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An in‐depth look at leadership in creating a diverse and inclusive culture for African‐American employees

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An in‐depth look at leadership in creating a diverse and inclusive culture for African‐American employees

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Content DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 1

An In-Depth Look at Leadership in Creating a Diverse and
Inclusive Culture for African-American Employees

by

Tammy S. R. Stevens

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Tammy S. R. Stevens

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 2

Acknowledgements
I would like to thank my parents, Archie Lee and Geneva Stevens, who, before departing
this life, instilled in me a lifelong passion for learning, questioning, and challenging inequality. I
am also grateful to my grandmother, Mattie Bundrage, who dreamt of becoming a school
teacher, but instead continues to bless her family with her love and generosity of spirit.
I would like to thank my family, my village of friends (who are my family by choice),
and my encouragers. In addition, I would like to thank my fellow USC OCL Cohort 3 (Fall
2015) members—No Doctors Down!
I give my deepest gratitude to my dissertation chair, Dr. Corinne Hyde, and Committee
members, Dr. Anthony Maddox and Dr. Darline Robles, who challenged me to dig
deeper and give more than I thought I could.
Because I doubt I will ever receive a Grammy, Emmy, or ESPY, I would be remiss in not
giving the appropriate shout out to my Lord and Savior, Jesus Christ—I saved the best for last. I
remember waiting until almost the last day to apply; when I heard your voice tell me to hit
submit, I obeyed.
Final thought—Wakanda Forever!

Tammy S. R. Stevens

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 3

Table of Contents
List of Tables 7
List of Figures 8
Abstract 10
Chapter One: Introduction 11
Background of the Problem 11
Importance of Addressing the Problem 12
Organizational Context and Mission 13
Organizational Goal 14
Description of Stakeholder Groups 15
Stakeholder Performance Goals 17
Purpose of the Project and Questions 17
Conceptual and Methodological Framework 18
Definitions 19
Organization of the Project 21
Chapter Two: Review of the Literature 22
Bodies of Literature Exploring a Diverse and Inclusive Culture for
African-Americans in a Technology Company 22
Background 23
Business Case for Diversity 24
Pipeline to Corporate 25
Advancement Issues 28
Employee Networks 30
Leadership for Organizational Change 32
Clarke and Estes’s Organizational Problem Solving Framework 33
Stakeholder Knowledge, Motivation, and Organizational Factors 35
Knowledge and Skills 35
Knowledge influences 35
Motivation 39
Goal orientation theory 40
Leaders’ goal orientation theory 41
Expectancy value theory 41
Leaders’ expectancy value theory 42
Social cognitive 43
Sociocultural theory 44
Cultural Models and Cultural Settings 47
Cultural model: Resistance to change 47
Cultural model: Leadership 48
Cultural setting: Policies and processes 49
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 4

Conceptual Framework: The Interaction of Stakeholders’ Knowledge,
Motivation, and Organizational Context 51
Chapter Three: Methodology 57
Data Collection and Instrumentation 57
Participating Stakeholders 58
Survey 58
Employee Survey Sampling Criteria and Rationale 61
Criterion 1 61
Criterion 2 61
Criterion 3 61
Recruitment Strategy and Rationale 62
Documents and Artifacts 63
Data Analysis 63
Credibility and Trustworthiness 66
Validity and Reliability 67
Role of Investigator 68
Ethics 69
Chapter Four: Results and Findings 73
Introduction 73
Summary of Data-Collection Strategies 74
Validation Criteria 75
Participating Stakeholders 77
Results and Findings 77
Knowledge Results and Findings 78
Assumed knowledge asset influence #1 78
Assumed knowledge asset influence #2 83
Assumed knowledge asset influence #3 89
Assumed knowledge asset influence #4 94
Motivation Results and Findings 97
Assumed motivation influence #1 98
Assumed motivation influence #2 100
Assumed motivation influence #3 104
Assumed motivation influence #4 108
Organization Results and Findings 114
Assumed organization influence #1 115
Assumed organization influence #2 120
Assumed organization influence #3 124
Assumed organization influence #4 129
Summary of Results and Findings 134

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 5

Chapter Five: Solutions and Integrated Implementation and Evaluation Plans 138
Recommendations for Practice to Address KMO Influences 139
Knowledge Recommendations 139
Introduction 139
Declarative knowledge solutions, or description of needs
or assets 141
Procedural knowledge solutions, or description of needs
or assets 142
Metacognitive knowledge solutions, or description of
needs or assets 143
Introduction 144
Goal orientation 146
Expectancy value 147
Social cognitive 148
Sociocultural 149
Organization Recommendations 150
Introduction 150
Cultural models 154
Cultural settings 155
Integrated Implementation and Evaluation Plan 158
Implementation and Evaluation Framework 158
Organizational Purpose, Need, and Expectations 159
Level 4: Results and Leading Indicators 160
Level 3: Behavior 162
Critical behaviors 162
Required drivers 163
Organizational support 166
Level 2: Learning 167
Learning goals 167
Program 168
Components of learning 171
Level 1: Reaction 173
Evaluation Tools 175
Immediately following the program implementation 175
Delayed for a period after the program implementation 175
Data Analysis and Reporting 176
Summary 178
Limitations and Delimitations 178
Future Study 180
References 181
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 6

Appendix A: Employee Survey Protocol 198
Appendix B: L1 and L2 Evaluation Tools 202
Appendix C: Blended Evaluation Tools 204

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 7

List of Tables
Table 1: Employee Demographic Information by Job Category 14
Table 2: TIP Organizational Mission, Global Mission, and Stakeholder
Performance Goals 17
Table 3: Technology Innovation Purveyors’ Knowledge Influences 39
Table 4: Technology Innovation Purveyors’ Motivation Influences 45
Table 5: Technology Innovation Purveyors’ Organizational Influences 50
Table 6: Survey Responses by Ethnicity 64
Table 7: Validation of Knowledge Influences 97
Table 8: Validation of Motivation Influences 114
Table 9: Validation of Organization Influences 134
Table 10: Traceability Matrix 135
Table 11: Summary of Knowledge Influences and Recommendations 139
Table 12: Summary of Motivation Influences and Recommendations 144
Table 13: Summary of Organization Influences and Recommendations 151
Table 14: Outcomes, Metrics, and Methods for External and Internal Outcomes 160
Table 15: Critical Behaviors, Metrics, Methods and Timing for
Senior Leaders and Leaders 163
Table 16: Required Drivers to Support Senior Leaders and Leaders’
Critical Behaviors 164
Table 17: Components of Learning for the Program 172
Table 18: Components to Measure Reactions to the Program 174

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 8

List of Figures

Figure 1: Conceptual Framework 53
Figure 2: Results of mean score for objective hiring and promotions 84
Figure 3: Results of mean score for feedback and evaluation 85
Figure 4: Results of mean scores for fair layoff decisions 86
Figure 5: Results of mean scores for fair interpretation of HR policies 87
Figure 6: Results of mean score for employee influence on decisions 90
Figure 7: Results of mean score for knowledge about important organizational
changes 91
Figure 8: Results of mean score for invitation to important meetings 92
Figure 9: Results of mean scores invited to contribute opinion with higher
management 93
Figure 10: Results of mean score of fear of being called prejudiced 95
Figure 11: Results of mean scores of strategic business issue 101
Figure 12: Results of mean score for employee network participation encouraged 105
Figure 13: Results of mean score for planning social activities 109
Figure 14: Results of mean scores informed about social activities 110
Figure 15: Results of mean scores invited to lunch or drinks 111
Figure 16: Results of mean score for “old boys” network 116
Figure 17: Results of mean for inclusion-exclusion scale for informal and social
networks 117
Figure 18: Results of mean score for hiring and promoting objectively 121
Figure 19: Results of mean diversity scale – organizational fairness 125
Figure 20: Results of mean diversity scale – organizational inclusion 126
Figure 21: Results of mean climate scale – organizational factor 126
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 9

Figure 22: Results of mean scores for mentoring program 131
Figure 23: Results of mean scores for money and time on diversity training 131
Figure 24: Gradient scorecard for diversity, inclusion, equity, and equality 177

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 10

Abstract
This research study explored and evaluated the organizational culture for diversity and inclusion
of African-American employees at Technology Innovation Purveyors (TIP), a pseudonym for a
large U.S.-based technology company. The purpose of the study was to understand the
knowledge, motivation, and organizational factors of senior leaders that have influenced the
experience of African-American employees at this organization. Using the gap analysis model
(Clark and Estes, 2008), root causes of the gaps between TIP’s senior leaders and African-
American employees were identified and tested with a Likert-type survey of members of the
African-American Employee Resource Group and by analyzing publicly available documents.
There were gaps in 9 of the 16 knowledge, motivation, and organizational factors studied.
Recommendations were developed based on the findings of these validated assumed influences.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 11

CHAPTER ONE: INTRODUCTION
The American dream espouses the ideal that everyone has an opportunity to achieve and
share in the financial prosperity of the United States, but for some, the dream is out of reach.
This inaccessibility is especially true for African-Americans with aspirations of acquiring senior
leadership positions in corporate America. Companies continue to allow discrimination by
embracing diversity doublespeak, “language which pretends to communicate but really does
not…[and] makes something negative appear positive” (Wade, 2014, p.24). The terms
“affirmative action” and “diversity” are often used interchangeably, but the two terms are not
synonymous and elicit vastly differently responses. According to one respondent in a study by
Collins (2011), “[a]ffirmative action is a crock…[but diversity is] respecting the difference in all
of us [sic]. We’re all included” (pp. 525–526). However, for some people, affirmative action
means aggressively employing African-Americans without considering others, especially white
males (Chrisman, 2013). The purpose of this research study is to evaluate and explore one
company’s strategy of creating a diverse and inclusive culture for African-American employees.
Background of the Problem
Most companies implement diversity programs to decrease the gap between Caucasian
males and other groups by changing the behaviors of the marginalized women and ethnic or
racial minorities to align with the behaviors of the dominant management group (Berrey, 2013).
Race often gets diluted or becomes less of a focus for corporate diversity, and instead another
determinant, such as gender, which is less likely to challenge the status quo, drives hiring
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 12

(Poster, 2008). In 2010, the demographics of Fortune 500 directors consisted of 74.5%
Caucasian males, 12.7% Caucasian females, 5.7% African-American males, 1.9% African-
American females, 2.3% Latinos, and fewer than 1% Latinas (Wade, 2014). After the publication
of these results, many companies began to ramp up their diversity efforts, which resulted, in
2011, in an increase of Caucasian females to 13.1%, while African-American females and
Latinas remained flat.
Research challenges this approach of corporate diversity programs, stating that it is
difficult to change attitudes and behaviors with training alone. Instead, societal pressure or
pressure from industry peers (Dobbin, Kim, & Kalev, 2011; Kochan et al., 2003) will be the
catalyst for behavior change. Organizational structures that include accountability are the most
effective at increasing racial or ethnic diversity (Kalev, Dobbin, & Kelly, 2006). More
companies should develop and create structures that require and incentivize their hiring
managers to increase the number of diversity hires (Collins, 2011). Corporations and their senior
leaders may remain ethnically and racially homogeneous if companies define diversity as
experiences, skills, and backgrounds or if there are no explicit policies for increasing or
supporting racial diversity.
Importance of Addressing the Problem

According to U.S. EEOC (2015) data, Caucasians were overrepresented in the tech
industry at (68.5% in the industry compared to 63.5% in the general population), while African-
Americans were underrepresented (7.4% compared to 14.4%). The underrepresentation of
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 13

African-Americans is even more significant at the executive and professional levels, at 2% and
5.3% respectively, in the tech industry. Scholars define the tech industry as companies that
produce innovative technology or hire a high concentration of employees in science, technology,
engineering, and/or mathematics (STEM) (Baldwin & Gellatly, 1998; U.S. EEOC, 2015).
Companies in this industry tend to pay higher wages, provide better benefits, have higher job
growth rate, and be more resilient to downturns in the economy (U.S. EEOC, 2015). In 2012,
African-Americans earned less than the average salary in STEM jobs while Asian Americans
and Whites received above-average salaries (U.S. Census Bureau, 2013).
The Equal Employment Opportunity Commission (EEOC) was created as government
oversight for Title VII of the Civil Rights Act, which prohibits employment discrimination based
on race, color, religion, sex, or national origin. Although the commission was created to provide
external oversight and influence, internal organizational barriers or gaps exclude African-
Americans for utilizing their full talents at companies. Although research is mixed about the
performance of heterogeneous teams (Garnero, Kampelmann, & Rycx, 2014), solutions for more
inclusivity and increased representation of African-American employees in technology are
necessary.
Organizational Context and Mission
Technology Innovation Purveyors (TIP) is a pseudonym for a large technology company
located in the United States. The company has over 50,000 employees; a presence in all 50
states, with larger concentrations in major cities; and a growing international presence.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 14

Table 1
Employee Demographic Information by Job Category
Job Category Men Women White
African-
American All Other*
Exec Sr Level 70.26% 29.74% 84.10% 5.64% 10.26%
Managers 75.41% 24.59% 78.11% 6.24% 15.65%
Professionals 73.11% 26.89% 67.98% 8.02% 24.00%
Technicians 84.00% 16.00% 60.62% 11.57% 27.81%
Administrative 28.66% 71.34% 62.84% 15.92% 21.24%
Craft Workers 91.63% 8.37% 59.40% 12.64% 27.96%
Operatives 71.73% 28.27% 50.97% 13.88% 35.15%
Laborers 82.35% 17.65% 42.16% 13.73% 44.11%
Servicers 72.84% 27.16% 46.91% 23.87% 28.40%
Total 72.98% 27.02% 67.72% 8.94% 23.34%

Note. Source: 2016 EEO-I Report
*All Other = American Indian, Alaska Native, Hispanic, Native Hawaiian, Other Pacific Islander, two or more
races.

Table 1 shows that most of TIP’s employees are male, at 72.98%, and males are slightly
overrepresented (70.26%) at the senior level. The most represented racial and/or ethnic group is
Whites, who make up 67.72% of the total workforce, yet account for 84.10% of the senior
leadership level at TIP. Approximately 17% of TIP’s employees are at the manager or leader
level, and less than 0.5% are at the senior level. The “All Other” category consists of people of
color (Asian-American, Native-American, Hispanic, etc.) other than African-Americans and
makes up 23.34% of all employees and less than 11% of senior leaders. African-Americans’
representation is just under 9%, at 8.94%, of the total employees and 5.64% of the approximate
200 senior leaders.
Organizational Goal

Technology Innovation Purveyors has an organizational goal to increase diversity and
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 15

inclusion throughout the company with reflective representation of racial and ethnic minorities at
the senior leadership level. TIP will have a concerted effort to increase the number of African-
American hires both as interns and new college graduates from specific Historically Black
Colleges and Universities (HBCUs), all of which have accredited engineering programs. Intern
hires will increase by 200%, to build and maintain the future pipeline of new graduate
conversions, and during the same period new graduate hires will increase by more than 300%.
Although the percentage increase is high, the actual numbers including the increase would result
in double-digit hires. Even this level of increase will require commitment by senior leadership to
ensure that the organizational culture and climate are inclusive and provide the right environment
to retain these employees. The achievement of these organizational goals will be measured
through increased number of hires from the HBCUs, leadership support of diversity and
inclusion, and the perception of the current of African-American employees of the organizational
climate.
Description of Stakeholder Groups
Several stakeholders directly contribute to and benefit from the achievement of
Technology Innovation Purveyors performance and organizational goals. The internal
stakeholder groups include senior leaders, leaders, and African-American employees, all of
whom play a critical role in the success and development of the organization’s performance
goals. Shareholders (external stakeholders) provide much-needed capital that allows the
organization to fund activities and initiatives that directly align with TIP’s goals. The
organization’s customers, another external stakeholder, including foreign and domestic
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 16

government agencies, private-sector companies, and educational institutions, each have varying
effects on the achievement of TIP’s goals. The customer with the greatest level of influence is
the U.S. government, which is one of the few entities with sufficient capital and the need to
purchase TIP’s products and services. Both shareholders and customers are key groups, but the
internal stakeholder groups, senior leaders and employees, may be the primary focus of this
research study. Employees directly interact with the internal and external stakeholders and are
expected to deliver on the organization’s performance goals. Senior leaders are responsible for
developing and communicating the performance goals and for ensuring that employees have
effectively implemented practices that will ensure that the organizational goals are achieved.
Although there are several possible stakeholder groups, this research will explore the
organizational factors that contribute to the underrepresentation of African-Americans at the
senior leadership level.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 17

Stakeholder Performance Goals
Table 2
TIP Organizational Mission, Global Mission, and Stakeholder Performance Goals
Organizational Mission
TIP’s Talent Acquisition Department mission is to attract, compensate, reward, and retain a high-
performing workforce in a fair and equitable work environment.
Organizational Performance Goal
By the end of the 2020, increase the representation of women and people of color in leadership
positions, as benchmarked against labor market, recruitment, census, and other available data.
Employees
On average, African-American
employees will perceive the
organizational climate as diverse
and inclusive.
Leaders
By August 31, 2017, increase by
50% the number of entry-level
hires from HBCUs over the
number of hires from HBCUs on
August 31, 2016.
Senior Leaders
By the end of 2015,
implement a five-year plan
that will aggressively grow
the pipeline of women and
people of color on track to
senior leadership positions.

Purpose of the Project and Questions
The purpose of this research is to explore the organizational factors that contribute to the
underrepresentation of African-Americans at the senior leadership level at a U.S.-based
technology company. Part of the company’s strategy includes recruiting candidates and building
relationships with Historically Black Colleges and Universities (HBCUs). The HBCUs selected
award a significant number of technical bachelor degrees to African-Americans and have
reputable technical research capabilities. This evaluation and exploration will position TIP to
assess how its African-American employees experience the organizational culture, which may
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 18

impact the recruiting efforts at HBCUs and the African-American pipeline to senior leadership
positions.
As such, the questions that will guide this mixed methods study are the following:
1. To what extent are TIP’s senior leaders meeting the company’s goals of creating a
diverse and inclusive work culture for African-American employees.
2. What are the knowledge, motivation, and organizational influences related to
achieving an organizational culture that is inclusive for African-Americans?
3. What are the recommendations for organizational practices in the areas of knowledge,
motivation, and organizational resources related to achieving the organizational goal?
Conceptual and Methodological Framework
Clark and Estes (2008) provide researchers and organizations with a framework to
analyze the root cause(s) of the gap between the actual and target levels of organizational
performance. The researchers built this framework upon three possible sources of the issues,
which are knowledge and skills, motivation, and organizational barriers (KMO). Knowledge and
skills in the KMO model describe whether employees possess a core level of information to
perform their assigned responsibilities. Employees tend not to acknowledge deficiencies in their
knowledge; thus, the employer must assess whether training is necessary. A performance gap
according Clark and Estes’ (2008) model could be the result of one of the KMO sources or a
combination of two or more. If an organization has a motivational issue along with either a
knowledge or organizational problem, the organization should prioritize motivational gaps.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 19

Motivation relates to a person’s desire to achieve a goal, continuation of work on the goal until it
is accomplished, and use of sufficient mental effort to achieve the goal (Clark & Estes, 2008).
The third possible source of the performance gap may be an organizational barrier or issues
related to work process, lack of resources, and/or lack of support. Thus, it is important for
organizations to evaluate root causes in order to fully understand these types of issues and
effectively address them, as well as achieve maximum organizational performance.
Definitions
Accountability: extent to which stakeholder(s) evaluate one’s behaviors, actions, or attitudes for
either reward or penalty (Ferris, Dulebohn, Frink, George-Falvy, Mitchell, & Matthews, 2009;
Hall, Bowen, Ferris, Royle, & Fitzgibbons, 2007).
Bias: implicit attitudes that commonly function automatically, without a person’s full awareness
or control, when the person is presented with certain demographics (Greenwald & Banaji, 1995;
Greenwald, McGhee, & Schwartz, 1998; Nosek, Greenwald, & Banaji, 2005).
Climate: shared understanding regarding the extent to which the organization’s policies,
procedures, practices, and routines encourage and reward expected employee behaviors (Mor
Barak, 2016; Schneider, Brief, & Guzzo, 1996).
Culture: “patterns, explicit or implicit, of and for behavior acquired and transmitted by symbols,
constituting the distinctive achievements of human groups…essential core of culture consists of
traditional ideas and especially their attached values” (Kroeber, Kluckhohn, & Kluckhohn, 1952,
p. 181).
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 20

