leadership of their DEI initiatives.

The lack of human resources support had a profound impact on the DEI leaders’ ability to

implement sustainable DEI initiatives.

The first section of this chapter provided a discussion of the findings in relation to the
existing literature and conceptual framework. The conceptual framework focuses on how
organizational leaders’ knowledge and skills, value and confidence, and organizational
influences impact the sustainability of DEI initiatives in their organizations. The next section of
this chapter will provide recommendations for practice based on the findings.
Recommendations for Practice

Based on the key findings from Chapter four, this section proposes recommendations to
address the lack of sustainable diversity, equity, and inclusion initiatives in organizations.
The recommendations for practice include developing and implementing an organizational

diversity learning framework, establishing buy-in and support from all levels of leadership,

aligning the organization’s culture, policies, procedures, and practices to reflect its commitment

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to DEI goals, establishing a system of accountability, and providing human resources to support

DEI leaders in the implementation of DEI initiatives .

Recommendation 1: Develop and Implement an Organizational Diversity Learning
Framework
It is recommended that DEI leaders develop and implement an organizational diversity

learning framework. Eight of nine participants stated that their organizations implemented DEI

trainings as a major learning initiative. However, the DEI trainings focused mostly on

factual and conceptual knowledge, but not procedural or metacognitive knowledge. Therefore,

“how” to change attitudes, perceptions, and behavior which involves procedural knowledge with

the ability to reflect on the learning and make adjustments, which involves metacognitive

knowledge, needs to be addressed (Krathwohl, 2002). The organizational diversity learning

framework is a framework that encourages workers to learn about diverse perspectives, reflect on

different perspectives, and create awareness about the differences of others in a psychologically

safe environment (Rainey & Kolb, 1995).

The diversity learning framework fosters on-going diversity learning and inclusion at

a level that positively alters perceptions, attitudes, and behaviors of employees toward

diverse colleagues while supporting organizational performance (Fujimoto & Hartel, 2017).

The researchers suggest that participants learn new ways of interacting by listening to peers

who are dissimilar and share different perspectives. This can create a ripple effect by changing

colleagues’ attitudes and behaviors about individuals who are different and diverse coworkers.

The diversity learning framework can be used as a framework for DEI trainings with

follow-up reflective practice sessions to encourage reflection and continual interaction between

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employees from diverse backgrounds. DEI trainings that use a diversity learning framework
focus would provide opportunities for participants to work together using both large group and
small group discussion formats. The DEI trainers would facilitate discussions around DEI terms,
concepts, and strategies, while allowing the participants to discuss challenging DEI content and
work together on co-creating solutions in both small groups and large group discussions.
Participants would learn from one another in a psychologically safe learning environment
established by the group’s norms and reinforced by the DEI facilitators. Reflection would be a
critical component of the DEI training and incorporated as a necessary activity to complete by
attending at least one to two follow-up reflective practice sessions. The first reflective practice
session can be facilitated at least two weeks after the DEI training in a setting that encourages
interaction between diverse employees. Participants would receive a reflective activity to
complete prior to attending the reflective practice session (See Appendix B).
Reflection is a process that helps one to make sense of how they view themselves and
others, and to gain a deeper understanding of the relationship and connections made concerning
their experiences (Rogers, 2002). Reflective thinking as a diversity intervention can facilitate a
process that challenges one’s cognitions and lead to improvements in pro-diversity attitudes and
behaviors (Lindsey et al., 2019). A reflective activity can encourage individuals to think about
past experiences around diversity and prejudice, reflect on what happened, what could have been
done differently, and how they will respond to similar situations in the future (Lindsey et al.,
2019).
The organizational diversity learning framework is different from stand-alone diversity
training initiatives in that it is embedded in the organizational decision-making process
(Fujimoto & Hartel, 2017). Opportunities for minority and majority group members to co-create
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solutions to solving organizational problems integrate diverse knowledge and perspectives into
organizational decision-making, thus affecting change in the organization’s culture (Fujimoto &
Hartel, 2017). The diversity learning framework should replace short-lived DEI trainings that are

not effective in producing real behavioral changes in participants. Short-lived diversity training

initiatives neglect a strategic approach to leverage the perspectives of diverse individuals and

assume employees will continue to integrate diverse perspectives into their work activities

(Chevez & Weisinger, 2008).