Diversity: differences among people with different identity groups that include race; ethnicity;
gender; technical, cultural, functional backgrounds; socioeconomic background; organizational
tenure; and work style (Kochan et al., 2003; Roberson, 2006; Thomas & Ely, 1996).
Equality: “rewards are divided equally among members regardless of their inputs” (Reis &
Gruzen, 1976, p. 487), meaning that regardless of an employee’s race, ethnicity, or other
identity, the employee would receive the same opportunity and outcome for promotions, salary
increases, layoffs, etc.
Equity: “rewards are distributed proportionally among members relative to their inputs” (Reis &
Gruzen, 1976, p. 487), meaning that opportunities and outcomes for promotions, salary
increases, and layoffs may not be the same for all employees.
Historically Black Colleges and Universities:
any historically black college or university that was established prior to 1964, whose
principal mission was, and is, the education of black Americans, and that is accredited by
a nationally recognized accrediting agency or association determined by the Secretary [of
Education] to be a reliable authority as to the quality of training offered or is, according
to such an agency or association, making reasonable progress toward accreditation.
(Higher Education Act of 1965)
Inclusion: extent to which one has the ability to fully engage, participate, and contribute to an
organization (Miller, 1998; Mor-Barak, Cherin, & Berkman, 1998; Roberson, 2006).
Leadership: finding and bringing together diverse minded employees to act for a collective
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 21

purpose that represents shared values, desires, needs, and expectations (Bendick & Nunes, 2012;
Clifton, 1999).
Organization of the Project
This study is organized into five chapters. Chapter 1, this chapter, provided key concepts
and terminology commonly found in discussions about diversity, inclusion, and leadership. The
chapter also provided the organization’s mission, goals, and stakeholders and a review of the
evaluation framework. Chapter Two provides a review of background literature surrounding the
scope of the study. The literature review addresses topics of diversity, inclusion, leadership,
accountability, and employee resource networks. Chapter Three details the knowledge,
motivation, and organizational influences the study examines, as well as methodology for the
choice of study participants, data collection, and analysis. Chapter Four describes and analyzes
the data and results. Chapter Five provides recommendations for practice, based on data and
literature, and for an implementation and evaluation plan.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 22

CHAPTER TWO: REVIEW OF THE LITERATURE
This section of the study reviews the literature related to the lack of African-Americans in
leadership or senior management roles in corporate America. The chapter begins with some
historical background about affirmative action, leading to the modern-day issue. This section is
followed by the literature review, which explores the many barriers that African-Americans
encounter on their journey to senior leadership. The literature reviews pipeline issues pre-
employment, advancement concerns, business case of diversity, and leadership. Some of the
barriers must be addressed at the organizational level, but others must be handled at the
individual level. Following the literature related to understanding cultural context, leadership,
and bias, the chapter presents literature related to knowledge, motivation, and organizational
theories.
Bodies of Literature Exploring a Diverse and Inclusive Culture for African-Americans in a
Technology Company
According to Baker (2013), African-Americans are the second largest racial group in the
United States, at 13.7% of the population or 43 million people. However, there is a gap between
senior leadership numbers and the general population numbers in the United States. Between
1980 and 2002, white women on average held 23% of management jobs, while Blacks held 4%,
Hispanics 2.5%, and Asians 1.9% (Dobbin et al., 2011). White males hold the majority of
management jobs, and they tend to hire people who reflect their values (Berrey, 2013). Berrey
(2013) implies that an employee who wants to pursue a management level job must take on the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 23

values and ideology of the organization. Many corporate diversity programs aim to transform
women’s and ethnic or racial minorities’ values and ideologies into those of management,
typically made up of white men (Berrey, 2013). However, it is challenging to change one’s
behavior to fit into an organizational culture that may not align with one’s own cultural norms
and values. Thus, corporate diversity programs tend to focus on gender, because it is easier to
address “inequality [as] the disadvantage experienced by minority group members rather than the
privilege enjoyed by the majority” (Berrey, 2013, p.358). Corporate diversity programs are
rooted in the legal system of affirmative action, processes guided by equal employment
opportunities regardless of race, gender, or sexual orientation, and unconscious bias (Brown-
Iannuzzi, Payne, & Trawalter, 2012; Kalev et al., 2006). The focus of this study is to explore and
examine a company’s organizational culture with respect to African-American employees.
Background
Modern-day corporate diversity is rooted in the historical and legal landscape of the Civil
Rights movement, and with the shift in American culture, corporations no longer have the same
level of accountability for equal access or opportunity (Collins, 2011; Wade, 2014). The Civil
Rights Act of 1964 outlawed employment discrimination due to race, color, religion, sex, or
national origin (Tomaskovic-Devey & Stainback, 2007). Given the resistance to culture change
in American society, the Equal Employment Opportunity Commission (EEOC) was created to
provide government oversight for Title VII of the Civil Rights Act, and in 1972 the commission
was given the additional authority to file lawsuits (Tomaskovic-Devey & Stainback, 2007). Even
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 24

with this additional authority, the EEOC is not involved in many lawsuits, because many people
tend not to pursue legal means to address workplace concerns.
Culture change and the anticipated impact of the Civil Rights Act take a long time and
need continuous support from the highest level of an organization (Collins, 2011; Schein, 2010).
The Reagan Administration reversed many components of Lyndon B. Johnson’s Executive Order
11246, part of the Civil Rights Act, which was meant to make available to minorities
competitively paying and meaningful jobs (Collins, 2011). While the U.S. Supreme Court
became more conservative during the Reagan Administration, the U.S. economy went into a
recession (Collins, 2011; Hobbie, 1980). Although the climate surrounding affirmative action
changed, the number of women and racial or ethnic minorities entering the job market continued
to increase (Kurtulus, 2016). These societal influences converged and allowed corporations to
change the purpose of diversity from its origins during the Civil Rights movement, transforming
it into more general inclusive policies that are more suggestive than required (Lynch, 1997).
Business Case for Diversity Research supports that there may be adverse financial implications
for organizations that decide to increase racial and/or ethnic diversity. Stock market prices on
average decline between 1.32% and 2.13% after companies receive prestigious awards related to
diversity (Cook & Glass, 2011). This decline result from shareholders’ consideration of short-
term gains versus the long-term benefits of an ethnically diverse workforce. Not all racial and/or
ethnic diversity negatively impacts shareholder value, but when an organization has more
African-Americans or Hispanics, shareholder value declines, while Asian hires tend to have a
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 25

positive impact (Cook & Glass, 2011). Corporations may remain ethnically and racially
homogeneous if diversity is defined as experiences, skills, and backgrounds or if there are no
explicit policies for racial diversity.
Pipeline to Corporate
The pipeline to senior leadership is difficult to navigate for most people, but marginalized
people are further underrepresented at the senior level (US EEOC, 2015). This
underrepresentation means it is difficult for an organization to create a climate in which everyone
has equal access and opportunity to become part of senior leadership or feels included in the
organizational culture. Even with the broadening definition of diversity to include other
protected groups such as those defined by gender, sexuality, and age, white males still hold most
senior leader roles (Berrey, 2013; Poster, 2008). Wade (2014) reported that in 2010 74.5% of
Fortune 500 directors were white men, 12.7% white women, 5.7% African-American men, 1.9%
African-American women, 2.3% Hispanic men, and less than 1% Hispanic women. After the
publication of these results, many companies began to ramp up their diversity efforts. In 2011,
the percentage of white women in Fortune 500 director positions rose to 13.1%, while the
percentage of African-American women in these positions remained flat. Race and ethnicity
often become less of a focus for corporate diversity, and instead another determinant, such as
gender, becomes the focus for diversity efforts, because these other determinants are less likely
to cause a major change in the organization’s culture (Poster, 2008). Without making a concerted
effort to include African-Americans at all levels within companies, many will be excluded,
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 26

especially at the more senior levels.
One barrier to senior management for African-Americans may be the attainment of
college degrees. The number of African-American students in the United States seeking to obtain
bachelor’s degrees is lower than for other racial or ethnic groups (National Center for Education
Statistics, 2017). Data from the Bureau of Labor Statistics show that while 30 percent of whites
will have graduated from college by their mid-20s, only 14 percent of African-Americans will
have graduated from college by the same age (Heavey, 2013). This gap in degree attainment
translates to a wide disparity for employment, especially among those with the least formal
education.
The gap in degree attainment for African-Americans pursuing science, technology,
engineering, or mathematics (STEM) degrees is even greater than other majors, and their
representation in technology or related companies after college continues at lower rates. In 2015,
approximately 16% of the Fortune 500 companies consisted of organizations that may compete
with TIP for employees with technical degrees. This number does not include many leading
technology companies such Tesla or Uber that have the potential to become Fortune 500
companies but still recruit and hire employees similar to TIP. As companies become more
technical, more students will need to graduate with technology degrees to increase their
likelihood of employment.
Many factors contribute to the gap in degree attainment, but research supports two major
barriers in higher education. Financial concerns, which tend to be higher for minorities, including
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 27

African-Americans, lead to lower graduation rates for students completing bachelor’s degrees in
STEM (Massey & Probasco, 2010). Another barrier, also often faced by minorities in corporate
America, is culture. Many researchers raise concerns about the culture of STEM and/or the
college or university as a possible reason that African-Americans do not persist in STEM majors
(Ceglie, 2011; Meyer & Marx, 2014). The “chilly” culture of STEM, defined as male dominated,
highly impersonal, and individualistic, has not changed and continues to be an impediment to
African-Americans remaining in STEM (Morganson, Jones, & Major, 2010). Carlone and
Johnson (2007) describe undergraduate science “[as] a culture characterized by white, masculine
values and behavioral norms, hidden within an ideology of meritocracy.” This culture may
transfer from college to the workplace in technology companies.
Post-college graduation employment outcomes are different for whites than African-
Americans, who have higher overall unemployment rates. For the first quarter of 2016, the
overall unadjusted unemployment rate for people between the ages of 20 to 24 was 8.8%, but for
African-Americans the unemployment rate was 13.6% (U.S. Department of Labor Statistics).
This unemployment rate is more than 50% higher than the overall rate, which does not bode well
for filling technical roles, and later senior leadership roles, with African-Americans. Even when
corporations hire African-Americans, many start at lower status positions than whites (Mau &
Kopische, 2001). For African-Americans, an organization with more levels to move up through
is a barrier that may make it more difficult to move into senior leadership roles and impact
earnings (Mau & Kopische, 2001). Besides the initial career position, there are other obstacles
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 28

outside of African-Americans’ control that may derail them from achieving positions in senior
leadership.
Advancement Issues
Research has identified organizational factors such as lack of mentors, lack of informal
networks, and lack of organizational experiences as reasons for lack of inclusion of African-
Americans (Greenhaus, Parasuraman, & Wormley, 1990; Hayes, 1995). If the culture of an
organization is competitive, then having racial and/or ethnic diversity within the company may
negatively impact performance (Kochan et al., 2003). It is difficult to have people of different
racial and/or ethnic backgrounds work effectively in teams when their cultural norms are not the
same as the organization. Even when senior leadership identifies an African-American as high
performing or having the potential to take on a senior leadership role, there still may be some
challenges. In Collins’s (2011) case study of a Fortune 500 company, a Chief Executive Officer
(CEO) created an Executive Vice President (EVP) of Diversity role for the organization. The
CEO’s initial hire for the EVP was a Black male to whom the CEO had previously served as a
professional mentor. When selecting this candidate, the CEO described his mentee as a
“company man and team player” (Collins, 2011, p. 531). However, when the racial and/or ethnic
diversity increased to a level at which most of the executives became uncomfortable, the CEO
stripped the EVP of power and eventually replaced him with a white woman. This CEO’s actions
may be viewed as an acceptable way for a corporation to meet its diversity goals while avoiding
the most difficult topic of race (Dobbin, Kim, & Kalev, 2011; Loveman, 1999). Even if this CEO
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 29

had decided to implement a training program to address diversity hiring, it is unlikely that the
program would have been as effective as addressing organizational inequity around race (Kilian,
Hukai, & McCarty, 2005). Training is usually not mandatory at organizations, which may result
in many employees may not learning how to effectively work with people who have different
cultural values.
Many people believe that the key to obtaining a position and subsequent promotions at an
organization is who you know and not what you know. Networks tend to provide social
resources as well as the potential for career success in distinct ways: access to information,
access to resources, career sponsorship, skill building, reputation, and performance (Hayes,
1995; James, 2000; Seibert, Kraimer, & Liden, 2001). Having an influential network can put an
individual in contact with senior leadership, increasing the likelihood of obtaining a position at a
higher level. Networks have the potential to provide opportunities to meet others that influence
career progression and mobility (Hayes, 1995; Ibarra, 1995). African-Americans tend to have
smaller networks with more limited reach within organizations, limiting their ability to
informally interact with people who could influence their careers. The more powerful networks
tend to be ones that allow people to cross departments into areas in with which they do not
typically interact on a regular basis (Ibarra, 1995). Another major benefit of having a large
network is the opportunity for cross-racial contacts (Ferris, Daniels, & Sexton, 2014), which is
often necessary for African-Americans to be promoted into senior leadership in predominately
White organizations.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 30

Employee Networks
Research shows that employees began to form collective groups in the 1960s and 1970s
primarily as means to support organizational change and to support the mandates of affirmative
action (Friedman & Craig, 2004; Friedman & Holtom, 2002). Many mid to large companies
supported individual employees connected by common interests to form affinity, networks, or
resource groups (Friedman & Craig, 2004; Friedman & Holtom, 2002; Welbourne, Rolf, &
Schlachter, 2015). Some leaders expressed hesitation in supporting the formation of employee
resource groups due to fear of unionization or exclusion of certain groups of employees
(Friedman & Craig, 2004; Welbourne, Rolf, & Schlachter, 2015). These networks of employees
have evolved from just race or ethnicity based (Friedman & Holtom, 2002) to include adoptive
parents, wellness, women, environment, and functional areas (CWB Report, 2016; Friedman &
Craig, 2004; Welbourne & McLaughlin, 2013). Research supports that employee networks or
resource groups have proven beneficial for networking, development of talent, recruiting,
innovation, retention, and connectedness to the organization (CWB, 2016; Welbourne &
McLaughlin, 2013; Welbourne, Rolf, & Schlachter, 2015). Friedman and Craig (2004) found
that African-Americans were more likely than any other minority group to join employee
networks. This statistic may be a result of the inception of employee networks during a critical
time of the Civil Rights Movement in the United States, but more research is needed to fully
understand this hypothesis.
Organizational experiences such as lack of promotional opportunities, lack of financial
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 31

rewards, and lack of resources may cause African-Americans to opt out of the pursuit to become
a senior leader (Greenhaus et al., 1990; Hayes, 1995). Organizational experiences occur between
individual employees, and senior leadership may be unaware of these potentially negative and
derailing career experiences. Treatment discrimination is akin to the subtle racism that African-
American women noted in a study conducted by Giscombe and Mattis (2002). One participant
stated, “African-Americans have to prove their competencies over and over again, whereas white
men and white women do not have to go through proving themselves, for they ride on their past
performances” (Giscombe & Mattis, 2002, p.113). It is these types of workplace experiences that
create the perception that an organization is not committed to the advancement of African-
Americans or creating an inclusive culture.
Research has shown that African-Americans tend to receive lower job performance
ratings, which may be explained by raters’ bias (Greenhaus et al., 1990; Milliken & Martins,
1996). Lower ratings on performance evaluations not only limit African-Americans’ chances for
promotion, but may prohibit them from moving into internal lateral positions (Greenhaus et al.,
1990; Milliken & Martins, 1996). African-Americans who receive such low performance
evaluations would then need to move to a new organization in order to pursue senior leadership.
Greenhaus et al. (1990) found that “black managers experience restricted advancement
opportunities,” and the limited advancement is directly related to their race and performance
ratings. It is difficult for African-Americans to mention race as a cause of exclusion or
discrimination without worrying that it may affect their performance evaluations.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 32

Leadership for Organizational Change
Many different leadership theories exist, and research on leadership shows that there is
not one standard effective leadership style. Instead, leaders tend to develop their preferred
leadership styles based on individual knowledge and understanding of the theories (Heffner,
Kennedy, Brand, & Walsh, 2011). Regardless of the leadership style, the culture of the
organization should be a consideration if the leader’s goal is to effectively develop a culture that
is focused on serving the key stakeholders (Collins, 2001; Lakos & Phipps, 2004). When a leader
encounters a culture that is not focused on the key stakeholders or creating future value for the
organization, then a change must occur (Lakos & Phipps, 2004). As the organization experiences
a culture change, the leader will need to openly communicate his or her vision for the future
(Collins, 2001; Schein, 2004). An effective leader will rise to the meet the challenge and will
understand that he or she must lead with openness, integrity, and trust (Lakos & Phipps, 2004).
Leadership dynamics within an organization are complex and interconnected. The
effectiveness of a leader varies by level and whether the leader makes decisions in a top-down or
bottom up fashion; how these factors interact may affect the results of the change (Coto, 2012;
DeChurch, Hiller, Murase, Doty, & Salas, 2010). For an organization to successfully change
organizational culture, leadership must engage on multiple levels throughout the company
(DeChurch et al., 2010; Schein, 2004). For the organization’s culture to align with senior leaders’
expectations, leaders must involve employees in critical decisions and conversations (Kezar,
2000; Schein, 2004). Leaders must ensure that they are acting as effective managers:
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 33

“management is doing things, leadership is doing the right things” (McGowan & Miller, 2001,
p.2). There are many great leaders with varying styles, but all great leaders were responsible for
taking risks to make change (McGowan & Miller, 2001).
Since its founding, the United States has had a complicated relationship with race. This
relationship continues today and has resulted, among other things, in structural and personal
biases in the workplace (Carton & Rosette, 2011). Individuals bring their opinions and
perceptions to work without thinking about how they may be affecting organizational culture
(Dovidio, Kawakami, & Gaertner, 2002). Most people do not intentionally harm others, but their
words or actions can derail career trajectories. For African-Americans, there are already
numerous career barriers, including lower numbers attaining college degrees, smaller networks,
lower status entry positions, and others; dealing with organizational barriers could result in
African-Americans hitting the infamous glass ceiling before making it to senior leadership.
Langston Hughes’s (1951) question “what happens to a dream deferred?” is unfortunately still an
unanswered call to action for many African-Americans who seek an often out-of-reach group,
senior leaders in corporate America.
Clark and Estes’s (2008) Organizational Problem Solving Framework
Clark and Estes (2008) provide leaders and their organizations with a framework to
analyze the root cause(s) of the gap between the actual and target levels of organizational
performance. Effective application of this model includes identifying goals related to the
business and performance; determining the performance gaps; analyzing causes of the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 34

performance gaps; identifying solutions; implementing and evaluating results; and revising goals
as needed (Clark and Estes, 2008). During the identification of solutions and implementation
phase, the leader must determine whether the source of the gap is knowledge and skills,
motivation, organizational barriers, or a combination of any of these three gap causes.
Scholars often call the Clarke and Estes (2008) framework the KMO model, under which
knowledge and skills refer to whether employees possess a core level of information to perform
their assigned tasks and/or roles. Employees tend not to acknowledge deficiencies in their
knowledge; thus, leaders must assess whether training is necessary. The M stands for motivation,
a person’s desire to work to achieve a goal, continuation of work on the goal until it is
accomplished, and use of sufficient mental effort to achieve the goal (Clark & Estes, 2008). If an
organization has a motivational issue along with either a knowledge or organizational issue, the
organization should solve the motivation issue first. The O in KMO, the third possible cause of
the performance gap, relates to organizational barriers or issues related to work process, lack of
resources, and/or lack of support. It is important to determine the root cause of an issue to fully
understand the possible outcome and effectively address it for maximum organizational
performance.
For leaders to effectively apply the Clarke and Estes (2008) framework to improve
performance, employees, organization, and goal structure must be aligned. Employees need not
be involved in the development of an organizational goal, but how the goal is communicated and
the type of goal it is may affect their work performances (Bandura, 1997; Clarke & Estes, 2008).
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 35

Employees tend to value a goal more if the leader delivering the goal is trusted and inspiring and
provides autonomy and feedback on performances (Clarke & Estes, 2008). Key components of
the Clark and Estes (2008) model are a system or process to ensure flexibility in the
organizational goal, a communication plan to ensure awareness of the goal, feedback, and
connection between the employee’s work and the goal. Leaders must ensure these components
exist at the company.
Stakeholder Knowledge, Motivation, and Organizational Factors
Knowledge and Skills
When an organization decides to address a performance problem such as creating a
diverse employee population and an inclusive culture, the organization must understand the root
issue preventing the achievement of these goals. Root causes fall into three possible sources:
knowledge, motivation, or organization, or a combination of all three possible causes (Clarke &
Estes, 2008). Understanding the root cause of a complex issue rooted in race or ethnicity is
challenging but necessary to achieve the organizational goal of diversity and inclusion. This
section will analyze the knowledge sources and issues related to creating a diverse and inclusive
the organizational culture for African-American employees who may or may not want to become
leaders.
Knowledge influences. According to Krathwohl (2002), there are multiple types of
knowledge, including: conceptual, procedural, and metacognitive. Conceptual knowledge is the
foundation of learning based on models, theories, principles, and generalizations of facts (Clark
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 36

and Estes, 2008; Rueda, 2011). Conceptual understanding occurs as one connects basic elements
to create a more complex idea or framework that can be applied to solve a problem. TIP’s senior
leaders should understand concepts or theories related to developing an organizational climate
and culture that is diverse and inclusive. Knowing the differences between affirmative action and
diversity will help senior leaders handle various emotionally charged situations. Understanding
laws related to discrimination and professional standards will provide executive leaders with
information to objectively influence the employment process and organizational culture. Having
self-awareness about one’s personal biases and beliefs that affect climate will allow leaders to
better understand the source of the gap in achieving an organizational goal (Clarke & Estes,
2008). A goal of Technology Innovation Purveyors is to attract, recruit, and retain high-
performing talent while creating a diverse employee population and inclusive culture. If
employees believe human resources policies or employment processes are not objective, the
organizational climate may not be as diverse and inclusive as leaders perceive it to be (Milliken
& Martins, 1996; Mor Barak, 2016). Leaders will need knowledge that helps them understand
the challenges related to creating diverse and inclusive working environments. This knowledge
may include how employees perceive the organization’s climate relative to diversity and
inclusion.
Professional and leadership accountability. Accountability is a term that may mean
various things to people in different contexts, or rather is a word with an uncertain or ambiguous
definition (Dubnick, 2014). Hentschke and Wohlstetter (2004) provided four elements for the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 37

definition of accountability: a contractual obligation between two parties, a responsible party,
assessment, and consequences. Firestone and Shipps (2005) state that the foundation of
professional accountability is the idea that a person has a certain level of expertise within his or
her area of employment. Leaders should know whether employees believe professional standards
within their organization are met with respect to feedback and evaluation, which is part of
organizational fairness (Milliken & Martins, 1996; Mor Barak, 2016). Leaders should expect that
they are responsible for a candidate’s experience as well as ensure that the best candidates are in
the pipeline, regardless of the person’s race and/or ethnicity. A leader’s teams must understand
the purpose of recruiting, the processes and procedures exist, and the penalties for not meeting
expectations (Burke, 2004). Having this type of knowledge regarding standards provides leaders
the information needed to evaluate the organizational climate for diversity and inclusion.
Conscious and unconscious biases. Bias can happen at either an automatic (without
thought) level or a conscious level (the person is aware of the thought) (Holroyd, Scaife, &
Stafford, 2017). There are different types of bias theories, including unconscious, or implicit;
social congruity theory; stereotype threat; and in-group bias, which may affect organizational
climate and culture (Bendick & Nunes, 2012; Holroyd et al., 2016). Implicit bias happens
unconsciously, making it difficult to control, but it affects one’s beliefs and values (Holroyd et
al., 2016). Professional expertise can be offset by an senior leader expressing their personal
biases or previous negative experiences with candidates during the hiring process (Brown-
Iannuzzi et al., 2012; Holroyd et al., 2016). Unconscious bias may affect an employee’s
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 38

evaluation or promotion opportunities (Brown-Iannuzzi, et al., 2012), and leaders should be
aware if this is happening within their organization.
Cognitive processes that attribute characteristics to specific groups become part of
unconscious thought and may influence one’s decision-making process related to people of a
different race and/or ethnicity (Bielby, 2000; Holroyd et al., 2016). Reflecting on one’s actions
and interactions in conjunction with data on employment process decisions may help someone
determine his or her unconscious bias (Brown-Iannuzzi et al., 2012; Holroyd et al., 2016).
Research conducted by Rosette, Leonardelli, and Phillips (2008) supports the notion that people
consider whiteness to be an attribute of a business leader, regardless of the company’s employee
demographics. It may be easier for leaders to acknowledge and address their biases if they are
confronted with evidence from their employees (Brown-Iannuzzi et al., 2012). Through active
mental effort or learning how their actions unintentionally negatively affect an employee, leaders
may be motivated to address bias (Brown-Iannuzzi, et al., 2012; Clarke & Estes, 2008).

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 39

Table 3
Technology Innovation Purveyors’ Knowledge Influences
Organizational Mission
The mission of TIP’s Talent Acquisition Department is to attract, compensate, reward, and
retain a high-performing workforce in a fair and equitable work environment.
Organizational Global Goal
By the end of 2020, to increase the representation of women and people of color in leadership
positions as benchmarked against labor market, recruitment, census, and other available data.
Stakeholder Goal
To be included in the senior leaders’ 5-year plan that will aggressively grow the pipeline of
women and people of color on track to senior leadership positions.
Knowledge Influence

Senior leaders need
knowledge to more
specifically define diversity
and inclusion for the
organization.
Knowledge Type

Conceptual

Knowledge Influence Assessment

Review of publicly available
documents and artifacts to determine
definitions of diversity and inclusion
that have been communicated by
senior leaders.

Employees must know their
managers are aware of and
fairly applying human
resources (HR) and
employment policies.

Procedural

Employees will be surveyed about
their perceptions of managers’
knowledge and application of HR
practices.

Employees must perceive that
they can influence
organizational decisions.

Leaders must know whether
employees are comfortable
engaging with people of
different races and ethnicities.

Metacognitive

Metacognitive

Employees will be surveyed about
their perceptions of their ability to
influence decisions.

Employees will be surveyed about
their comfort with racial and ethnic
diversity.

Motivation
This section will review literature related to motivational influences that may affect the
performance of leaders as it relates to creating a diverse and inclusive climate by increasing the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 40

number of African-American employees and employees who attended Historically Black
Colleges and Universities (HBCUs). Motivation consists of three parts: mental effort,
persistence, and active choice; numerous internal and external factors influence these three parts
(Clark & Estes, 2008). External and internal factors may be due to individual interests,
perceptions, beliefs, values, goals, or situations (Clake & Estes, 2008). There are numerous
motivational theories, such as Expectancy Value Theory, Self-Efficacy Theory, and Attribution
Theory, as well as constructs that relate to motivation (Anderman & Anderman, 2006; Eccles,
2009; Pajares, 2006). The next section of this literature review will focus on Goal-Orientation
Theory, Expectancy Value Theory, Social Cognitive Theory, and Sociocultural Theory as they
relate to leaders’ motivational assets and needs in creating a diverse and inclusive work climate
for African-American employees (Eccles, 2009; Gallimore & Goldenberg, 2001; Pajares, 2006;
Shute, 2008).
Goal orientation theory. Goal orientation theory is a motivational theory that looks at
the reasons why one engages in specific work (Yough & Anderman, 2006). Under this theory,
individuals focus on developing themselves but are also part of a team or group of learners.
There are two possible goals for orientation theory; one is more intrinsic, mastery, and the other
is extrinsic in nature, performance. Mastery focuses on one’s interest in learning a concept or
task to be applied to one’s individual goal (Yough & Anderman, 2006). Performance involves
focusing on a task just for completion instead of for full understanding, improvement, or mastery
(Chadwick & Raver, 2015; Pintrich, 2003). (Refer to Table 4.)
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 41

Leaders’ goal orientation theory. For TIP to achieve a diverse workforce and
inclusive work culture, leaders must have a goal orientation mindset with regard to obtaining
optimal performance. Leaders need their teams involved in the hiring process to master their
work assignments (Pintrich, 2003). Because TIP has the goal of increasing the number of
African-American employees, one part of its hiring strategy is a concerted effort to develop
relationships with HBCUs. Leaders will need to value and convey the strategic business reason
for hiring candidates that attended HBCUs, especially those who majored in technology (Arroyo
& Gasman, 2014; Snipes, Ellis & Thomas, 2006). Compared with other colleges and universities,
HBCUs have fewer resources, including technology; thus, one can hypothesize that the graduates
of HBCUs may need additional training to perform their future job responsibilities (Arroyo &
Gasman, 2014). If hiring managers so hypothesize, opportunities for HBCU graduates may be
limited. Individuals who make hiring decisions may need external motivation, such as incentives,
to overcome this mindset (Eccles, 2009).
Expectancy value theory. Another motivational theory is the Expectancy Value Theory,
which is based on values that incorporate attainment, intrinsic, utility, and cost beliefs (Eccles,
2009). Individuals who thrive on challenging work assignments and/or enjoy receiving and
incorporating feedback may be more intrinsically motivated to take on difficult assignments.
Intrinsically motivated goals tend to be ones that people tend to stay committed to longer,
because these goals are aligned with personal values (Shraw & Lehman, 2009). People who align
with the cost belief of expectancy value theory want external motivation to work towards a
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 42

performance goal. It will be important that TIP’s processes ensure that leaders, whether
intentionally or unintentionally, do not become barriers to TIP’s diversity and inclusion goal.
Leaders’ expectancy value theory. Senior leaders may need to view the issue of
increasing the number of diverse employees as a social justice issue, given that HBCUs were
created because of educational and economic disparities (Brown, 2013; Palmer, 2010).
Perceiving the performance goal as a challenging social issue that connects to TIP’s mission of
hiring the best talent may allow hiring decision makers to align their personal values with a work
goal. The employment process can be viewed as a social issue that is rooted in race and/or
ethnicity and has economic impact (Bendick, 1999). Creating a diverse and inclusive work
environment would allow leaders to feel they had made a difference for the organization and
society (Eccles, 2009). Changing the culture of an organization is time-consuming and difficult,
especially if you have internal barriers that impede progress (Clark & Estes, 2008; Schein, 2004).
External factors such as a key stakeholder group could also slow the time it takes to achieve a
goal if the stakeholder group perceives the goal as having a negative effect on their own goals.
The literature supports the notion that there are mixed financial and/or performance costs
associated with increasing the diversity of an organization (Berson, Oreg, & Dvir, 2008;
Christensen & Gordon, 1999; Cook & Glass, 2011). These costs may concern hiring decision
makers who value the cost aspect of the expectancy value theory. Stock market prices decline
between, on average, 1.32% and 2.13% after s company received a prestigious award related to
diversity (Cook & Glass, 2011). The adverse financial impact on stock prices in a highly
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 43

competitive industry may demotivate hiring decision makers from hiring candidates from
HBCUs. Different demographic compositions of people of color affect stock price in different
ways. African-Americans and Latinos cause a decline in shareholder value, while Asian hires
tend to create positive impact (Cook & Glass, 2011). Another research study shows that if the
culture of an organization is competitive, racial and/or ethnic diversity may negatively impact
performance (Kochan et al., 2003). The technology industry is inherently competitive and TIP is
in a sector that may be even more competitive than the overall industry.
Social cognitive. Social Cognitive Theory is based on self-regulatory strategies, modeled
behavior, reinforcement, and individual feedback to obtain the desired organizational behavior
(Denler, Wolters, & Benzon, 2006; Mayer, 2011; Shute, 2008). Leaders must be aware of their
own performance and influence on achieving the organization’s diversity and inclusion goals.
Although there may be collective leadership goals, the individual leader should focus on
demonstrating his or her commitment to the company’s espoused values. Senior leaders should
set goals for themselves that are challenging but achievable and establish a self-evaluation
process.
In Collins’s (2011) case study of a Fortune 500 company, a Chief Executive Officer
(CEO) created for the organization an Executive Vice President (EVP) of Diversity role. The
CEO hired an African-American male into the role based on the CEO’s mentoring relationship
and the expectation that the EVP would remain a “company man and team player” (Collins,
2011, p. 531). However, the CEO replaced the EVP with a white woman with less power after
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 44

the first EVP increased racial and ethnic diversity to an uncomfortable level.
Sociocultural theory. Sociocultural theory is based on acquiring new knowledge
through social relationships, everyday engagements, cooperative learning, and social interactions
(DiTomaso, 2010; Scott & Palincsar, 2006). Networks like employee resource groups tend to
provide social resources as well as the potential for career success in distinct ways: access to
information, access to resources, career sponsorship, skill building, reputation, and performance
(Hayes, 1995; James, 2000; Seibert et ala., 2001). Having an influential network can help put an
individual in contact with senior leadership, which increases the likelihood that person will
obtain a position at a higher level (Ibarra, 1995). Networks provide opportunities to meet people
who influence career progression and mobility (Hayes, 1995; Ibarra, 1995). African-Americans
tend to have smaller networks with more limited reach within an organization, limiting their
ability to interact informally with people who could influence their careers. The more influential
networks tend to be ones that allow people to cross departments into areas in with which they do
not typically interact on a regular basis (Ibarra, 1995). Another major benefit of having a large
network is the opportunity for cross-racial contacts (Ferris et al., 2014), which are often
necessary for African-Americans to be promoted into senior leadership in predominately White
organizations.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 45

Table 4
Technology Innovation Purveyors Motivation Influences
Organizational Mission
The mission of TIP’s Talent Acquisition Department is to attract, compensate, reward, and
retain a high-performing workforce in a fair and equitable environment.
Organizational Global Goal
By the end of 2020, to increase the representation of women and people of color in leadership
positions as benchmarked against labor market, recruitment, census, and other available data.
Stakeholder Goal
To be included in the senior leaders’ 5-year plan, which will aggressively grow the pipeline of
women and people of color on track to senior leadership positions.
Assumed Motivation Influences

Motivational Influence Assessment

Senior leaders have the goal of showing
their individual commitment to the
organizational goal of creating a diverse and
inclusive culture. (Goal orientation)
Review of publicly available documents
and artifacts for alignment with
organizational goal.

Senior leaders should be expected to create
and promote the positive contributions,
including making the business of a diverse
and inclusive organizational culture.
(Expectancy Value)

Leaders must model the appropriate
behaviors for a diverse and inclusive
organizational culture. (Social Cognitive
Theory)

Leaders need social interactions and
informal professional interactions and
engagement with employees of diverse races
and ethnicities. (Sociocultural Theory)

Document analysis to determine
whether the organizational outcomes are
as expected, based on leaders’ goals.

Employee members of a resource
network group will be surveyed to
assess their perceptions of the
organization’s diversity and inclusion.

Employee members of a resource
network group will be surveyed to
assess their perceptions of the
organization’s diversity and inclusion.

Analyzing a complex issue such as increasing the diversity of employees and creating an
inclusive culture is both challenging and risky (Milliken & Martins, 1996; Schein, 2010). This
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 46

problem is imbedded in the founding of the United States and intricately intertwined with the
values and principles that still exist for many Americans. If an organization does not include
diversity and inclusion when it is first founded, then it will need to develop processes,
procedures, and a system of accountability to ensure that it achieves these goals (Clarke & Estes,
2008). Investments of people and financial resources to create effective processes is a risk that
senior leaders may not want to take because there is no guarantee that there will be a positive
return on investment. (Clarke & Estes, 2008). Shareholders may punish a company by causing a
short-term decline in stock price (Berson, et al., 2008; Cook & Glass, 2011), but senior leaders
must remain committed to the organization’s goal (Schein, 2010). TIP leaders must communicate
both externally and internally their vision regarding an inclusive culture and how it will benefit
all stakeholders in the future. Otherwise, the stakeholders may lose confidence in the company’s
direction and senior leaders may decide to no longer pursue their original performance goal of
creating a diverse workforce.
The previous sections of this chapter covered the theory related to knowledge and
motivational factors underlying the performance gaps in achievement of diversity and inclusion
goals for a technology company. Besides knowledge and motivational factors, organizational
barriers may affect the success of an organization in reaching its intended goals (Clark & Estes,
2008). Political, structural, cultural, procedural, and resource barriers may influence the culture
of an organization (Rosenberg & Mosca, 2011; Schein, 2004). This section of the literature
review will explore theories of the organizational factors, assets, and barriers with which leaders
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 47

and employees engage to achieve the goal of diversity and inclusion.
Cultural Models and Cultural Settings
Organizations and individuals often use the term “culture” without a common meaning or
precise understanding. Many people consider culture an ambiguous term depending on context,
but Schein (2004) and Rueda (2011) provided a more concrete definition that relates to a group’s
pattern of shared behaviors, assumptions, and beliefs, which occur unseen and without thought.
To analyze the culture of an organization, one needs to focus on the cultural models (e.g.,
resistance to change, lack of innovation due to fear, lack of accountability) that are ingrained
within a company. This analysis can be challenging, because culture is deeply embedded and
often unnoticeable; however, observing cultural settings or social context may provide a direct
way to understand the impact of culture on performance (Clark & Estes, 2008; Rueda, 2011;
Schein, 2004).
Organizations are comprised of many cultural settings (i.e., policies, procedures,
structures, etc.) that affect cultural models. These settings are dynamic (Rueda, 2011) and are
changed by company individuals over time. Leaders must keep a constant and consistent pulse
on what is happening within their companies because barriers may change over time (Gilley, A.,
Gilley, J. & McMillan, 2009; Schein, 2010).
Cultural model: Resistance to change. According to Schein (2010), part of the essence
of culture is stability; when stability becomes a barrier, it is necessary to introduce change.
Change must be introduced in a way that is sustainable and involves senior leadership as the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 48

primary drivers, even if they are not the catalyst for creating the temporary instability (Gilley, et
al., 2009). There are numerous ways to introduce change into an organization, but executive
leadership should consider the root cause of the issue they are trying to address to best determine
the manner to move forward (Lewis, 2011; Mohammad & Ravanfar, 2015).
Leaders may consider either mechanical or human relations, which are two different
schools of thoughts about how to approach organizational change (Perrow, 1972). The
mechanical approach considers the organization a machine with centralized authority, hierarchy,
and unquestionable rules, whereas the human relations approach focuses on people and the
evolution of processes (Perrow, 1972; Schein, 2010). No one approach guarantees change, but
assessing and understanding the root cause of the resistance will allow for possible
implementation of a solution(s). TIP’s leadership team may need to establish a task force to
research the issue and develop evidence-based solutions.
Cultural model: Leadership. Leaders tend to develop their preferred leadership styles
based on individual knowledge and understanding of the theories. Leadership is a mix of skills
and personality characteristics that show up differently in various people, but good leadership is
necessary to effectively lead organizational change (Northouse, 2015; Schein, 2004). It is
important that an organization distinguish between leaders who focus on the future and managers
who focus on the present organization (Buckingham & Coffman, 1999). It is not the role of a
manager to be a leader, but to focus on internal performance. When a leader encounters an
organizational barrier that interferes with the focus on the key stakeholders or creating future
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 49

value for the organization, then a change must occur (Lakos & Phipps, 2004). As the
organization undergoes a culture change, the leader will need to continue to openly communicate
his or her vision for the future. An effective leader will rise to the meet the challenge and will
understand that he or she should lead with openness, integrity, and trust, embedded and
reinforced with appropriate mechanisms to support the change (Lakos & Phipps, 2004; Schein,
2010). As TIP works to change the racial diversity of the organization and create an inclusive
culture, senior leaders will need to involve the managers throughout the organization to
overcome organizational barriers (Kirkpatrick, 2006; Schein, 2010).
Cultural setting: Policies and processes. Within different organizations or industries
there are different types of accountability such as professional, bureaucratic, market, political,
legal, and others (Stecher, Kirby, Barney, Pearson & Chow, 2004). No matter what context, the
term “accountability” asks who is accountable, what is the purpose, who are the beneficiaries,
what processes and/or procedures exist, and what are the penalties; these questions are
components for organizational change (Burke, 2004; Schein, 2010). When an organization does
not have policies and processes in place that require people to be accountable for assisting with
the elimination of organizational barriers, leaders, along with their managers, must implement
new practices. When it comes to diversity, “[w]hen managers felt accountable to others for their
evaluations, they suppressed racial bias” (Ford, Gambino, Lee, Mayo, & Ferguson, 2004).