Senior leadership will play an integral role in promoting the organizational diversity

learning framework through communicating the importance of learning from different

perspectives to internal stakeholders through the organization’s various modes of communication

such as newsletters and internal websites (Fujimoto & Hartel, 2017). The researchers suggest

that on-going diversity learning exchanges at the individual, the group and the organizational
levels may produce connectedness amongst workers and strengthen organizational creativity and
innovation.
Recommendation 2: Establish Buy-in and Support from All Levels of Leadership
The organization needs to establish buy-in from all levels of leadership for the support of
the organization’s DEI initiatives. According to the findings, seven of the nine participants

stated that it was imperative to have the support of leadership for successful implementation and

sustainability of their organization’s DEI initiatives. The CEO, senior leadership, middle

management and DEI leaders will be responsible for this recommendation.

Organizational leaders must communicate a clear vision and commitment to the

organization’s DEI initiatives and goals and encourage others to support the vision (Offermann

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& Basford, 2014; Shore et al, 2018). The commitment to the organization’s DEI goals must be
communicated often and provide opportunities for individuals to increase and adjust their
knowledge and skills to accomplish these goals (Fujimoto & Hartel, 2017). According to Stevens
et al. (2008), the commitment to the organization’s stance on diversity and inclusion should be
clear in all forms of communication such as the mission statement, newsletters, and corporate
brochures. According to Ebrahim (2010), transparency involves making information available
and accessible. There must be consistent, clear, and authentic communication that builds trust
(Clark & Estes, 2008). The researchers posit that trust increases communication to the
commitment of goals on all levels. There should also be opportunities for feedback from mid-
level managers, supervisors, and employees which help to increase buy-in on all levels. (Clark &
Estes, 2008).
A climate of inclusion includes communication and language that creates a sense of
belonging for both minorities and nonminorities (Stevens et. al, 2008). The organization’s stance
on diversity should be evident in its different forms of communication (websites, mission
statement, corporate brochures, etc.) and include language that is inclusive and reflects the
organization’s commitment to a diverse and inclusive workplace (Stevens et al., 2008). This
would include soliciting feedback from leaders, middle management and employees of diverse
backgrounds when creating all forms of communication to be shared with internal and external
stakeholders.
It is imperative that senior leadership “walk the talk” and demonstrate the behavioral

changes they would like to see in others (Kotter, 2007). Organizational leaders must

communicate the vision for DEI in an effective and clear manner and follow up with inclusive

behaviors and practices that model their commitment to the organizations’ DEI initiatives

83

(Buengeler et al., 2018; Nair & Vohra, 2015). This should be communicated from senior

leadership to middle management and employees to support buy-in for the organizations DEI

initiatives, as reflected in Figure 2.

Figure 2
DEI Buy-in from All Levels of Leadership

Senior
•Communicate commitment to DEI through all communication channels
•Model behaviors that support commitment to DEI
•Communicate often with midde management and supervisors to build trust and
establish buy-in
Middle
•Communicate commitment to DEI through all available communication channels
•Model behaviors that support commitment to DEI
•Communicate often with direct supports to build trust and establish buy-in
Employees
•Receive communication about the organization's commitment to DEI from all
communication channels
•Communicate with middle management and offer feedback about the impact of
DEI initiatives
•Exhibit behaviors that reflect commitment to DEI as modeled
84

Organizational leaders must communicate a clear vision and commitment to the

organization’s DEI initiatives and goals (Offermann & Basford, 2014; Shore et al, 2018). This

commitment must be communicated often and provide opportunities for individuals to increase

and adjust their knowledge and skills to accomplish these goals (Fujimoto & Hartel, 2017).

According to Kotter (2007), senior leadership is most successful in communicating the

vision when all communication channels are utilized, and the vision is communicated often.

In addition, senior leadership must take advantage of every opportunity to communicate how

commitment to the vision ties into the bigger picture of organizational performance (Kotter,

2007).

Recommendation 3: Align the organization’s culture and climate with policies, procedures,
and practices to reflect its commitment to DEI goals
The organization should align its culture, policies, procedures, and practices to reflect its

commitment to its DEI goals (Shore et al., 2018). Several participants admitted that their

organizations’ policies, practices, and procedures did not reflect a commitment to their DEI

initiatives. According to Clark and Estes (2008), it is imperative that organization’s culture

aligns with its goals, policies, practices and procedures to enhance performance. Organizational

change occurs when leadership places emphasis on the need for DEI to be a core competency

valued by the leaders and the organization (Mcisaac & Moody, 2014)

The organizational culture which includes the values and assumptions held by the leaders

can profoundly impact the type of policies, practices and procedures that are implemented within

the organization (Hanges et al., 2015). At the organizational level, practices, policies, and

strategies can be implemented to develop attitudes and behaviors that emphasize openness to