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 50

Table 5

Technology Innovation Purveyors’ Organizational Influences
Organizational Mission
TIP’s Talent Acquisition Department mission is to attract, compensate, reward, and retain
a high-performing workforce in a fair and equitable work environment.
Organizational Global Goal
By the end of 2020, to increase the representation of women and people of color in
leadership positions as benchmarked against labor market, recruitment, census, and other
available data.
Stakeholder Goal
By the end of 2015, to implement a 5-year plan that will aggressively grow the pipeline
of women and people of color on track to senior leadership positions.
Organizational Indicator(s)

Assumed Organizational Influences

Cultural Model Influence 2: There is a
culture including diversity and inclusion
through talent acquisition processes
(college hiring, diversity conferences,
etc.).

Organizational Influence Assessment

Survey about diversity and inclusion climate
at the organization.

Cultural Setting Influence 1: Senior
leaders’ goals of diversity and inclusion
are reflected in the culture and climate of
the organization.

Employees: Survey about perceptions of
organizational climate.

Leaders: Document analysis review of
publicly available historical and current
documents that reference diversity and/or
inclusion.

Cultural Setting Influence 2: The
organization provides sufficient
resources to create a diverse and
inclusive culture and climate.

Employees: Survey about perceptions of
organizational climate.

It is important that leaders focus not only on external environmental factors but have a
keen understanding of what is happening within their organizations. By developing the right
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 51

organizational structure, internal communication processes, and adherence to procedures, leaders
can empower their employees to handle the internal responsibilities (Gilley et al., 2009; Nordin,
2013). However, when there is a breakdown or goals are not met, leaders need to be deeply
involved in resolving the barrier (Schein, 2010). Using Clark and Estes’s (2008) gap analysis
framework as guidance, leaders should review regularly any knowledge, motivational, or
organizational issues that may be impeding performance.
Conceptual Framework: The Interaction of Stakeholders’ Knowledge, Motivation, and
Organizational Context
Informative and reliable scientific research depends upon structure, acknowledged
subjectivity, and a systematic manner for connecting ideas. A conceptual framework provides a
structure for research by joining theories, beliefs, and relationships among various factors
(Maxwell, 2013). A researcher could rely primarily upon literature reviews or previously
conducted studies, but an alternative approach is to construct a framework based upon literature,
personal experience, and theories (Maxwell, 2013). This study will build a framework using
theories and principles of leadership, accountability, organizational climate, organizational
culture, racial diversity, and inclusion. The research will look at how employees perceive the
knowledge, values, and beliefs of leaders regarding racial diversity and inclusion within the
organization’s climate and culture. This study will explore and evaluate gaps between the
perceptions of employees and the goals of leadership to create a diverse and inclusive climate
and culture for African-Americans at a large technology firm.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 52

The leaders’ organizational goal may not align with the employees’ perception of the
organizational climate. White males hold most management and leadership roles, and white
males tend to hire people who reflect their values (Berrey, 2013). Berrey (2013) implies that an
employee who wants to pursue a management-level job must take on the identity of the
organization’s values and ideology. Research supports that how a leader’s inner self or beliefs
aligns with an organization’s core identity affects performance (Kerns, 2015; O’Reilly, Caldwell,
Chatman, & Doerr, 2014). The researcher hypothesizes that TIPs does not afford African-
Americans and especially HBCU graduates the same opportunities and experiences, due to
organizational climate. Numerous factors may contribute to this inequality, which results in
different outcomes for African-Americans than for Whites. This study looked at lack of support
and bias in the employment processes, minimal mentoring opportunities, and limited networks of
African-Americans as contributing factors to the gap in achieving the organizational goal. Much
of this lack of support may be attributed to senior leaders’ lack of knowledge about and visibility
on the processes to attract, retain, and promote employees. The researcher asserts that for
employment processes, it is important for senior leaders to be aware of their employees’
perceptions and work to align organizational goals related to diversity and inclusion.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 53

One part of this study’s conceptual framework relied upon leader accountability, defined
by Wood and Winston (2005) as “the leader’s willing acceptance of the responsibilities inherent
in the leadership position to serve the well-being of the organization…[and] expectation that the
leader may be called to explain his or her beliefs, decisions, commitments, or actions to
constituents” (p.1). An organization could connect leader accountability with the organizational
goal of diversity and inclusion by including employee networks in the employment processes.
During the various employment processes, several opportunities exist for the leaders to engage
with employees to influence and achieve the organizational goal related to diversity and
inclusion. Leaders and employees involved in the employment processes may need to jettison
their external values and beliefs regarding diversity and inclusion. A leader has external
Figure 1. Conceptual Framework
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 54

accountabilities that directly engage with the organizational climate, but a leader should set aside
personal beliefs and biases that may impede organizational goals.
Evaluating diversity and inclusion through the lens of race- and ethnicity-based employee
resource groups at the organization will provide the foundation for connecting leaders with the
culture. The organization in this study has one senior leader with direct responsibility for
creating, implementing, and executing the organization’s external diversity and inclusion goals,
and this same leader is responsible for parts of the organization’s internal diversity and inclusion
culture, but the power to affect change in the employment processes belongs with a different
senior leader. The second senior leader is responsible for human resources, which includes talent
acquisition and all other employment processes. Both senior leaders have the same reporting
manager, the Chief Executive Officer (CEO). The organizational structure itself plays a critical
role in the interactions and connecting the constructs of an inclusive culture and senior leadership
accountability.
The study’s conceptual framework relies upon the assertion that leaders should have
knowledge, both historical and current, of African-American experiences in the United States,
the employment processes, disparity in outcomes, and experiences for African-American
employees at the organization. The organization has stated that leadership is committed to
developing stronger partnerships with a set of Historically Black Colleges and Universities
(HBCUs). The researcher affirms that senior leaders and leaders should be motivated to
understand how hiring, retention, and an equitable employment experience are part of creating a
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 55

diverse and inclusive organizational culture. Aside from the traditional equal employment laws,
there are limited formal processes, procedures, and resources to ensure accountability related to
1) racial diversity and 2) a culture of inclusion.
The organization has multiple divisions, each with its own human resource teams
operating in a decentralized model that allows for different subcultures to develop. A major
challenge for this decentralized model is ensuring that different leaders share the same clear and
consistent message about the organizational goal with employees. Lack of visibility of the
leaders during the employment processes at lower levels allows misalignment with
organizational goals. Having structures that monitor performance will communicate throughout
the organization, and externally, the senior leaders’ commitment to these organizational goals
(Heinrich, 2002). This framework will guide a better understanding of the challenges in the
leaders’ accountability, knowledge, and motivation in creating a diverse and inclusive climate
and culture for all hires, but the focus of this framework is African-American employees.
This literature review explored some possible root causes and influences of inequality at
this organization. These root causes can be categorized into three areas: knowledge, motivation,
and organization factors (Clark & Estes, 2008). Understanding the root causes of a complex issue
rooted in race and/or ethnicity is challenging but necessary to develop truly effective solutions.
This literature review identified for additional exploration several critical factors: leadership,
organizational culture, employment processes, and organizational structure. The dynamics of
lack of visibility or knowledge into the lower levels by senior leaders, and a decentralized
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 56

approach to diversity and inclusion, may lead to unequal experiences for specific groups of
employees. The researcher further explored these interactions to validate the proposed
conceptual framework. The social science and business literature revealed numerous internal and
external consequences if this organization does not address the root causes and influences
affecting the organizational goals. To ensure that this study identified the correct factors for this
organization, the researched examined data collection and testing processes in the subsequent
methodology section.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 57

CHAPTER THREE: METHODOLOGY
This study explores and evaluates how African-American employees in a U.S.-based
large technology company perceive the organizational climate related to diversity and inclusion,
and whether this climate aligns with the leaders’ goals. The lack of achievement of a diverse and
inclusive culture may be attributed to leaders’ lack of knowledge about the experiences that
African-Americans have with the employment processes. Leaders must be held accountable for
organizational goals regarding diversity and inclusion and must know about employment
processes, especially areas subject to personal bias. Although leaders may lack awareness, this
lack of awareness should make them no less accountable for ensuring that the employment
process is equitable for all candidates.
Data Collection and Instrumentation
This study used two methods of data collection, a quantitative survey with one open-
ended qualitative question and documents analysis. These methods added different perspectives
and worked together to validate and support the study’s conceptual framework. The survey
allowed for efficient collection of a large sample size of employees. The use of documents
analysis in this study allowed for a comparison of the leader’s organizational policies and
employees’ perception of the organizational climate. Documents provided the actual language of
the company that the leaders have publicly used about their values and goals regarding the
organizational climate.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 58

Participating Stakeholders
Sampling for this study included members of an African-American employee resource
group. This group is a voluntary employee network targeted at African-American employees, but
membership is open to all employees across the different divisions. This employee resource
group is structured around geographical locations, but employees have the option to be affiliated
with more than one group. Each employee resource group has elected officers who take on the
responsibility of organizing activities and representing the membership at the company’s
diversity council, made up of a subset of the organization’s senior leaders. TIP’s African-
American employees range in positional level from non-exempt or hourly to salaried senior
leaders. For the purposes of sampling in this study, the definition of leaders will remain the same
as TIP; however, “senior leader” is defined as someone with the title vice-president through
Chief Executive Officer (CEO). Senior leaders create and influence policies and procedures and
are responsible for the current and future direction of the organization and its climate. It is
possible that the leaders within the different company divisions have created varying
organizational climates for African-American employees.
Survey
The study used a Likert-scale quantitative survey with an open-ended qualitative item as
one of the data collection tools. The survey was written and administered in U.S. English, and
not translated into any other languages. Members of the African-American employee resource
group completed the quantitative survey in Appendix A. The survey instrument combined two
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 59

Likert-scale quantitative surveys: Climate for Inclusion-Exclusion Scale (Mor Barak, 2016) and
the Diversity Climate Scale (Mor Barak et al., 1998). Mor Barak et al.’s (1998) Diversity
Climate Scale looks at two factors, organizational and personal, of diversity climate from the
employee perspective. The organizational factor has two dimensions, one based on the
perceptions of minorities and women related to leadership’s procedures and policies with
employment processes, and the other based on leadership actions in creating inclusion or
exclusion (Mor Barak et al., 1998). The second factor of the Diversity Climate Scale looks at the
employee’s perspective on teams and interactions (Mor Barak, 2016. The survey for this study
included the 10 items from the two dimensions of the organizational factor, and two items from
the personal factor – whether the company views diversity as strategic to the business and
whether the “old boys network” is part of the climate. All of the items for the organizational
factor were selected because they gauge the senior leaders’ policies and procedures, and the
majority of the personal factor items were excluded because leaders have limited influence.
Items from 2005 Mor Barak inclusion-exclusion scale (Mor Barak, 2016) were included
on the quantitative survey administered to the African-American employee resource group. The
scale includes 15 items and “measures involvement and participation with the organization, and
influence in the decision-making process” (Mor Barak, 2016, p. 303). For this study, nine items
that focused on the organization, leadership or higher management, and networks were included
and items related to teams and supervisor were excluded. The included items aligned with the
focus of this study, looking at the organizational climate that leaders influence, and the excluded
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 60

items, although important to the climate, are not as relevant for leaders.
Although there is no standard for the number of survey questions (Merriam & Tisdell,
2015), the survey has 21 items from the combined Mor Barak et al. (1998) diversity scale and
Mor Barak (2016) inclusion-exclusion scale, with one open-ended question to obtain qualitative
insight, and 6 optional demographic questions. Appendix A contains the complete study survey
items. The study includes self-reported demographics on the survey to help triangulate the
responses (Creswell, 2013). By analyzing number of years with the organization, gender, race
and/or ethnicity, division, type of role (technical or non-technical), and type of university
attended, it was possible to study whether these factors contribute to a culture that is diverse and
inclusive. Race and/or ethnicity was included because all members of the African-American
resource network do not identify as African-American.
The quantitative survey was designed using Qualtrics and administered anonymously
using a secure server, and demographic items were limited to exclude the possibility of
identifying any individual. A senior leader within the organization sent the survey to the African-
American employee resource network via an email. The purpose of the email was to ensure that
the identity of the researcher remained anonymous and to inform the employees that the
organization supported the study. No incentives were offered to participate in this study because
incentives would have required the collection of identifiable information and privacy was a
critical issue for the organization in this study.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 61

Employee Survey Sampling Criteria and Rationale
Criterion 1. Employees must be members of the African-American employee resource
group. Most of the members of this network are directly reflected and affected by this study’s
findings.
Criterion 2. Participants must be permanent and full-time employees of the organization.
The employment process is different based on type, whether full time, contract, or part time. Full
time will be defined as working at least 35 hours per week and paid either hourly or salary.
Contractors are employed through a third-party organization and do not participate in the same
employment process as those who are part of the organizational goal.
Criterion 3. Participants must be current employees as of the date they take the survey.
Although former employees may have tremendous insight into the employment process, their
responses could skew the results, depending on the reasons for their departures.
The sampling strategy for this study was purposeful, which means the participants were
selected for specific criteria and not at random (Creswell, 2013). Using this approach provided
some assurance that the various perspectives from the different sectors or divisions had the
opportunity to be included in the study. Singleton, Straits, Straits, & McAllister (2010) define
purposive sampling as a nonprobability sampling process in which the researcher uses his or her
judgment to select a representative group of the population. Maxwell (2013) explains that the
goal of a purposeful sample includes defining the most salient characteristics of the sample
population to ensure that the specifics of the targeted population are met. The results are not
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 62

generalizable, because this method was not fully representative nor was random sampling of the
population used (Creswell, 2013). The researcher assumed that members of the African-
American employee network would provide an acceptable approximation of all African-
American employees of the organization. The organization has four divisions and one
overarching group; this structure provides guidance and ultimately influences the organization’s
policies and procedures. The results of this study will not be presented to any members of the
organization, but a more controlled version will be recommended and is further discussed in the
future recommendations section of Chapter 5.
Recruitment Strategy and Rationale
Members of an email distribution list received an email from a senior leader that included
introductory language that contained the purpose of the study, a link to the survey, a link to the
Qualtrics privacy statement, instructions for clearing cookies, and the closing date of the survey.
The email message clearly stated that completing the survey was voluntary, that completion or
non-completion would in no way impact employment, that the study was for educational
purposes, and that data were reported in aggregate and used for an external purpose. In addition,
the selected senior leader was not in the direct reporting line of the researcher, making it less
likely that employees closely associated with the researcher felt pressured to complete the
survey. The researcher does not believe that having a senior leader send out the survey link
forced the participation of any sample group members. The target population has approximately
5,000 African-American employees, but not all are members of the African-American employee
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 63

resource group. The organization did not provide the exact number of participants in the African-
American resource network; Chapter 5 discusses this missing information in the limitations and
delimitations.
Documents and Artifacts
The documents and artifacts collected contained information that provided guidance and
insight about TIP’s senior leaders’ goals and values regarding diversity and inclusion. All
documents were publicly available and included 10 years of Corporate and Social Responsibility
Reports for the years 2007 to 2016, the 2012 Securities and Exchange Commission (SEC) Form
10-K, the 2014 and 2015 Corporate Annual Reports, magazine articles, and other publications.
The documents were obtained through the company’s public Internet site or by searching various
terms related to the company and/or its industry. Some of the information contained in these
materials did not directly align with the study’s theories and conceptual framework around
diversity and inclusion, but still provides insights for the study (Merriam & Tisdell, 2015). The
documents collected were analyzed and used to validate the information collected from the
employee survey. This research study did not use any documents that are not available publicly,
such as specific employment policies and procedures. The researcher discusses this issue further
in the Limitations and Delimitations section of Chapter 5.
Data Analysis
Four hundred twenty-eight members of the African-American employee network started
the survey and 304 completed at least 90% of the Likert-scale questions. Respondents who
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 64

completed less than 90% or fewer than 19 of the 21 questions were excluded from the survey,
because each item had a sufficient response. Of the 304 respondents, 18 did not complete the
optional demographic questions including race, ethnicity, and gender, but their responses were
reflected in the all-average response. Racial or ethnic groups with n less than five were combined
as followed: self-identified as African-American and Latinx/Hispanic were included with
African-American and self-identified as Indigenous American included with other. Refer to
Table 6 for the number of respondents by race and/or ethnicity to the Likert-cale questions. In
addition, to the Likert-scale questions, 169 respondents provided answers to the optional open-
response question on the survey.
Table 6
Survey Responses by Ethnicity
Item
Number
Asian
or
Pacific
Islander
African-
American
Caucasian Latinx/Hispanic Multi-
racial
Other Total
Respondents
Q1 7 184 58 6 29 19 303
Q2 8 184 58 6 29 19 304
Q3 8 184 58 6 29 19 304
Q4 8 176 57 6 27 17 291
Q5 8 180 58 6 29 18 299
Q6 8 183 58 6 28 18 301
Q7 8 182 58 6 29 19 302
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 65

Q8 8 182 54 6 29 19 298
Q9 8 181 58 6 29 19 301
Q10 8 181 58 6 29 19 301
Q11 8 183 58 6 29 18 302
Q12 8 182 57 6 29 17 299
Q13 8 183 58 6 29 18 302
Q14 8 180 56 6 29 18 297
Q15 8 184 57 6 29 16 300
Q16 8 183 57 6 29 17 299
Q17 8 184 57 6 29 18 302
Q18 8 184 58 6 29 16 301
Q19 8 182 58 6 29 17 300
Q20 8 180 57 6 29 17 297
Q21 8 180 57 6 29 18 298

The average response for each of the 21 Likert-scale items and five composite scores,
averages of at least three of the 21 Likert-scale items, were calculated. The responses to these
Likert-scale items were: strongly agree, moderately agree, slightly agree, slightly disagree,
moderately disagree, and strongly disagree. As part of the data cleaning process, each response
was given a numerical value between 1 and 6. All responses except for quotes obtained from the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 66

open-response item were calculated and presented in aggregate by category. A bar graph for each
item was created and presented the following categories: African-American All, African-
American male, African-American female, white-all, white-male, white-female, and all
respondents. The 169 responses to the optional open-ended item were analyzed with open coding
and support for the assumed influences.
During the qualitative phase of analysis, which included the open-response item from the
Likert-type survey, the researcher used open coding, looking for empirical codes and applying
prior codes from the conceptual framework and quantitative questions. The researcher then
further analyzed and refined to aggregate empirical and prior codes into analytic/axial codes. The
researcher identified pattern codes and themes that emerged in relation to the conceptual
framework and study questions to either validate or invalidate assumed influences. In the final
phase of data analysis, the researcher analyzed publicly available documents and artifacts for
evidence consistent with the concepts in the conceptual framework and assumed influences
presented in Chapter 2.
Credibility and Trustworthiness
This study sought to understand the factors that influence the organizational culture and
climate for African-American employees at a technology company. The researcher selected a
study topic that is personal and meaningful (Merriam & Tisdell, 2015), but there was still rigor
throughout the process of collecting, analyzing, and reporting the data. The qualitative data
collection for this research was through document analysis and coding of an open-response
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 67

question on the quantitative instrument. These methods involved minimal interaction with
employees of the organization.
To increase the credibility and trustworthiness of the study, the researcher sought
differing evidence and ideas and triangulated the findings with the quantitative data. Many
scholars do not believe qualitative research to be as valid, credible, or reliable as quantitative
research (Merriam & Tisdell, 2015); however, from the inception of this study, the researcher
laid a solid foundation to address these concerns. The researcher reviewed, coded, and analyzed
each of the 163 responses to the open item on the survey to accurately reflect differing evidence.
The researcher has fully disclosed her interest in the study and written work product, which
should bolster the credibility and objectivity of the results (Merriam & Tisdell, 2015).
Validity and Reliability
The study’s quantitative data-collection method was an electronic survey that
anonymously collected the responses of members of the African-American resource group. This
group of respondents is a protected class of employee due to their races and/or ethnicities, and
the researcher respected and protected the data gathered as such. The study combined the Mor
Barak 2005 Climate for Inclusion-Exclusion Scale (2016) and the Mor Barak et al. (1998)
Diversity Climate Scale, which are both valid and reliable quantitative scales developed by Mor
Barak and colleagues from the University of Southern California. The study used 12 items from
the Diversity Climate Scale (1998) and nine items from the 2005 Climate Inclusion-Exclusion
Scale (2016) for better alignment with the study’s conceptual framework. Item number 7 on the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 68