85

diversity and support inclusion (Shore et al., 2018). Organizational climate can be defined as the
shared perspectives and meanings people attach to the experiences they have at work based on
the policies, practices, and procedures employees experience, as well as the behaviors they
observe that are expected, supported, and rewarded (Schneider et al., 2013).
It is recommended to review policies, practices, and procedures semi-annually to ensure

alignment with the organization’s culture and climate and its DEI initiatives. A task force can be

formed to complete this task. The task force should be led by the DEI leader and include the

CEO, senior leaders, managers, and frontline employees from different departments within

the organization. It is important to have leaders on the task force, but it is also important to have

frontline employees to represent those less likely to be involved in the decision-making

processes and to increase inclusion. DEI is more sustainable when it is combined with policies,

practices, and procedures that result in an inclusive work culture (Wasserman, 2015).

Recommendation 4: Establish a System of Accountability

The organization needs to establish a system of accountability to measure the success

of the organization’s goals (Kirkpatrick & Kirkpatrick, 2016). Organizations are held

accountable for meeting expected outcomes (Benjamin, 2008). According to Benjamin (2008).

account refers to the descriptions of actions given to prove that one has met expectations or

explain action when expectations are not met. Several participants stated that their organizations

lacked an effective system to measure the success of their DEI initiatives. The organization’s

senior leadership and DEI leaders will be responsible for this recommendation.
According to Offermann and Basford (2014), leaders should develop accountability
systems that are embedded within the organization's performance management system to carry
out behaviors that are critical for diversity and inclusion efforts. Outcomes and metrics should be
86

developed for each initiative with periodic checkpoints to measure the progress of the initiative
(Kirkpatrick & Kirkpatrick, 2016). One example would be to provide the outcomes, metrics,
methods, and evaluation checkpoints for a DEI initiative that focuses on increasing the
representation and inclusion of Black engineers in an organization, as reflected in Table 3. In this
example, the expected outcomes are stated first, followed by the metrics to clearly define the
number of participants, the methods that discuss “how” the participants will be recruited, and the
timing that defines how often each goal will be measured for success.

Table 3

DEI Initiative: To increase the representation and inclusion of Black engineers
___________________________________________________________________________
Outcome Metrics Methods Timing
______________________________________________________________________________
A 20% increase in Number of Black Recruit from Review progress-
Black engineers for engineering graduates HBCUs engineering quarterly
the 2022-23 fiscal hired during the 2022-23 programs
year fiscal year

An increase in the Black engineers Recruit participants Review progress-
representation of participating on at least from the engineering quarterly; conduct
of Black engineers on one task force or one department surveys to solicit
task forces and decision- decision-making feedback from
making committees for committee participants
the 2022-23 fiscal year
__________________________________________________________________________

87

In addition, provide employee surveys and assessments to capture data and insight on the
effectiveness of the organization’s DEI initiatives (Vera et al., 2021). Surveys and assessments
can be used during evaluation to determine the success of the initiatives (Clark & Estes, 2008).
The organization’s initiatives should be tied to the organization’s performance goals

(Clark & Estes, 2008). This can also encourage buy-in and support from mid-level managers

and supervisors, especially if performance goals are tied to individual and team performance

goals, and individual performance goals are tied to incentives or rewards. According to Erceg
and Šuljug (2016), motivation can be a significant factor in improving performance and
supporting an organization’s strategies or goals. Motivational systems can involve both tangible
and intangible rewards and can affect an individual’s level of motivation and performance (Erceg
& Šuljug, 2016).
According to Clark and Estes (2008), it is imperative to have periodic checks monthly or

quarterly to determine the impact of the initiatives on organizational performance. Lastly, the

organization’s strategic plan reflect its commitment to DEI to ensure financial support and

continuation of the organization’s DEI initiatives (Kezar, 2007b). According to the researcher,

this plan should be monitored semi-annually or annually to measure progress and make changes,

as needed.

Recommendation 5: Provide Human Resources to Support DEI Leaders in the
Implementation of DEI Initiatives
The organization needs to allocate financial resources for human resources to support

DEI leaders in the implementation of the organization’s DEI initiatives. In the findings, eight of

nine participants stated that their greatest resource need was human resources to assist with

successful implementation and sustainability of their DEI initiatives. The need for human

88

resources was different for each DEI leader based on the amount of support needed to achieve

their organization’s DEI initiatives. The human resources need included, but was not limited to,

additional DEI team members, DEI instructional and content specialists, assessment specialists,

and administrative support. The lack of resources, including human resources, can cause the risk

of failure when resources are not aligned with work processes to accomplish the organization’s

goals (Clark & Estes, 2008).