survey in Appendix A was rephrased from “management here encourages the formation of
employee network” to “management here encourages the participation in employee network.”
This change was made because the survey was administered to members of an employee
network. This item is no longer valid but has no significant impact on the study’s findings. One
question was modified and the researcher included this question during the pilot phase of this
study. In addition, the researcher looked for consistent responses to the modified question, and
inconsistency by respondents was denoted as an issue with reliability (Creswell, 2013). To
improve the consistency or reliability of the instrument (Johnson & Christensen, 2008) during
the analysis phase, for questions to which the respondents’ answers varied from the researcher’s
expectations on the survey instrument, the researcher noted these results in the findings and
discussion section of the study to minimize the impact of internal threat.
The combined quantitative and qualitative research data-collection methods triangulated
the data; each method checked the validity of the other (Maxwell, 2012; Merriam & Tisdell,
2015). To further increase validity and reliability, more experienced professionals, such as
professors and others with relevant research experience, reviewed the study. They critiqued and
provided input on the data-collection methods, analysis, and the conclusions drawn from the data
collected (Merriam & Tisdell, 2015).
Role of Investigator
The researcher used a quantitative Likert-scale survey and obtained some optional
demographic information to determine whether gender, years employed by the organization,
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 69

division, role type, or race influenced the outcomes. Members of the African-American resource
group received a link to anonymous survey in Qualtrics to ensure as much confidentiality as
possible for the participants. Using an anonymous electronic survey addressed two concerns by
giving respondents (a) the ability to provide their true perspectives on the topic of race and/or
ethnicity, and (b) anonymity or protection if their perspectives did not align with the
organization’s. By conducting an online survey, which provides a more anonymous means to
respond to a highly sensitive topic, the researcher acknowledged the potential for harm and
misrepresentation of data (Merriam & Tisdell, 2015).
During the qualitative data collection, the information or data contained within the
documents contained some biases and were without full context, but the researcher clearly stated
when conclusions were based on that content. The researcher maintained a journal related to this
study to reflect while writing the various sections of this study. Controlling for researcher bias
during the quantitative process was just as rigorous as for the qualitative process. The researcher
continued to journal and, when interpreting data, presented when applicable the different ways to
interpret the information to help minimize any perceived bias. However, the researcher drew
conclusions and thus introduced some bias, which was addressed and minimized through the
credibility and validity in the design, data collection, and reporting processes.
Ethics
Because the study included human subjects the researcher had several responsibilities for
the study to be considered ethically acceptable. According to Rubin and Rubin (2011), one of the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 70

primary ethical responsibilities of a researcher is not to harm study participants, which is based
on the same principle as the Hippocratic Oath that medical doctors use when making decisions
about patient treatment. The researcher was responsible for ensuring that study participants were
not exposed to any situations that may have caused physical, emotional, or other negative
consequences. The participants were provided with information to allow for informed consent
(Krueger & Casey, 2014) or permission. Included as part of informed consent, the participants
received an email explaining the purpose of the study and explaining that participation was
voluntary and that any information collected was confidential. In addition, the initial page of the
electronic survey provided the same information before the first item. The informed consent
information was at a reading level and in a language that participants could understand (Hicks,
2013). Merriam and Tisdell (2015) suggest that, to be ethically responsible, the researcher should
ensure that there are no conflicts of interest within the study. There were no conflicts with the
study, because neither the researcher’s manager nor direct reports were members of the African-
American employee network at the time the survey was administered. Another essential
component for ethical research is communicating with the participants about how collected data
will be used and stored (Krueger & Casey, 2014). The email communication received by the
participants informed the participants about the usage and storage of data.
The organization does not allow information to be shared via external memory drives;
however, the organization permitted USC’s Qualtrics account to collect data. The data collected
contained no personally identifiable information, so none was shared with the researcher (Hicks,
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 71

2013), which should allow the information to remain confidential.
The researcher works at the organization in this study, which poses some possible
conflicts with voluntary participation. The conflicts with the researcher’s direct manager and
direct reports were resolved because neither were part of the group surveyed. The researcher’s
role at the organization provides access to sensitive employment information about each of the
subjects that may have participated in the quantitative survey, but the survey was conducted
anonymously.
The researcher had a direct interest in the study because it influences and is part of her
responsibilities at the organization. Understanding the knowledge, motivation, and organizational
influences, and how they interact with organizational goals, has allowed the researcher to better
engage and perform within her role. The researcher’s bias and organizational perspective may
have positively contributed to the study during the development of the conceptual framework
(Maxwell, 2012).
Working for the organization, the researcher has other biases and assumptions related to
the study that were explored and addressed. The researcher shares the race and/or ethnicity of the
respondents to the quantitative survey, but not of senior leaders. Having the same race as the
majority of the respondents validated some of the researcher’s assumptions and biases with
respect to the expected outcomes. However, the researcher objectively presented the findings in
Chapter 4. The researcher’s personal and direct experience with the employment process of the
organization is another area for bias and assumption. Separating out whether the bias
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 72

experienced by the respondents is due to race, gender, role type, division, or other factors may be
difficult to determine.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 73

CHAPTER FOUR
RESULTS AND FINDINGS
Introduction
The purpose of this study was to understand the knowledge and skills, motivational
factors, and organizational factors that contribute to a culture that is diverse and inclusive for
African-Americans at a technology company. This study analyzed the knowledge and
motivational and organizational influences identified in the research as contributing to an
organizational climate and culture that is both diverse and inclusive.
This chapter presents evidence for the validation of the assumed causes that were
outlined in Chapter 3. Chapter 3 presented each assumed cause using Clark and Estes’s (2008)
knowledge, motivation, and organization (KMO) framework to categorize factors. The data for
this chapter were collected using a mixed methods approach, including surveys and document
analysis to produce both quantitative results and qualitative findings. Several sources of data
were collected to determine which assumed causes would be validated as contributing to the gap
in organizational performance. Specifically, survey and document data were collected to
understand the knowledge, motivation, and organization factors leaders must address or support
to create a diverse and inclusive climate and culture for African-American employees.
The following research questions guided this study, but Chapter 3 addresses question 3:
1. To what extent are TIP’s senior leaders meeting the organization’s goals of creating a
diverse and inclusive work culture for African-American employees?
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 74

2. What are the knowledge, motivation, and organizational influences related to
achieving an organizational culture that is inclusive for African-Americans?
3. What are the recommendations for organizational practices in the areas of
knowledge, motivation, and organizational resources related to achieving the
organizational goal?
Summary of Data-Collection Strategies
Respondents completed an anonymous survey that contained 21 Likert-scale questions,
an open-ended response, and optional demographic information; sample size provided
anonymity for the respondents. Documents were analyzed simultaneously with the cleaning of
the survey data because of the date the survey was administered: the researcher’s data collection
and analysis timeline was compressed due to external circumstances discussed in the limitations
section of Chapter 3.
The survey utilized for this study combined two Likert-scale quantitative surveys:
Climate for Inclusion-Exclusion Scale (Mor Barak, 2016) and the Diversity Climate Scale (Mor
Barak et al., 1998). The included items aligned with the focus of this study looking at the
organizational climate that leaders influence, and the excluded items, although important to the
climate, are not as relevant for leaders to influence or control. Three hundred four of 408
respondents were included in this study, and 104 were excluded because they responded to fewer
than 19 questions on the Likert-scale portion of the survey. One hundred three of the 104
excluded responses did not complete fewer than two questions on the Likert-scale survey and did
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 75

not provide answers to the optional demographic items. The survey was conducted electronically
using an anonymous web-based survey through Qualtrics. The sample size was sufficient to
provide confidentiality of the respondents and allow for analysis of optional demographic
information provided. To further protect the identity of the participants, all reported aggregate
responses have at least 10 responses. There were 21 Likert-scale questions and one open-ended
question as well as six demographic questions.
The documents analyzed were publicly available and included 10 years of Corporate and
Social Responsibility Reports for the years 2007 to 2016, magazine articles, documents from the
organization’s website, and other publications. The documents were obtained through the
company’s public Internet site or by searching various terms related to the company and/or its
industry. The documents collected were analyzed and used to validate the information collected
from the survey administered to employees and to provide the leadership perspective. This
research study did not use any documents that are not available publicly, such as specific
employment policies and procedures. The researcher discusses this issue further in the
Limitations and Delimitations section in Chapter 5.
Validation Criteria
In the analysis of results and findings, assumed causes of the organizational performance
gap are considered validated if either the leaders or senior leaders of TIP through document
analysis or employees through survey responses presented knowledge, motivation, or
organizational influences that are required to create or improve upon the organizational culture
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 76

and climate for African-American employees. A validated assumed influence means that the
stakeholder did not completely possess the knowledge, motivation, or organizational aspects
necessary to meet the organization’s performance goal and reduce the organization’s
performance gap.
Likert-type scales limit the response possibilities and can be measured mathematically,
which allows the researcher to recognize patterns among respondents (Kurpius & Stafford,
2006). The study used a scale with six options ranging from strongly disagree to strongly agree,
converted to a numerical range of one to six. Likert-type scales permit a continuous spectrum of
responses, and an even number of responses eliminates neutral or “middle-of the-road cop-outs”
from respondents (Kurpius & Stafford, 2006, p. 8). The mean score for each Likert-type scale
item was calculated to determine whether an assumed influence was validated. The higher the
mean, the more positive the perception of diversity and inclusion by the employee respondents
(Mor Barak, 2017). In the analysis of surveys, assumed influences was considered validated if
the mean score for African-Americans overall was either 1) less than the mean score of White
respondents or 2) at least four. For items with reverse scoring, the converse was used to validate
assumed influences. For document analysis, assumed influence was considered validated if
evidence was not present in the analyzed documents. An assumed influence was considered
validated if either the survey or the analyzed documents confirmed a gap in knowledge,
motivation, or organizational influences. When outcomes differed between the survey and
document analysis, the assumed influence was considered validated.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 77

Participating Stakeholders

Sampling for this study included members of an African-American employee resource
group. This group is a voluntary employee network targeted at African-American employees, but
membership is open to all employees across the different divisions. TIP’s organizational
structure designates uses the titles manager through Chief Executive Officer (CEO) for leaders at
the company. For the purposes of sampling in this study, the definition of leaders will remain the
same as TIP; however, a senior leader is defined as someone with the title vice-president through
CEO. Senior leaders create and influence policies and procedures and are responsible for the
current and future direction of the organization and its climate. It is possible that leaders in
different company divisions have created varying organizational climates for African-American
employees.
Results and Findings

If assumed influences are validated, this means that there was evidence of a knowledge,
motivation, or organizational gap, meaning the leaders or employees’ surveys or the document
analysis did not indicate that the knowledge, motivation, or organizational supports necessary to
close the performance gap for that assumed influence are clearly seen. In other words, if assumed
influences are validated, the leaders did not indicate nor did the employees perceive that leaders
knew what was necessary to know, acted in the manner necessary, or that the organization had
the necessary supports or resources in place, for that influence to create a diverse and inclusive
culture or climate for African-American employees.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 78

Surveys and document analyses were conducted to find evidence of validation of the
assumed influences. Influences were considered validated if either the leaders or senior leaders
of TIP through document analysis or employees through survey responses presented knowledge,
motivation, or organizational influences that are required to create or improve the organizational
culture and climate for African-American employees.
According to Krathwohl (2002), there are multiple types of knowledge, including:
conceptual, procedural, and metacognitive. This study utilized the Clark and Estes (2008)
Knowledge, Motivation and Organization (KMO) framework to validate assumed knowledge
influences that are conceptual, procedural, and metacognitive to explore the organization’s
climate and culture for diversity and inclusion for African-American employees.
Knowledge Results and Findings
Assumed knowledge influences are considered validated if the criteria set forth in the
validation section of this chapter are confirmed. The presence of these assumed influences
confirms the organizational need to address these influences, which contribute to the
organizational performance gap. Surveys and document analysis were conducted to determine
whether the leaders of TIP have the knowledge necessary to create a diverse and inclusive
climate or culture for African-American employees.
Assumed knowledge asset influence #1: Senior leaders need knowledge to more
specifically define diversity and inclusion for the organization (Conceptual). The data used
to determine the validation of this knowledge gap were obtained through surveys and document
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 79

analysis.
Findings from the surveys. The survey question used to assess this assumed influence
was the optional open response. The question asked respondents: Please share any thoughts,
comments or advice for senior leaders looking to make the organizational culture more diverse
and/or inclusive.
The following open responses show that a specific definition of diversity and inclusion is
necessary.
McKenzie, who self identifies as a multiracial female in a technical role, discusses how
senior leaders define diversity.
Diversity means more than gender and race and I feel like only [the] technical side of
[TIP] seems to see this. HR is always talking about race, while our new president talks
about diversity of thought and includes things like where they are from (different schools,
states, and countries have different ways of teaching), their family structure, and what
they do outside of work (RC cars or design and creative stuff) that can bring a new
perspective.
Grace, an African-American female in a technical role, thinks diversity of thought should
be clarified:
Stop saying diversity of thought. It minimizes the differences of us all. The way a person
thinks is developed based on experiences that often come with race, religion, gender, etc.
When you summarize diversity at such a high level, it makes people feel less valued for
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 80

who they are externally and internally.
Katherine, multiracial female in a non-technical role, disagrees with Grace’s definition of
diversity and believes the focus should be diversity of thought.
Diversity is an issue, but in my opinion it is focused on color not on thought. Diversity of
thought in my opinion is more open to inclusion then that of color/race…. I worked three
jobs to get through college because there were no scholarships available or at least access
to them. So[,] people tout color of skin as being disadvantaged or being diverse. If all of
the people sitting around the table come from Harvard education, all do the same job,
come from the same walk of life regardless of their color where is the diversity? Where
the focus remains is on diversity of color and not of thought and capability. When do we
realize diversity is so much more?
Aiden, an African-American male in a technical role, believes racial diversity is getting
lost in the broader definition of diversity, “[t]he increase in [r]acial [d]iversity is consistently
diluted with other forms of diversity. The company claims to try to increase diversity, but when
100 people are hired 97 are European-American (as an example).” However, Millie, an African-
American female in a non-technical role, defines diversity in broader terms: “[d]iversity includes
difference in race, age, sex, personality (introvert or extrovert), acceptance of outside interests,
and an ability to be ‘yourself’ at work.” Poppy, who self-identifies as multiracial and is in a
technical role, supports Millie’s view on the definition of diversity and includes the impact of
having a narrow definition. Poppy expresses that the organization should
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 81

[s]top singling out individual groups based on age, sex, skin color, etc. and become a
truly inclusive organization by basing diversity on history/experiences - the factors that
really matter in diversity. By continuing to base diversity on external factors just
perpetuates bigotry. What good is it to create groups based on age, sex, color or
nationality? This process is not inclusive to all.
Joshua, a white male in a technical role, believes that both diversity and inclusion exclude
white males and should be broadened to include faith.
I find that the company has not reached the right tone with older European males with
respect to diversity and inclusion. Much is made about diversity for many cultures and
people groups, at the expense of this population group.
Also, I would like to see the company acknowledge faith and faith diversity as an aspect
of our population. The company’s near complete silence on faith seems to be missing an
important part of the human experience and an important part of diversity globally.
Leon, an African-American male in a technical role, provides definitions for both
diversity and inclusion that senior leaders may want to explore.
Diversity is one thing and inclusion is another. Diversity is inviting you over for dinner,
inclusion is asking you to visit so all involved can shop for, plan, and cook the dinner.
Diversity is being present, inclusion is an action word. Having a seat at the table sends a
false signal that the thoughts and ideas of that person are being considered, it’s just not
enough. As long as persons that are considered diverse is the minority in the room, their
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 82

opinions will not be viewed as worthy for the entire group.
Findings from the document analysis. Evidence of this assumed influence was found in
the document analysis of the various corporate responsibility reports that senior leadership
produced.
From the 2016 Corporate Social Responsibility report, “shaping a culture of diversity and
inclusion…creates a workplace that blends multiple cultures, perspectives, skills and
experiences” (CSR, 2016, p.36). The report further supports senior leadership’s definition:
“creating an inclusive work environment where employees are receptive to diverse ideas,
perspectives and talents” (CSR, 2016, p. 39). The 2015 Corporate Social Responsibility report
states, “we understand a diverse organization is a forward-thinking organization…depends on the
effective collaboration of different perspectives, skills and experiences” (CSR, 2015, p. 27).
Summary of findings from this knowledge influence. All forms of evidence validated
this gap in assumed knowledge influence, that is, that senior leaders need knowledge to more
specifically define diversity and inclusion for the organization. Respondents provided numerous
definitions, exemplified by the quotations in the findings from survey section above. The
participants had differing definitions for diversity and inclusion that included race, ethnicity,
gender, age, and other characteristics. Thus, when discussing diversity, one respondent could be
referring to race while another refers to gender. The document analysis validated this gap in
knowledge without explicitly defining diversity, as shown in the summary of findings in the
above section. Both the survey findings and the document analysis validated this influence as an
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 83

area for senior leaders to address.
Assumed knowledge influence #2: Employees must know that their manager is
aware of and fairly applying HR and employment policies (Procedural). The data used to
determine the validation of this knowledge gap were obtained through surveys and document
analysis.
Findings from the surveys. Items Q2, Q3, Q4, Q5, and the open response on the survey
were used to assess this assumed influence. These items read as follows:
Item Q2: “Managers here have a track record of hiring and promoting employees
objectively, regardless of their race, gender, sexual orientation, religion or age.”
Item Q3: “Managers here give feedback and evaluate employees fairly, regardless of their
race, gender, sexual orientation, religion or age.”
Item Q4: “Managers here make layoff decisions fairly, regardless of factors such as
employees’ race, gender, age or social background.”
Item Q5: “Managers interpret human resources polices (such as sick leave) fairly for all
employees.”
Items Q2, Q3, Q4, and Q5 had the same options for responses: 1) Strongly Disagree; 2)
Moderately Disagree; 3) Slightly Disagree; 4) Slightly Agree; 5) Moderately Agree; and 6)
Strongly Agree. Item Q2 (Figure 2) is validated, because white males form the only the group
that at least slightly agrees and African-American females have the lowest score, with slightly
disagree.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 84

Figure 2. Results of mean score for objective hiring and promotions.
All respondents, including African-Americans, regardless of gender, at least slightly
agreed with Q3. Therefore, this assumed influence is not validated. Figure 3 shows how
respondents perceived managers on this item.
0 1 2 3 4 5 6
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q2 - Managers...hiring and promoting
employees objectively
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 85

Figure 3. Results of mean score for feedback and evaluation.
Based item Q4 (Figure 4), African-Americans validated that managers must know how to
fairly apply employment and human resources policies, with a slightly disagree score, but
overall, respondents did not validate this assumed influence, with a score of slightly agree. White
males as a group perceive leaders as the most fairly applying policies, and African-American
males are the least likely to have that view.

3.60 3.80 4.00 4.20 4.40 4.60 4.80
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q3 Managers...give feedback and evaluate employees
fairly
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 86

Figure 4. Results of mean scores for fair layoff decisions.
The assumed influence, survey item Q5, regarding interpreting human resource policies
(such as sick leave) fairly, is not validated, because all groups as least slightly agree with this
statement.
0 1 2 3 4 5 6
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q4 Managers…make layoff decisions fairly
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 87

Figure 5. Results of mean scores for fair interpretation of HR policies
Based on responses to the open-response item on the survey, this influence is validated.
According to Azariah, who self identifies as an African-American female in a non-technical role,
[s]enior leaders need to change the culture of Human Resources and hiring managers.
There have been many incidences where employees may apply for a position and are
excluded by an automated system of process of elimination. I feel Human Resources
should become more HUMANIZED, i.e., more interaction with the prospective
employees to find out who they really are.
Jayde, an African-American female in a non-technical role, further supports Azariah’ position:
“[a]ll diversity and inclusion policies and practices should flow throughout the company not only
in the corporate office. Is there a fair way to ensure management is effectively adhering to policy
when it comes to evaluating employee performance?” And Ellie, an African-American female in
0 1 2 3 4 5 6
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q5 Managers interpret HR
fairly for all employees
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 88

a non-technical role, shares a personal experience:
While some managers refuse to speak on the matter, others blatantly share the fact that
they are approaching you specifically to interview for a job you will not get (in an effort
to be fair to you) simply because you meet the basic qualifications according to HR’s
“rules.” Though I appreciate the honesty I find this type of approach an insulting and
demoralizing waste of my time, however I participate so as not to receive any backlash.
Findings from the document analysis. The document analysis provided no evidence of
the assumed influence, employees must know that their manager is aware of and fairly applying
HR and employment policies. Therefore, the document analysis neither validates nor invalidates
this gap in assumed knowledge.
Summary of findings from this knowledge influence. When considering all forms of
evidence, this gap in assumed knowledge for the influence was validated. The survey results
were mixed for item Q2 (hiring and promoting of employees is objective) and item 4 (layoff
decisions are fair), validating this assumed influence. African-American employees slightly
disagreed and white employees slightly agreed for both of these items. All employees at least
slightly agreed to item Q3 (feedback and evaluation are fair) and item Q5 (human resource
policies are interpreted fairly), thereby invalidating this assumed influence. Analysis of publicly
available documents did not provide any evidence nor insight about human resource policies.
Non-public documents would be a more credible source for employment policies, but the
researcher was unable to analyze those documents. African-American employees validated this
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 89

assumed influence based items Q2, Q4, and open responses.
Assumed knowledge asset influence #3: Employees need to perceive they can
influence organizational decisions (Metacognitive). The data used to determine the validation
of this knowledge gap were obtained through surveys and document analysis.
Findings from the surveys. Survey questions Q13, Q14, Q15, and Q16 were used to
assess this assumed influence. These items read as follows:
Item Q13: “I am able to influence decisions that affect my organization.”
Item Q14: “I am usually among the last to know about important changes in the
organization.”
Item Q15: “I am usually invited to important meetings in my organization.”
Item Q16: “I am often invited to contribute to meetings with management higher than my
immediate supervisor.”
Items Q13, Q15, and Q16 response options were 1) Strongly Disagree; 2) Moderately
Disagree; 3) Slightly Disagree; 4) Slightly Agree; 5) Moderately Agree; and 6) Strongly Agree.
Item Q14 was a reverse-score item with options: 1) Strongly Agree; 2) Moderately Agree; 3)
Slightly Agree; 4) Slightly Disagree; 5) Moderately Disagree; and 6) Strongly Disagree.
Overall, all respondents validated this assumed influenced based on item Q13, but all
white respondents invalidated this assumed influence, believing that they could at least slightly
influence organizational decisions. Figure 6 shows the responses to Q13, and the difference in
self-reported demographic information supports the notion that African-American employees
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 90

perceive having less influence on decisions than white employees.

Figure 6. Results of mean score for employee influence on decisions.
Item Q14 (Figure 7) was not validated by the responses from all employee groups. The
employees’ responses to this item suggest that leaders are appropriately and effectively
communicating changes to employees.

0 1 2 3 4 5 6
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q13 I am able to influence decisions that affect my organization
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 91

Figure 7. Results of mean score for knowledge about important organizational changes.
Overall, the respondents validated this assumed influence through survey item Q15
(Figure 8), but overall African-Americans invalidated this influence; therefore, this item within
this assumed influence is considered invalidated. There was a large difference in responses
following self-identified gender differences, with females regardless of ethnicity validating this
item and males validating.
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q14 I am usually among the last to know about important
changes in the organization
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 92

Figure 8. Results of mean score for invitation to important meetings.
Figure 9 shows the responses for item Q16 (a score of less than four is invalid) and
validates that leaders must address employees’ need to perceive they can influence
organizational decisions. White males had a lower score than African-American and white
female employees, which may be a result of how the participants defined the terms often and
higher management.
3.7 3.8 3.9 4.0 4.1 4.2 4.3 4.4 4.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q15 I am usually invited to important meetings in my
organization
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 93

Figure 9. Results of mean scores invited to contribute opinion with higher management.
Findings from the document analyses. The document analysis showed no evidence of
this assumed influence, because the analyzed documents were publicly available and pertained to
senior leaders. This gap in assumed knowledge (employees need to perceive they can influence
organizational decisions) could neither be validated nor invalidated through publicly available
documents.
Summary of findings from this knowledge influence. When considering all forms of
evidence, this gap in assumed knowledge (employees need to perceive they can influence
organizational decisions) was validated. The survey results were mixed on item Q13 (I am able
to influence decisions that affect my organization). Item Q13 was validated by African-American
employees but not white employees. Numerous factors may have caused this result, such as the
fact that different employees have different relationships with those in power or the fact that
3.25 3.30 3.35 3.40 3.45 3.50 3.55 3.60 3.65
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q16 I am often invited to contribute my opinion in meetings with
managment higher than my immediate supervisor
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 94

African-American employees may hold lower positions, with more limited influence. Item Q16
(often invited to contribute my opinion in meetings with higher management) was validated; all
employees slightly disagreed with this statement. Survey item Q14 showed that organizational
changes are effectively communicated to all employees. Gender difference was evident on item
Q15 (I am usually invited to important meetings in my organization), with African-American and
white males slightly agreeing and African-American and white females slightly disagreeing.
However, the mean score for both African-American and white employees was slightly agree,
resulting in invalidating this item. With two of the four survey items, Q13 and Q16, validating
this assumed knowledge influence, the evidence that supports the notion that leaders and senior
leaders do not have the knowledge necessary to show employees they can affect organizational
change.
Assumed knowledge asset influence #4: Leaders need to know if employees are
comfortable engaging with people of different races and ethnicities (Metacognitive). The
data used to determine the validation of this knowledge gap were obtained through surveys and
document analysis.
Findings from the surveys. The survey question that was used to assess this assumed
influence was Q11, which states: “I am afraid to disagree with members of other races for fear of
being called prejudice.” The responses were 1) Strongly Agree; 2) Moderately Agree; 3) Slightly
Agree; 4) Slightly Disagree; 5) Moderately Disagree; and 6) Strongly Disagree. This item was a
reverse-score item to ensure that respondents did not just continue to respond without actively
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 95

engaging with the survey. Based on Figure 10, this assumed influence is not validated based on
the responses, because employee groups including African-Americans at least slightly disagree.

Figure 10. Results of mean score of fear of being called prejudiced.
Although this survey item did not validate this assumed influence, there were responses
to the open-response item (please share any thoughts, comments or advice for senior leaders
looking to make the organizational culture more diverse and/or inclusive) that validated this
influence. Julia, a multiracial female in a technical role, stated, “I would suggest that managers
and other senior leaders educate themselves on African American culture as well as the culture
of other minorities employed at the company.” This statement alone is not enough to validate this
assumed influence but shows that some intercultural education may be beneficial.
Findings from the document analyses. Document analysis showed no evidence of this
0 1 2 3 4 5 6
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q11 I am afraid to disagree with members of other races for
fear of being called prejudiced.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 96

assumed influence, because all of the documents analyzed were relevant for senior leaders.
Therefore, this gap in assumed knowledge is neither validated nor invalidated through document
analysis.
Summary of findings from this knowledge influence. When considering all forms of
evidence, this gap in assumed knowledge, which states that leaders of the organization need to
know if employees are comfortable engaging with people of different races and ethnicities, was
not validated. All employees at least slightly disagreed with item Q11 (I am afraid to disagree
with members of other races for fear of being called prejudiced). White women as a group
moderately disagreed with this statement, demonstrating either that this group of respondents is
comfortable interacting with people of different races and ethnicities or is not concerned with
being labeled prejudiced. Neither the survey results nor the document analysis validated this
assumed influence, meaning the employees are comfortable and leaders are aware of this
comfort.
Summary of results and findings for all knowledge influences. The results of the data
analysis of assumed knowledge influences indicate that TIP leaders, including senior leaders,
have gaps in areas of their assumed knowledge influences. Three areas within the assumed
knowledge influences were found to have gaps: 1) senior leaders must specifically define
diversity and inclusion within the organization; 2) leaders must know that not all employees view
human resources and employment policies as fair; and 3) employees lack influence on
organizational decisions by made by leaders. However, leaders have the knowledge that allows
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 97

employees to engage with people of different races and/or ethnicities. These findings and results
support the idea that the leaders do not have the necessary knowledge to develop an
organizational culture and climate that is diverse and inclusive for African-American employees.
Table 7 provides a summary of all assumed knowledge influences and an indication of
which influences were validated through the analysis of survey and document data.
Table 7

Validation of Knowledge Influences

Assumed Knowledge Influences

Validated
(V) or
Not
Validated
(N)
Conceptual:
Senior leaders need knowledge to more specifically define diversity and
inclusion at the organization.
V

Procedural:
Employees need to know their managers are aware of and fairly applying
human resources and employment policies.
V

Metacognitive:
Employees need to perceive they can influence organizational decisions.
V

Metacognitive:
Leaders need to know whether employees are comfortable engaging with
people of different races and ethnicities.
N

Motivation Results and Findings

Motivation consists of mental effort, persistence, and active choice; numerous internal
and external factors influence the components of motivation (Clark & Estes, 2008). External and
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 98

internal factors may be due to individual interests, perceptions, beliefs, values, goals, or
situations (Clake & Estes, 2008). This study focuses on the motivation theories of Goal-
Orientation Theory, Expectancy Value Theory, Social Cognitive Theory, and Sociocultural
Theory as they relate to leaders’ motivational assets and needs to create a diverse and inclusive
work climate for African-American employees (Eccles, 2009; Gallimore & Goldenberg, 2001;
Pajares, 2006; Shute, 2008).
Assumed motivation influences are considered validated if, through the analysis of the
surveys and documents, there is insufficient evidence to confirm the presence of the assumed
influences exhibited by the leaders of TIP. The lack of these assumed influences confirms the
leaders’ need to address these influences, which contribute to the organizational performance
gap.
Assumed motivation influence #1: Senior leaders have the goal of showing their
individual commitment to the organizational goal of creating a diverse and inclusive
culture (Goal orientation). The data used to determine the validation of this motivation gap
were obtained through surveys and document analysis.
Findings from the surveys. The open-response question (please share any thoughts,
comment or advice for senior leaders looking to make the organizational culture more diverse
and/or inclusive) was used to assess this assumed influence.
A few respondents directly commented regarding individual versus organizational goals
and commitments related to diversity and inclusion. Harley, an African-American male in a non-
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 99

technical role, stated:
I believe our Executives starting at CEO and in most cases two levels down (one level
down for sure) understand a diverse and inclusive environment builds better results and
act on it but that same dedication does not flow down consistently across the
organization.
Chelsea, an African-American female in a technical role, supported the idea that senior leaders
may individually commit: “I think upper management gets the need for diversity, it doesn’t
always flow down effectively.” Adalynn, a White female in a technical role, validated that senior
leaders need to address personal beliefs with not just themselves, but managers and leaders:
There are also managers who will hold their personal beliefs in the work place. I have
fortunately not had to deal with these individuals, but I have heard plenty. I would hope
that senior leadership would address this issue with managers head on. There should be
better and more bias training for managers. If they cannot understand their biases and be
clear about them to someone who oversees them, then they should be demoted and never
be in a position of power like managers are.
Harley, Chelsea, and Adalynn’s responses referencing individual beliefs and values is
insufficient support, however. Therefore, this assumed motivational influence is not validated.
Findings from the document analysis. The 2011 Corporate Responsibility Report
contained evidence of this assumed influence. This report represents the voice and perspective of
senior leadership,
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 100

To achieve our vision of a diverse and inclusive workplace, the company has
implemented accountability measures tied to our annual incentive plan to ensure we are
meeting annual targets and objectives to increase the representation of women and people
of color where we underrepresented. Executive compensation is tied to our performance
against targets in this area. (CSR, 2011, p. 3 of Executive Summary)
Subsequent reports reference the diversity targets connected with executive or senior
leaders’ compensation. Based on this evidence, this gap in assumed motivation was not validated
in the document analysis.
Summary of findings from this motivation influence. When considering all forms of
evidence, this gap in assumed motivation for the influence was not validated. Neither the survey
results nor the document analysis validated this gap in motivation. There was no Likert-type item
on the survey that directly assessed this question; however, some comments provided insight.
The analysis of the open responses to the survey showed that employees believed that individual
senior leaders were aligned with the organization. The document analysis evidence, diversity
goals tied to senior leader compensation, supported the idea that there is no gap in leaders’
personal and organizational beliefs that affects diversity and inclusion. Leaders’ compensation
will be directly affected if the organizational values of diversity and inclusion are unmet.
Assumed motivational influence #2: Senior leaders should be expected to create and
promote positive contributions, including making the business case for a diverse and
inclusive culture and climate (Expectancy Value). The data used to determine the validation
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 101

of this motivation gap were obtained through surveys and document analysis.
Findings from the surveys. The survey question that was used to assess this assumed
influence was item Q12, which states: “I believe diversity is a strategic business issue: 1)
Strongly Disagree; 2) Moderately Disagree; 3) Slightly Disagree; 4) Slightly Agree; 5)
Moderately Agree and 6) Strongly Agree.” In aggregate, all groups at least slightly agreed with
diversity as a strategic business issue, with white females showing a level of support higher than
all African-Americans. Figure 11 suggests that there is not a gap in this assumed influence, but
there are differences along demographic lines, with African-American females the least
supportive of diversity as a strategic business issue.

Figure 11. Results of mean scores of strategic business issue.
Responses to the open-response item on the survey provided additional support for the
notion that this gap does not exist for senior leaders creating and promoting the positive
4.7 4.8 4.9 5.0 5.1 5.2 5.3
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q12 I believe diversity is a strategic business issue
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 102

contributions, including the business value for diversity and inclusion. Alim, an African-
American male in a non-technical role, perceives that “[t]he commitment from senior leadership
is real. The overall performance trends that correlate with the focus on the current business
strategy can[’]t be ignored.” Mattie and Alena, African-American females in technical roles,
shared similar perspectives. Mattie stated:
I feel that the senior executives know the importance of diversity AND inclusion in the
corporate setting, especially how it directly impacts growth in innovation, which drives
any company’s bottom line. I think the disconnect happens when middle management is
left in charge of implementing the environment that is necessary to retain people of color,
women and other minorities. If the vision and goals are not aligned from top to bottom,
there will be no growth.
Alena expressed that she was aware of the efforts by leadership, but she had no input on how to
solve the problem.
I know that there is a movement with a huge focus in diversity and the work that is being
accomplished is wonderful because I have been able to be exposed to it but everyone in
the company has not been able to see or understand all the hard that is being done. I am
not quite sure how to solve this problem but I do know that leadership is working on it
and I am thankful that people are aware of it.
Although these African-Americans believe that senior leaders see the value in creating
and promoting a diverse and inclusive culture, Heidi, an African-American female in a technical
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 103

role, had a different perspective:
At times I feel as though diversity and inclusion is not really genuine, it[’]s like a buzz
word that is hot in corporate America. A corporation receives an award for diversity and
inclusion and now all the companies have jumped on the bandwagon. Not necessarily
because they are genuine about the effort but because it is the new trend. This often
comes across as a forced effort to check a box. When in actuality the focus needs to be on
building relationships.
Josie, an African-American female in a technical role, supports senior leaders’ commitment to
diversity and inclusion, but questions leaders below them:
Top level executives get the value of diversity and inclusion. Mid-level managers do not
always support d&i. There are many expectations and pressures, e.g., billable hours, that
adversely impact initiatives and activities that make d&i real within an organization.
Findings from the document analysis. Between 2012 to 2016, the Corporate
Responsibility Report and Security and Exchange Commission Form 10-K displayed evidence of
this assumed influence. According to the 2012 Corporate Responsibility Report, the first
employee network leadership summit “furthered our commitment to create a diverse and
inclusive work environment.” (CSR, 2012, p. 12) Between 2012 and 2016, the number of
participants in the various employee network groups increased by nearly 60%. In addition, the
company’s stock price has appreciated nearly 250% over the same timeframe. There is no direct
correlation between the increase in stock value and the organization’s further commitment to
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 104

diversity, but there is a trend; therefore, this gap in assumed motivation was not validated in the
document analysis.
Summary of findings from this motivation influence. When considering all forms of
evidence, this gap in assumed motivation for the influence was not validated. The Likert-type
item Q12 showed that all employees, including African-Americans, believed that senior leaders
promote the positive contributions of diversity. This result was further supported by the open-
response question on the survey. The company’s Form 10-Ks showed an increase in stock
performance, which aligned with senior leaders’ compensation connection to diversity and
inclusion. Senior leaders and the employees see the strategic business value of diversity and
inclusion; however, there is uncertainty about whether leaders or middle management support
the strategic value of diversity. Senior leaders focused on this assumed influence, and neither the
survey results nor the document analyses validated this gap in motivation.
Assumed motivation influence #3: Leaders model the appropriate behaviors for a
diverse and inclusive organizational culture (Social Cognitive Theory). The data used to
determine the validation of this motivation gap were obtained through surveys and document
analysis.
Findings from the surveys. Item Q7 and the open-response item were used to assess this
assumed influence. Item Q7 states: “Management here encourages the participation in employee
network: 1) Strongly Disagree; 2) Moderately Disagree; 3) Slightly Disagree; 4) Slightly Agree;
5) Moderately Agree and 6) Strongly Agree.” Based Figure 12, which shows the responses to
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 105

item Q7, employees at least slightly agree with leaders supporting participation in the employee
network. This sample is biased, because the survey was sent only to employees who participate
in the African-American employee network. However, there is a difference between African-
American and white employees, with greater support by white employees; white males showed
the highest level of support of leaders encouraging participation in employee networks.

Figure 12. Results of mean score for employee network participation encouraged.
The open-response item on the survey contradicted the results of the Likert-type item on
the survey. Several respondents did not support leaders modeling the behavior for a diverse and
inclusive organizational culture. Alisha, an African-American female in a non-technical role,
stated that leaders did not model the appropriate behavior because
0 1 2 3 4 5 6
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q7 Management here encourages the participation in
employee network
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 106

[a]s leaders we are not asking enough questions. It appears that we have all the answers
but not looking to those we have trusted to put in place to leader effectively. I think the
organization talks about diversity and inclusion but does not exhibit the actions around
that.
Skye, a multi-racial female in non-technical role, expressed concern about senior leader
not modeling diverse behaviors when hiring: “to be frank, there are no people of color in top
positions and that should be a concern. To be diversified you have to be that way at the top as
well.” Sebastian, an African-American male in a technical role, does not see senior leadership
taking action with respect to employee input: “[w]e do engagement surveys every year,
following the surveys there are very few direct actions taken by senior leadership to make a
difference to improve engagement, diverse and/or inclusive scores.” Madeleine, a white female
in a technical role, believes senior leaders are not demonstrating their commitment to employee
networks and should “[b]e more engaged in general (which doesn’t mean doing a “speaking”
event once a year).” Alisha, Skye, Sebastian, and Madeleine’s responses validate the assumed
influence (leaders are not modeling the behaviors necessary to create a diverse and inclusive
culture or climate). Kate, an African-American female in a non-technical role, summarizes
employee opinion with this statement about senior leaders and leaders:
[y]ou must set the example. When you reflect that I’m not important then others feel
comfortable following your lead. I get more bad behavior from Directors and VPs than
any other level.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 107

Findings from the document analysis. The 2012–2016 Corporate Responsibility
Reports contains evidence of this assumed influence. In these reports, senior leaders support
employee networks, have enacted processes to improve the senior leadership pipeline for
minorities, and have received recognition from numerous external organizations. Therefore, this
gap in assumed motivation was not validated in the document analysis.
Summary of findings from this motivation influence. When considering all forms of
evidence, this gap in assumed motivation for the influence was validated even though evidence is
mixed. If either the survey or document analysis validated an assumed influence, then the
assumed influence was considered validated. The survey provided mixed results, with the Likert-
type item differing from the individual responses provided in the open-response question. The
Likert-type item asked a specific question about support for employee networks, which is one
aspect of modeling behavior. However, the responses to the open-ended question provided
different examples of senior leaders and leaders not modeling the behavior. In addition, the
number of participants in the employee networks has remained flat for the last several years, at
around 30% of all employees (Corporate Responsibility Reports 2014, 2015, and 2016), which
may be further evidence of senior leaders and leaders not modeling the behavior of support for
diversity through employee networks. The Corporate Responsibility Reports 2012 through 2016
show that senior leaders, through statements and external recognition, are modeling behaviors,
but the survey of employees validates this assumed influence. Therefore, this motivational
assumed influence (leaders model the appropriate behaviors for a diverse and inclusive
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 108

organizational culture) is validated.
Assumed motivation influence #4: Leaders need social and informal professional
interactions and engagement with employees of diverse races and ethnicities (Sociocultural
Theory). The data used to determine the validation of this motivation gap were obtained through
surveys and document analysis.
Findings from the surveys. Items Q19, Q20, Q21, and the open response were used to
assess this assumed influence. These items read as follows:
Item Q19: “I am often asked to contribute in planning social activities not directly related
to my job function.”
Item Q20: “I am always informed about informal social activities and company social
events.”
Item Q21: “I am rarely invited to join my coworkers when they go for lunch or drinks
after work.”
Items Q19 through Q21 gave respondents the following options for response: “1)
Strongly Disagree; 2) Moderately Disagree; 3) Slightly Disagree; 4) Slightly Agree; 5)
Moderately Agree; 6) Strongly Agree.” In response to item Q19 (Figure 13), employees on
average slightly disagreed.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 109

Figure 13. Results of mean score for planning social activities
Overall, respondents slightly agreed with Item Q20 (having information about social
activities and company social events) (Figure 14). White males tend to be the most informed
group followed by African-American females, who pushed the overall score for all African-
Americans to just over the slightly agree, at 4.