According to Vela et al. (2021), the DEI leader should not be expected to effect change

and accomplish the organization’s DEI goals alone. In addition, DEI leaders should be

empowered and encouraged to ask for the resources they need to accomplish their organizations’

DEI goals (Vela et al., 2021). Human resources support will assist the DEI leaders to achieve the

organizations’ DEI goals. It will also increase the confidence of DEI leaders to have the support

needed to accomplish these goals. According to Badura (2000), many outcomes that individuals

seek to achieve cannot be accomplished on their own, therefore, they must work together with

others to accomplish them.

Limitations and Delimitations
Limitations are those factors that are outside of the researcher’s control that have an

impact on the study (Simon & Goes, 2013). A limitation in this study was the number of

participants who were recruited and completed the interview in its entirety. My recruitment plan

changed unexpectedly. My original contact person changed organizations and was not available

to assist with recruitment as originally planned. However, I was able to meet my required

number of participants for an effective qualitative study through networking and the snowballing

method. Another limitation of the study was the depth of the participants’ responses to the

interview questions.

89

Delimitations are those factors that are within the researcher’s control and are based on

the decisions made to conduct the study with the resources that are available (Simon and Goes,

2013). A delimitation of this study was the type and number of questions asked during the

interview. The questions were open-ended that allowed participants to express their answers

without limitations and provided opportunities for the researcher to ask probing questions, as

needed. Another delimitation was the chosen geographic location of the participants in the

study. The participants chosen to participate in my study worked for large for-profit

organizations in the western and northeastern parts of the United States. Originally, I had only

included the western U.S., but there were a couple of participants from large for-profits in the

northeastern U.S. who expressed an interest in participating. However, only one participant from

the northeastern US followed through with the interview.

Recommendations for Future Research
Further research is needed to understand how for-profit organizations view equity. While
some have “equity” in the titles of their initiatives, equity does not seem to be addressed. Other
organizations have removed the word “equity” from DEI initiatives and DEI roles. It would be
beneficial to explore how organizations address equity in their DEI initiatives and strategies.
Further research is also needed to examine the importance of diversity in senior
leadership to increase the sustainability of DEI initiatives. The literature supports the need for
diversity in senior leadership, but further research is needed to explore it beyond this study. It
would be helpful to explore how senior leaders from diverse backgrounds can bring their
authentic selves to their roles to impact an inclusive workplace culture.
Another recommendation for further research is to explore how organizations determine
which DEI initiatives to employ within their organizations. Based on the findings in the study,
90

several participants mentioned that their organizations’ DEI initiatives were prompted by the
racial justice movement and the George Floyd incident. Some participants even mentioned that
their positions were created because of this. If organizations responded to the current crisis by
implementing DEI initiatives, will organizational leaders invest the resources needed to sustain
their DEI initiatives long-term?
Lastly, future research is needed to explore the business case for DEI in more depth.
The business case for diversity is supported by some of the literature, even though some
researchers posit that this is difficult to substantiate. According to Robinson and Dechant (1997),
it is not easy to develop a business case for diversity since it is difficult to measure the impact of
diversity on the bottom line. A few participants mentioned the business case for diversity but did
not elaborate on how this was addressed in their organizations.
Conclusion
The problem of practice for this study addressed the lack of sustainable diversity, equity,
and inclusion (DEI) initiatives in the workplace. The origin of DEI initiatives dates back to the
early 1960s beginning with the civil rights movement through today with a focus on DEI and

the current inequalities highlighted by the COVID-19 pandemic and racial justice movement.

Each era attempted to address the disparities and inequities of minoritized populations within the

workplace. Today, it is still a challenge for many organizations to sustain their DEI initiatives.

However, if organizational leaders take the lead and provide direction, guidance, and support, it

is possible for organizations to achieve their DEI initiatives (Stevens et al., 2008).