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q19 I am often asked to contribute in planning social
activities not directly related to my job function
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 110

Figure 14. Results of mean scores informed about social activities
Item Q21 (employees are interacting with each other during lunch or after work) shows
African-Americans interacting less than white employees (Figure 15). Based solely on this item,
the assumed influence is neither validated nor invalidated because all employees, including
African-Americans, slightly disagree with rarely receiving invitations to lunch and/or drinks.
However, the term “co-worker” may or may not include a manager or leader. If co-worker does
not include the manager or leader, then this item validates the assumed influence.

3.80 3.85 3.90 3.95 4.00 4.05 4.10 4.15
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q20 I am always informed about social activities and
company social events.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 111

Figure 15. Results of mean scores invited to lunch or drinks.
Although items Q20 and Q21 invalidated the assumed influence and item Q19 validated
the assumed influence, the open-response item validates this assumed influence (more social and
informal professional interactions between employees and senior leaders). Marcos, a multi-racial
male in a non-technical role, expresses social isolation:
Need to see more diversity in leadership. I do not feel I can be myself or bring my whole
self to work especially when interacting at the senior management levels. I am typically
the only minority or one of a few in meetings and it can be tough to relate.
Self-identified male and female employees across racial categories, African-American,
white, and unspecified, validated the assumed influence (the need for leaders to increase social
interactions and getting to know employees outside of traditional work projects). Milo, an
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q21 I am rarely invited to join my coworkers when they
go for lunch or drinks after work.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 112

African-American male in a non-technical role, wants leaders to “[m]ake an effort to conduct
more meet and greets, I attended a new employee orientation through…where I was able to
network with t[o]p level executives and it was a great experience.” Sophie, an African-American
female in a non-technical role, continues the validation of this assumed influence:
The Senior Leadership need to “know” their employees. They miss out on opportunities
to maximize talents of the workforce by now knowing the individual beyond the resume
and beyond the annual requirement to update your talent profile. What are the outside
interest of your employees? Do they refurbish cars or build houses? Do they have a
machine shop in their garage? Do they sew or quilt?
Several employees provided recommendations for how senior leaders can informally
interact and socially engage with employees. Chris, a technical employee with unspecified
gender and race, suggests: “[s]enior leaders should get closer to employee[s] several levels below
them.” Danielle, a white female in a technical role, thinks that “[e]mployee functions that
encourage social interaction could help facilitate social activities that are non-company events,
such as, luncheons,” which would be increase social engagement, and Edison, a white male in a
technical role, prefers that senior leaders “[m]eet periodically with small groups of random
individuals in their organization to assess feelings, perceptions, etc., at the ‘ground level.’”
Findings from the document analysis. Evidence of this assumed influence was not
found in any documents reviewed because only publicly available documents related to senior
leaders were analyzed. Based on the researcher’s professional experience, non-publicly available
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 113

documents would validate this gap in assumed motivation.
Summary of findings from this motivation influence. When considering all forms of
evidence, this gap in assumed motivation for the influence was validated. The survey had mixed
outcomes, with item Q20 invalidating, items Q19 and the open-ended response validating, and
item Q21 neither validating or invalidating the assumed influence. The document analysis
focused on senior leaders and not leaders, but based on the researcher’s professional experience,
non-publicly available documents would have validated the assumed influence (leaders need
more social and informal professional interactions with employees). Employees interact with co-
workers and are informed about company social events, but the evidence does not support
engagement with leaders. The open-response survey item garnered several statements and
themes that support the idea that senior leaders are not engaging enough socially or in informal
professional settings with employees.
Summary of results and findings for all motivation influences. The results of the data
analysis of assumed motivational influences indicate that senior leaders did not have gaps in their
individual commitment nor in promoting a diverse and inclusive organizational culture and
climate for African-American employees. However, leaders at levels below senior leaders had
gaps in two areas of assumed motivational influences: 1) leaders need to model behaviors for a
diverse and inclusive organizational culture and 2) leaders need social and informal interactions
with diverse employees.
Table 8 summarizes all motivation influences and indicates which influences were
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 114

validated through the analysis of survey and document data.
Table 8

Validation of Motivation Influences

Assumed Motivation Influences

Validated (V)
or
Not
Validated
(N)
Goal orientation:
Senior leaders are individually committed to creating a diverse and inclusive
culture.

N

Expectancy Value:
Senior leaders contribute and promote the positive contributions and strategic
business reasons for a diverse and inclusive culture.

N
Social Cognitive Theory:
Leaders model behaviors for a diverse and inclusive organizational culture.

V
Social Cognitive Theory:
Leaders need social and informal interactions with diverse employees.
V

Organization Results and Findings

According to Rueda (2011), cultural models are subconscious, automatic, and not visible,
and cultural settings are observable or can be seen within the organization. In this study, assumed
influences considered both cultural models and cultural settings as contributors to TIP’s
organizational performance gap.
Assumed organization influences are considered validated if, through the analysis of the
surveys and documents, there is evidence that either the organization, senior leaders, or leaders
are contributing to the performance gap. This determination was assessed through responses to
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 115

Likert-type survey items, open-ended responses that align to the influence and analysis of
publicly available documents. If either of these methods validate an assumed organizational
influence, the influence will be considered validated, because it shows the existence of a gap.
Assumed organization influence #1: There is a culture of inclusion within the
organization’s informal and formal networks and structure. The data used to determine the
validation of this organization gap were obtained through surveys and document analysis.
Findings from the surveys. Item Q9 and a composite item consisting of questions Q19,
Q20, and Q21 were used to assess this assumed influence.
Item Q9 stated: “The “old boys” network is alive and well here: 1) Strongly Agree; 2)
Moderately Agree; 3) Slightly Agree; 4) Slightly Disagree; 5) Moderately Disagree; 6) Strongly
Disagree.” All respondents agreed, to varying degrees, that the “old boys” network exists within
the organization (Figure 16). African-Americans overall agreed more with the existence of this
network, with African-American females agreeing the most.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 116

Figure 16. Results of mean score for “old boys” network.
Items Q19, Q20, and Q21 combined form a composite measure of inclusion within social
and informal networks. The results (Figure 17) indicate that African-Americans are more
included and aware of social activities than white employees. However, one of these three
questions, item Q19, may be biased towards gender and minorities, which would increase the
overall score of African-Americans and to a greater extent African-American females.
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q9 The "old boys" network is alive and well here
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 117

Figure 17. Results of mean for inclusion-exclusion scale for informal and social networks
The survey item “please share any thoughts, comments or advice for senior leaders
looking to make the organizational culture more diverse and/or inclusive” allowed employees to
share perspectives about the organization’s network, and there were numerous responses about
the “old boy network.” The majority of references to the “old boys network” in the responses
were made by African-American employees. Nicole, an African-American female in a technical
role, believes that after 24 years with the company,
The Good Ole Boy network is still in place. Diversity without authority to make
decisions mean nothing. Training on how to talk to folks is a must. Currently whatever
training has taken place with management needs to be retaken.
Victoria, an African-American female in a technical role, shares Nicole’s view: “I believe that
for the culture to change to a more diverse one, at my site, the ‘good old boys’ will need to retire
8.5 9.0 9.5 10.0 10.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Inclusion-Exclusion Scale Informal/Social Network
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 118

and the company will need to hire diverse individuals that aren’t friends or relatives of the retired
generation.” Shannon, an African-American female in a technical role, believes that the company
should “[g]et rid of the good ole boys network. Look at the discriminatory practices and make
modifications because there has been significant loss and misuse of talent as a result.” Ellie, an
African-American female in a non-technical role, shares a similar perspective to Nicole’s:
There is a ‘good old boy’ network alive and well at this company. Nepotism is the norm
here, with the constant hiring and placement of the children of directors in positions
better suited for one with experience and passion for what we do. While some managers
refuse to speak on the matter, others blatantly share the fact that they are approaching you
specifically to interview for a job you will not get (in an effort to be fair to you) simply
because you meet the basic qualifications according to HR’s “rules.”
According to Adrian, an African-American male in a non-technical role, the old
definition of “old boys” network is an inaccurate reflection of the current organizational culture.
Instead, the ““old boys network” is no longer the right term for closed informational and social
networks of men and women (or networks exclusively of powerful men or exclusively of
powerful women).” Christopher, an African-American male in a technical role, does not believe
an “old boys network” exists:
I believe there is not a concerted “old boy’s” network...at least at the locations I’ve been
associated with...but micro inequities continue to exist. Lack of appreciation of the
perspective of minority groups continues.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 119

Although African-Americans employees were the primary group to mention the “old
boys network,” Wendy, a white woman in a technical role who has been with company 24 years,
states:
My organizational unit [not corporation] has too much self-similar management:
heterosexual white male married-with-children-stay-at-home wives.…They have
developed a crony system such that our unit is run a bit more like a family business than a
corporate unit. Some aspects of informality are desirable but the “boys club” (which does
not benefit all men) guarantees that the leadership always remains in position even
when funding changes.
Findings from the document analysis. Evidence of this assumed influence was not
found in any of the documents reviewed. However, it is very unlikely that publicly available
documents would acknowledge the existence of the “old boys network” due to the negative
social perception of such a system. In the five most recent years of the Corporate Social
Responsibility reports, the senior leaders speak of their support for employee networks, which
are informal networks sanctioned by the company. The existence of employee networks does not
equate to inclusion, but they do show evidence that the company understands the importance of
allowing staff to unite around a shared purpose. This gap in assumed organizational influence
was neither validated nor invalidated in the document analysis.
Summary of findings from this organizational influence. When considering all forms
of evidence, the gap in assumed organizational barriers for this influence was validated. Survey
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 120

item Q9 validated this influence because African-American employees perceived the existence
of the “good old boys” network. The composite measure of inclusion within social and informal
networks results contradicts survey item Q9, in that African-Americans felt more included in
social networks than any other group. However, the results of this composite may be skewed due
to item Q19, which may have both a gender and race bias, resulting in a higher score than
expected. Based on the survey results, which validated, and the document analysis, which neither
validated nor invalidated, this assumed influence is considered validated.
Assumed organization influence #2: There is a culture of including diversity and
inclusion through the talent acquisition processes (college hiring, diversity conferences,
etc.). The data used to determine the validation of this organization gap were obtained through
surveys and document analysis.
Findings from the surveys. The survey question that was used to assess this assumed
influence were items Q2 and the open-response item.
Item Q2 stated: “Managers here have a track record of hiring and promoting employees
objectively, regardless of their race, gender, sexual orientation, religion, or age 1) Strongly
Disagree; 2) Moderately Disagree; 3) Slightly Disagree; 4) Slightly Agree; 5) Moderately Agree
and 6) Strongly Agree.” The average of all respondents to this item was slightly disagree (Figure
18); however, the average response of white employee respondents is slightly agree.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 121

Figure 18. Results of mean score for hiring and promoting objectively.
The responses to the open item (please share any thoughts, comments or advice for senior
leaders looking to make the organizational culture more diverse and/or inclusive) provided
numerous answers that related to university recruiting. Isla and Leyla, African-American females
in technical roles, shared the perspective that the list of universities could be expanded: “[g]reat
talent can be found anywhere not just in a handful of key schools,” and “[i]ncrease strategic
engagement with regional HBCUs and not just those in the DC/Baltimore area.” Lacey, a white
female in a technical role, expressed a similar opinion about expanding the college list:
The company should open up their list of universities that they recruit at. The list is
mostly more expensive schools and by definition less diverse. The idea of only recruiting
at a few schools seems to be the wrong thing if the desired end result is a more diverse
0.00 1.00 2.00 3.00 4.00 5.00 6.00
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q2 - Managers...hiring and promoting
employees objectively
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 122

workplace.
Quinton, an African-American male in a technical role, said that the company should
“[h]ire [a] more diverse work force,” but Danica, an African-American female in a non-technical
role, asserted that there is a barrier to diversifying university recruiting:
I believe the company has made real attempts to become more diverse and inclusive,
however in dealing with the hiring of college graduates the bar is so high for GPA it
tends to favor more affluent students that do not have to work full time in order to attend
school.
Nepotism was another identified barrier to having diverse and inclusive talent acquisition
processes. Erica, an African-American female in a non-technical role, hinted at the lack of
accountability around hiring: “[n]epotism should be closely monitored and controlled to allow
for a more diverse and inclusive organization.”
Not all of the respondents shared the perception that the university list or talent
acquisition processes needed to be expanded or become more diverse. Karen, an Asian or Pacific
Islander female in a technical role, equated diversity and inclusion with quality: “I think the
company does a great job participating in D&I. I do hope that all the D&I hiring doesn’t affect
the quality of the hire just to meet D&I numbers.” Hallie, a white female in a technical role,
expressed the “[n]eed to spend more time looking at people’s qualifications, not just their
ethnicity or sex, when considering job applicants.” Cameron, an employee of unspecified race or
ethnicity, in a technical role, was more emphatic than Hallie:
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 123

Stop it with the diversity and inclusion garbage! How about just promoting the most
qualified candidates, regardless of color, religion, preferences, or any other bullshit
initiative that some do-gooder in some lofty office tells us is important!
The comments made by Karen, Hallie, and Cameron reveal the differing perceptions regarding
diversity and inclusion within the company’s talent acquisition process.
The results of survey item Q2, which shows that African-American employees slightly
disagree that hiring and promotions are objective, and the open responses validate this assumed
influence.
Findings from the document analysis. The 2012 through 2016 Corporate Responsibility
Reports contain evidence that senior leaders are including diversity in the organization’s talent
acquisition process. These efforts include recruiting at Historically Black Colleges and
Universities (HBCUs), diversity conferences such as Black Engineer of the Year Awards
(BEYA) and National Society of Black Engineers (NSBE), and providing charitable
contributions to support external diversity organizations. Based on this evidence, this gap in
assumed influence is not validated, because the senior leaders are supporting and providing
resources that should diversify the talent acquisition processes.
Summary of findings from this organizational influence. When considering all forms
of evidence, the gap in assumed organizational barriers for this influence was validated overall.
African-American employees slightly disagreed with the Likert-type scale item Q2 (managers
here have a track record of hiring and promoting employees objectively, regardless of their race,
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 124

gender, sexual orientation, religion, or age), which validates this assumed influence. In addition,
the responses to the open-ended survey question further validated this assumed influence.
However, the document analysis demonstrates that senior leaders are making efforts to diversify
the talent acquisition process by providing resources to both internal and external efforts. Thus,
the document analysis of publicly available items does not validate this assumed influence. The
different outcomes between the survey and document analysis supports the idea that senior
leaders are aware of the efforts, but the rest of the organization may not be aware, leading to the
validation of this assumed influence.
Assumed organization influence #3: Senior leaders’ goals of diversity and inclusion
are reflected in the culture and climate throughout the organization (Cultural Setting). The
data used to determine the validation of this organization gap were obtained through surveys and
document analysis.
Findings from the surveys. The survey questions that were used to assess this assumed
influence were composite items, Diversity Scale Organizational Fairness, items Q1 to Q6;
Diversity Scale Organization Inclusion, Q7 to Q10; and Inclusion-Exclusion Climate Scale
Organizational Factor, Q13 to Q15. Items Q1 through Q8, Q10, Q13, and Q15 had the following
options for responses: 1) Strongly Disagree; 2) Moderately Disagree; 3) Slightly Disagree; 4)
Slightly Agree; 5) Moderately Agree; and 6) Strongly Agree. Items Q9 and Q14 were reverse
scored with the following options: 1) Strongly Agree; 2) Moderately Agree; 3) Slightly Agree; 4)
Slightly Disagree; 5) Moderately Disagree; and 6) Strongly Disagree. For the Diversity Scale
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 125

Organizational Fairness to be validated, a composite score of less than 24 is needed. Figure 19
shows the responses. The Diversity Scale Organizational Inclusion score of less than 16 validates
this gap, and the Climate Scale Organizational factor score of less than 12 validates this assumed
influence. Figure 20 reflects responses to the Diversity Scale Organizational Inclusion and
Figure 21 shows the scores of the Climate Scale Organizational factor. All three composite
scales were validated for African-American employees, showing that the organizational goal of a
diverse and inclusive culture and climate set by the senior leaders is not reflected throughout the
organization.

Figure 19. Results of mean diversity scale – organizational fairness.
23.75
23.36
23.11
23.78
26.10
25.25
28.00
0 5 10 15 20 25 30
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Diversity Scale Organizational Fairness
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 126

Figure 20. Results of mean diversity scale – organizational inclusion.

Figure 21. Results of mean climate scale – organizational factor.
13.77
13.35
13.38
13.32
14.93
14.25
16.44
0 2 4 6 8 10 12 14 16 18
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Diversity Scale Organization Inclusion
11.50
11.50
11.35
11.65
12.38
12.03
13.17
10.0 10.5 11.0 11.5 12.0 12.5 13.0 13.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Inclusion-Exclusion Climate Scale Organization Factor
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 127

The responses to the open item on the survey further validate the gap in this assumed
influence, that organization does not reflect a culture and climate of diversity and inclusion.
Although white males scored the highest on the composite scales, meaning they felt the most
included, Jared, a white male in a technical role, expressed concerned about exclusion:
At our site I feel like being a Caucasian male is now the one being prejudiced. More
minorities and females are in leadership roles and overlook qualified Caucasian male
candidates. Or site is also very diverse in its population yet gets pushed in hiring to
always consider the minority or female first. I think this is very prejudicial.
A theme evident in the open responses regarding organizational culture is that senior
leaders have set diversity and inclusion goals that are not reflected at lower levels. Joseph, an
African-American male in a technical role, sees that “[o]ur Senior Leaders have made valiant
attempts to make the organizational culture more diverse and inclusive.” Meanwhile, Abel, an
African-American male in a technical role says, “I believe that diversity and inclusion pretty
much stops at the director level,” and Grady, an African-American male in a technical role,
suggests more accountability is needed: “Senior Managers should monitor and encourage lower
level managers to practice diversity.” Harley perceives the organizational culture and climate at
the top of the organization differently than the lower levels:
I believe our Executives starting at CEO and in most cases two levels down (one level
down for sure) understand a diverse and inclusive environment builds better results and
act on it but that same dedication does not flow down consistently across the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 128

organization.
Brooke, an African-American female in a technical role, like Harley, perceives senior
leadership’s commitment to diversity and inclusion. However, she expresses some concern that
the commitment is not at levels or roles.
Engagement at the senior level is very awesome and apparent. NGC encourages
leadership for all of their employees. This encouragement sets NGC apart from its
competitors. I appreciate the leaders for “Walking the Walk and Talking the Talk.” Still,
the leadership message has to permeate to the individual contributor level…. The
challenge has been letting the individual contributor know that it is all right to share and
to be themselves at work!
Jaidyn, an African-American female in a non-technical role, sees the challenge of
achieving and holding accountable middle-level leaders for diversity and inclusion goals:
There has to be a way to reach out to Manger Level 1-3 and ensure that they are on board
with Diversity & Inclusion. My Manager and Director are on board, but it has not always
been this way and I see that other groups do not get the same response that I do from
Management. I am thinking that maybe if we make this a part of our goals that we could
be measured to, that all Management would be forced to comply.
Findings from the document analysis. Evidence of this assumed influence was not
found in any of the documents analyzed, because all documents were publicly available and
associated with senior leaders and not with leaders below this level. Therefore, this gap in
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 129

assumed organizational influence was validated through the document analysis, because there are
no publicly available documents to refute.
Summary of findings from this organizational influence. When considering all forms
of evidence, the gap in assumed organizational barriers for this influence was validated. The
three composite scales from the survey all indicated that African-American employees perceived
less inclusion and diversity than white employees. The open-response item on the survey
provided additional support that the senior leaders are demonstrating commitment to diversity
and inclusion, but this demonstration is not evident in all levels and roles of the organization.
The evidence could not be found in the document analysis to show that the organization below
the senior leader level reflected the organizational goals of a diverse and inclusive climate and
culture; therefore, this gap was validated based on the document analysis. The assumed influence
(senior leaders’ goals of diversity and inclusion are reflected in the culture and climate
throughout the organization) was validated in both the survey results and document analysis.
Assumed organization influence #4: The organization provides sufficient resources
to create a diverse and inclusive culture and climate (Cultural Setting). The data used to
determine the validation of this organization gap were obtained through surveys and document
analysis.
Findings from the surveys. The survey questions that were used to assess this assumed
influence were items Q8, Q10, and the open response.
Item Q8 stated: “There is a mentoring program in use here that identifies and prepares all
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 130

minority and female employees for promotions 1) Strongly Disagree; 2) Moderately Disagree; 3)
Slightly Disagree; 4) Slightly Agree; 5) Moderately Agree and 6) Strongly Agree.” All
respondents, including African-American employees, slightly disagree with the availability of a
mentoring program (Figure 22). This result validates this assumed organizational gap that
sufficient resources are provided for employees to do their job. Item Q10 stated: “The company
spends enough money and time on diversity awareness and related training 1) Strongly Disagree;
2) Moderately Disagree; 3) Slightly Disagree; 4) Slightly Agree; 5) Moderately Agree and 6)
Strongly Agree.” Based on the responses to item Q10, the average of all respondents was slightly
disagree to the organization spending enough money and time on diversity awareness and related
training. However, white employees slightly agreed that sufficient money is spent, but African-
American employees disagreed with this perspective. Based on the response of African-
American employees and the overall average response, this assumed organizational gap
influence is validated.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 131

Figure 22. Results of mean scores for mentoring program.