Leadership plays an integral role in creating, establishing, and supporting the DEI

initiatives in organizations through inclusive leadership and inclusive practices (Shore et al.,

2018; Offerman and Basford, 2014). Leaders are responsible for establishing an inclusive culture

91

with polices, practices, and procedures that align with the organization’s DEI goals and

providing an organizational culture that is diverse, equitable, and inclusive for all employees

(Shore et al., 2018; Stevens et al., 2008). This can be accomplished if both DEI leaders and

senior leaders are responsible for creating sustainable DEI initiatives in the workplace. DEI

leaders cannot bare this burden alone, but it takes a collective effort with all leaders taking

responsibility for their roles. According to Bandura (2000), many outcomes are only achieved

through individuals working together toward a goal that they cannot accomplish on their

own. DEI leaders cannot bare this burden alone. It takes a collective effort with all leaders taking

responsibility for their roles. The collective agency approach that involves all leaders playing

their roles through taking responsibility for inclusive leadership practices and supporting the

organization’s DEI initiatives will increase the sustainability of DEI initiatives in the workplace.

Finally, organizations must address issues of diversity, equity, and inclusion to remain

competitive in a global market (Prieto et al.., 2009). To do this, organizational leaders must be

willing to invest in the resources to achieve and sustain the organizations’ DEI initiatives and

goals. This must reflect a commitment to their organization’s DEI initiatives beyond the

response to the current racial justice movement. Therefore, they must be willing to challenge

and address any barriers that hinder the implementation and long-term sustainability of their DEI

initiatives. Organizational leaders that recognize the advantages of having a diverse inclusive

workforce will have a competitive edge in their industries, as well as reflect a commitment to

valuing their employees, clients and communities they serve.

92

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Appendix A: Interview Protocol

Background Questions:
1. What is your role in your organization?
(P) How were you selected for this position?
(P) How long have you been in this leadership role?
2. Describe the types of DEI initiatives employed by your organization.
3. What is your role in creating, implementing and/or supporting these DEI initiatives?
Research Questions:
RQ1. What knowledge and skills do organizational leaders need to be able to achieve
DEI initiatives in their organizations?
4. How do you assess your organization’s readiness in implementing your DEI
initiatives?

(P) How do you overcome employee resistance?

5. What knowledge and skills have helped you in implementing these DEI
initiatives?
(P) How did you develop those skills?
6. Tell me about the DEI content and strategies that are addressed in your DEI
trainings.
RQ2. What motivational factors influence organizational leaders’ ability to achieve their
DEI initiatives?
7. In your opinion, how important are sustainable DEI initiatives?
8. How confident do you feel in your role?

102

(P) What contributes to your level of confidence?

RQ3. What organizational barriers and resources affect their beliefs about their ability to
achieve these DEI initiatives?
9. What could the organization do to better support you in this role?
10. What barriers, if any, hinder your ability to successfully implement DEI
initiatives?
11. How did the COVID 19 pandemic and/or racial justice movement affect the
organization’s implementation of DEI initiatives?
12. How does your organization measure the success of the DEI initiatives?
13. How does your organization show a commitment to its DEI work?
(P) Can you give some examples of how, if at all DEI initiatives are
reflected in the organization’s policies, procedures, and practices?
(P) Describe how your organization communicates its DEI mission to
stakeholders.
14. In your opinion, how effective are the DEI initiatives in your organization?

15. What resources would be helpful to assist in your implementation of these DEI
initiatives?

103

Appendix B: Reflection Activity

Context: This post-training reflective practice session is conducted 2 weeks after the completion
of the DEI Learning Initiative.

Participant ______________________________________________________________
Date and Location: _______________________________________________________

1. How are you integrating the new DEI content and strategies in your daily work? Give a
few examples.

2. What changes have you noticed in your confidence and ability to effectively utilize these
strategies?

3. What positive outcomes are you seeing within your organization as a result of the DEI
learning initiative (both internal and external outcomes)?

4. To what would you attribute that success?

5. What barriers or challenges have you encountered in implementing the new strategies
learned during the DEI learning initiative?

6. How will you work towards solutions to overcome these barriers?

7. What next steps would be helpful to ensure that DEI is incorporated in your work with all
stakeholders (colleagues, partners, client population, etc.)?

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Asset Metadata

Creator Stephens, Paulette Oliver (author)

Core Title The role of organizational leaders in creating sustainable diversity, equity, and inclusion initiatives in the workplace

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2022-05

Publication Date 04/29/2022

Defense Date 04/14/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag DEI,DEI initiatives,DEI leaders,diversity,equity,inclusion,inclusive workplace,OAI-PMH Harvest,organizational leaders

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Canny, Eric (committee member), Robles, Darline (committee member)

Creator Email paulette22.ps@gmail.com,ps95500@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC111159639

Unique identifier UC111159639

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Format application/pdf (imt)

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