Figure 23. Results of mean scores for money and time on diversity training.
2.8 2.9 3.0 3.1 3.2 3.3 3.4 3.5
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q8 Mentoring program...identifies and prepares all minority
and female employees for promotion
0 1 2 3 4 5 6
Respondents - All
African-American - All
African-American - Female
African-American - Male
White - All
White - Female
White - Male
Q10 Company spends enough money and time on diversity
awarness and related training
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 132

Luca, an African-American male in a technical role, states that resources should be
allocated to “supporting formal mentoring programs for minorities [and] [m]ake diversity
training mandatory at each facility.” Oliver, an African-American male in a non-technical role,
recommends that the company “[i]dentify and promote programs/mentorship to better leverage
and develop diversity within the pipeline.” To align with these suggestions, the organization
would need to spend more and/or redesign current efforts.
Findings from the document analysis. Evidence of this assumed influence (the
organization provides sufficient resources to create a diverse and inclusive culture and climate)
was found in the Corporate Responsibility Reports from 2012 through 2016, in the spending on
diversity awareness and training, support of employee networks, and external charitable
contributions to organizations that are dedicated to diversity and inclusion. Therefore, this gap in
assumed organizational influence was not validated through document analysis.
Summary of findings from this organizational influence. After analyzing the survey
results and documents analysis, the gap in assumed organizational barriers for this influence was
validated. Based on the mean for item Q8 (there is a mentoring program in use here that
identifies and prepares all minority and female employees for promotions), because the
organization does not have a mentoring program, this assumed influence is validated. In addition,
the mean score for African-Americans on item Q10 (the company spends enough money on
diversity training awareness) was slightly disagree, while whites overall perceived that the
organization provided sufficient resources for diversity and inclusion training. The validation of
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 133

this assumed influence was further evident in the open-response item on the survey. However,
the document analysis did not validate this assumed organizational gap influence. The document
analysis provided evidence of the senior leaders’ efforts and is not reflective of the leaders below
the senior level nor employees; therefore, because at least one analysis method provided
evidence, this assumed influence was validated.
Summary of results and findings for all organizational influences. The results of the
data analysis of assumed organizational influences indicate that TIP’s senior leaders did not have
gaps, but leaders below the senior level and employees validated gaps in each of the assumed
organizational influences, including informal and formal networks, talent acquisition processes,
diverse and inclusive culture, and sufficient resource allocation to diversity and inclusion
awareness and training. The data indicate that TIP’s senior leaders have goals for diversity and
inclusion that have not permeated the entire organization.
Table 9 summarizes all organization influences and indicates which influences were
validated through the analysis of survey and document data.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 134

Table 9

Validation of Organization Influences

Assumed Organization Influences

Validated (V)
or
Not
Validated
(N)
Cultural Model:
There is a culture of inclusion within the organization’s informal and formal
networks and structure.

V
Cultural Model:
There is a culture of including diversity and inclusion through the talent
acquisition processes (college hiring, diversity conferences, etc.).

V
Cultural Setting:
The senior leaders’ goals or organizational goals of diversity and inclusion are
reflected in the culture and climate throughout the organization.

V
Cultural Setting:
The organization provides sufficient resources to create a diverse and inclusive
culture and climate.
V

Summary of Results and Findings
Table 10 is a Traceability Matrix, which describes the sources of all validation of each
assumed influence. Of all assumed influences, gaps were found in nine: 1) assumed knowledge
influence, senior leaders need knowledge to more specifically define diversity and inclusion for
the organization; 2) assumed knowledge influence, employees need to know their managers are
aware of and fairly applying human resources (HR) and employment policies; 3) assumed
knowledge influence, employees need to perceive they can influence organizational decisions; 4)
assumed motivational influence, leaders model the appropriate behaviors for a diverse and
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 135

inclusive organizational culture; 5) assumed motivational influence, leaders need social and
informal professional interactions and engagements with employees of diverse races and
ethnicities; 6) assumed organizational influence, there is a culture of inclusion within the
organization’s informal and formal networks and structure; 7) assumed organizational influence,
there is a culture of including diversity and inclusion through the talent acquisition processes; 8)
assumed organizational influence, senior leaders’ goals of diversity and inclusion are reflected in
the culture and climate of the organization; and 9) assumed organizational influence, the
organization provides sufficient resources to create a diverse and inclusive culture and climate.
Chapter 5 further explores each of these validated influences.
Table 10
Traceability Matrix
Assumed Influences Overall
Validated
Survey Validated Document
Analysis
Validated

Knowledge
Senior leaders need
knowledge to more
specifically define
diversity and inclusion
for the organization. (C)
Y Open
response
Y Corporate
Responsibility
Reports
Y

Employees must know
their managers are aware
of and fairly applying
human resources and
employment policies. (P)

Y

Q2, Q3,
Q4, Q5,
open
response

Y

Not Found

N/A

Employees must perceive
they can influence
organizational decisions.

Y

Q13, Q14,
Q15, Q16

Y

Not Found

N/A
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 136

(M)

Leaders must know
whether employees are
comfortable engaging
with people of different
races and ethnicities. (M)

N

Q11

N

Not Found

N/A

Motivation
Senior leaders have the
goal of showing their
individual commitment to
the organizational goal of
creating a diverse and
inclusive culture (G).
N Open
response
Y Corporate
Responsibility
Report
N

Senior leaders should be
expected to create and
promote the positive,
including making the
business case of a diverse
and inclusive
organizational culture.
(V)

N

Q12

N

Corporate
Responsibility
Report;
Securities and
Exchange
Commission
Form-10K

N

Leaders model the
appropriate behaviors for
a diverse and inclusive
organizational culture.
(SCT)

Y

Q7, open
response

Y

Corporate
Responsibility
Report

N/A

Leaders need social and
informal professional
interactions and
engagement with
employees of diverse
races and ethnicities. (ST)

Y

Q19, Q20,
Q21, open
response

Y

Not Found

N/A

Organization
There is a culture of Y Q9, Y Corporate Y
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 137

inclusion within the
organization’s informal
and formal networks and
structure. (CM)
Composite
(Q19,
Q20,
Q21),
open
response
Responsibility
Report

There is a culture of
including diversity and
inclusion through the
talent acquisition
processes (college hiring,
diversity conferences,
etc.). (CM)

Y

Q2

Y

Corporate
Responsibility
Report

Y

Senior leaders’ goals of
diversity and inclusion
are reflected in the
culture and climate of the
organization. (CS)

Y

Composite
(Q1 to
Q6),
Composite
(Q7 to
Q10),
Composite
(Q13 to
Q15),
open
response

Y

Corporate
Responsibility
Report

N

The organization
provides sufficient
resources to create a
diverse and inclusive
culture and climate. (CS)

Y

Q8, Q10,
open
response

Y

Corporate
Responsibility
Report

Y

N=not validated, Y=validated; N/A=not applicable;
(C)=Conceptual; (P)= Procedural; (M)= Metacognitive; (G)= Goal Orientation; (E)=Expectancy
Value; (SCT)=Social Cognitive Theory; (SC)=Sociocultural Theory; (CM)=Cultural Model;
(CS)=Cultural Setting

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 138

CHAPTER FIVE:
SOLUTIONS AND INTEGRATED IMPLEMENTATON AND EVALUATION PLANS
Chapter 4 presented the findings from the surveys and document analysis, and the first
and second research questions were answered regarding influences in creating a diverse and
inclusive culture and climate for African-American employees at TIP. The results were
organized using the Clark and Estes (2008) gap analysis model of knowledge, motivation, and
organizational influences. Both qualitative and quantitative findings were synthesized and
resulted in potential implications for practice. This chapter explores the final research question:
3. What are the recommendations for organizational practices in the areas of knowledge,
motivation, and organizational resources related to achieving the organizational goal?
This chapter, like Chapters 2 and 4, is organized using the Clark and Estes (2008) framework to
guide recommendations for practice. Following context specific recommendations for addressing
the knowledge, motivation, and organizational influences, there will be an integrated
implementation approach to solutions and an evaluation plan aligned with the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick (2006) has four levels of
planning: results, behavior, learning, and reaction. With diligent planning to address all four
levels of the recommended solutions, and stakeholder support it is more likely that an effective
plan to address the organizational needs will be developed. Chapter 5 concludes with strengths
and weaknesses of the study, limitations and delimitations, and recommendations for future
study.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 139

Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. The knowledge influences in Table 11 represent the complete list of
assumed knowledge influences, based on the most frequently mentioned knowledge and whether
influences were validated through employee survey responses and document analysis, and
supported by the literature review, including publicly available corporate responsibility reports.
Clark and Estes (2008) suggest that declarative knowledge is often necessary before applying
that knowledge to defining ambiguous terms such as diversity and inclusion. As such, as
indicated in Table 11, these validated influences place a high priority on achieving the
stakeholders’ goal. Table 11 also makes recommendations for these validated influences based
on theoretical principles.
Table 11
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause,
Need, or Asset*

Validated
(V) or Not
validated
(N)
Priority:
Yes (Y),
No (N)
Principle and
Citation
Context-Specific
Recommendation
Senior leaders need
knowledge to more
specifically define
diversity and inclusion
within the organization.
(D)
V Y Procedural
knowledge increases
when declarative
knowledge required
to perform the skill
is available or
known (Clark &
Estes, 2008).

Provide a job aid
containing a
glossary of key
terms with specific
definitions and
references to
policies and
procedures that
pertain to protected
classes of
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 140

employees.

Employees must know
their managers are
aware of and fairly
applying human
resources (HR) and
employment policies.
(P)
V Y Procedural
knowledge increases
when declarative
knowledge required
to perform the skill
is available or
known. (Clark &
Estes, 2008).

Procedural
knowledge includes
strategic knowledge
(Anderson et al.,
2001).
Provide annual
online training
with test for
managers about
policies.

Randomized audit
of managers to
review
employment and
HR decisions.

Provide a
SharePoint site that
includes policies
related to fair
application of
employment laws,
procedures, and
policies.

Employees must
perceive they can
influence
organizational
decisions. (M)
V Y Followers use
attributions of leader
integrity as a
predictor for how the
leader will behave in
the future (Moorman
& Grover, 2009).

Learning is highly
dependent on “goal-
directed practice”
and “targeted
feedback”
(Ambrose, Bridges,
DiPietro, Lovett, &
Norman, 2010).
Provide a survey to
employees (starting
with African-
American
employees in
Employee
Resource Group to
understand their
perspective on the
organization’s
environment
related to diversity
and inclusion.

Develop and hold
accountable
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 141

individual goals for
managers/leaders
based on the
outcome of the
survey.

Leaders must know
whether employees are
comfortable engaging
with people of different
races and ethnicities.
(M)
N N Learning is highly
dependent on “goal-
directed practice”
and “targeted
feedback” (Ambrose
et al., 2010).
N/A
*Indicate knowledge type for each influence listed using these abbreviations: (D)eclarative;
(P)rocedural; (M)etacognitive

Declarative knowledge solutions, or description of needs or assets.
Declarative knowledge can be either factual or conceptual, but this study will focus on
conceptual declarative knowledge. Conceptual knowledge is the foundation of learning based on
models, theories, principles, and generalizations of facts (Rueda, 2011; Clark and Estes, 2008).
Conceptual understanding occurs as one connects foundational elements to create a more
complex idea or framework that can be applied to solve a problem. TIP’s senior leaders have
different meanings or understandings about diversity and inclusion at the organization. This gap
causes a lack of clarity and may result in the organization not achieving its desired culture. Until
TIP develops an electronic job aid resource with specific definitions for the senior leaders, they
may continue to use their individual meanings of diversity.
Research has shown there is no singular definition of diversity that all organizations
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 142

universally agree on and can apply to develop its processes, procedures or culture (Garcia, 2015;
Klarsfeld, 2010). Senior leaders must form a consensus within their own cultural setting and
ensure that everyone is using the same definition. Having the conceptual knowledge means that
senior leaders will be able to apply the organization’s definition to make judgments and
implement procedures related to diversity (Rueda, 2011). Providing a job aid that is available
electronically will allow senior leaders to access to the agreed-upon definition of diversity
whenever required (Clark & Estes, 2008).
Procedural knowledge solutions, or description of needs or assets.
Procedural knowledge is about one’s ability to get a task, procedure, or method
accomplished (Rueda, 2011). It is very likely that the senior leaders are unaware of the hiring
processes and who has the hiring authority to make employment decisions for African-American
employees. In addition, these employees are uncertain that managers or leaders are fairly
applying employment policies. Knowledge about the hiring process is strategic information that
senior leaders and leaders should have to better understand the intricacies of diversity in the
organization. According to Anderson et al. (2001), strategic knowledge is part of procedural
knowledge. Seniors leaders and leaders should be provided with a SharePoint site that includes a
decision-making flow chart depicting who has the authority to make hiring decisions.
A strategic goal of senior leaders should be to understand the intersectionality of diversity
and inclusion goals within the hiring process. Senior leaders are the apex of hiring managers and
must be fully knowledgeable about the development of the applicant pipeline (Garcia, 2015). In a
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 143

large organization with multiple levels of leadership and management it can be difficult for
senior leaders to be aware of the impact of procedures and methods at middle and lower levels.
Developing a diverse and inclusive culture will require that senior leaders know the current
practices and ensure a coordinated strategy for the future direction of the entire organization
(DeChurch et al., 2010). It is recommended that 1) senior leaders and leaders attend mandatory
annual training including a test of knowledge about employment policies and procedures; 2) the
organization engage in a randomized audit of employment decisions made by a sample of
leaders; and 3) the organization create an electronic site such as SharePoint with employment
policies and procedures that can be accessible at any time.
Metacognitive knowledge solutions, or description of needs or assets.
According to Rueda (2011), metacognitive knowledge allows one to know how and when
to apply other types knowledge such as declarative and procedural knowledge. Senior leaders
and leaders must understand the complexity of diversity and inclusion, because these concepts
are situational and contextual (DeChurch et al., 2010; Garcia, 2015). Collectively, senior leaders
are responsible for developing processes and procedures that directly and indirectly develop the
organizational culture. Leaders below the senior leader level are expected to implement these
processes and procedures and apply them according to expectations. Demonstrating fairness is
critical for leaders, especially newly appointed leaders, because fairness is important to
employees dealing with uncertainty (Van den Bos & Lind, 2002), as in the case of employment
processes, which have some level of subjectivity.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 144

Introduction. The motivation influences in Table 12 represent the complete list of
assumed motivation influences and whether validated based on the most frequently mentioned
motivation influences to achieving the stakeholders’ goal during surveys and document analysis,
and supported by the literature review and the review of motivation theory. Clark and Estes
(2008) suggested that there are three indicators of motivation in task performance: choice,
persistence, and mental effort. Choice is going beyond intention to start something. Persistence is
continuing to pursue a goal in the face of challenges, and mental effort is seeking and applying
new knowledge to solve a complex problem or perform a new task. Senior leaders have been
promoted or hired from external organizations with years of relevant experience; the assumed
causes appear to suggest choice, persistence, and mental effort may be lacking for senior leaders
in creating an organizational culture that is diverse and inclusive. As such, as indicated in Table
4, some motivational influences have a high probability of being validated and have a high
priority for achieving the stakeholders’ goal. Table 12 also shows the recommendations for these
influences based on theoretical principles.
Table 12
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause,
Need, or Asset*

Validated
(V)
or Not
validated
(N)
Priority:
Yes (Y),
No (N)
Principle and
Citation
Context-Specific
Recommendation
Goal orientation:
Senior leaders have the
goal of showing their
N N Individuals are more
likely to engage in an
activity when it
Set specific and
measurable
performance goals
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 145

commitment to the
organizational goal of
creating a diverse and
inclusive culture, but
need to understand their
personal reason why.
provides value to
them (Eccles, 2009).

Self-efficacy is
increased as
individuals succeed
in a task (Bandura,
1997).

related to diversity
and inclusion
metrics.
Expectancy Value:
Senior leaders should
be expected to promote
the positive
contributions, including
the business case of a
diverse and inclusive
organizational culture.
N N Learning and
motivation are
enhanced if the learn
values the task
(Eccles, 2009).

The more a person
values a task and
thinks he or she is
likely to succeed at it,
the greater the
motivation to do it
(Wigfield & Eccles,
2000).

Provide the
importance and
“business case”
about the
importance for a
diverse and
inclusive
organizational
culture to leaders
at lower levels.

Social Cognitive:
Leaders must model the
appropriate behaviors
for a diverse and
inclusive organizational
culture.
V Y Modeled behavior is
more likely to be
adopted if the model
is credible and
similar and the
behavior has
functional value
(Denler et al., 2006).

Leaders should set
goals for
themselves that are
challenging but
achievable and put
in a place self-
evaluation process.
Sociocultural: Senior
leaders and leaders
need social and
informal professional
interactions and
engagement with
V Y Have individuals
occasionally perform
difficult tasks in
partnership with
others (Scott &
Palincsar, 2013).
Have the senior
leaders interact
quarterly in a
professional
networking
reception with
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 146

employees of diverse
races and ethnicities.
African-American
employees of
varying levels.

Before networking
events, provide
widely recognized
and respected peer
models during
training to
demonstrate the
positive public
impact resulting
from expanding
one’s social
network.

Goal orientation. Goal orientation, a motivational theory, looks at the reasons why one
engages in specific work by looking at intrinsic and extrinsic environmental factors (Yough &
Anderman, 2006). Senior leaders with an intrinsic goal orientation tend to focus on mastery
because of self-interest in learning a concept or task to be applied to their individual goals
(Yough & Anderman, 2006). Extrinsically orientated senior leaders tend to focus on the
performance of a task just for completion instead of for full understanding, improving, or
mastery (Chadwick & Raver, 2015; Pintrich, 2003). Whether senior leaders are more
intrinsically or extrinsically focused, they should all be motivated to achieve the organizational
goal of an inclusive culture for African-American employees. The recommendation is to set both
individual and collective goals related to diversity and inclusion, which are specific, measurable,
attainable, results-focused, and time bound.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 147

According to Clark and Estes (2008), it can be challenging to change senior leaders’ goal
orientation from extrinsic to intrinsic values, but with the appropriate metrics in place, some may
change. However, it is not necessary to change from either intrinsic or extrinsic, if the
appropriate goals are in place and measured. Senior leaders with the power to make hiring
decisions may need external motivation such as incentives to increase the likelihood of achieving
an organizational goal (Eccles, 2009). Without having the external motivation of incentives,
senior leaders may not show their commitment to the collective goal. Pintrich (2003) posited that
senior leaders need their teams involved to achieve the organization’s diversity and inclusion
goals. From a theoretical perspective, having both individual and collective goals would increase
the likelihood of developing a diverse and inclusive organizational culture.
Expectancy value. Expectancy Value Theory is a motivational theory based on values
that incorporates attainment, intrinsic, utility, and cost beliefs (Eccles, 2009). Individuals who
thrive on challenging work assignments and/or enjoy receiving and incorporating feedback tend
to be intrinsically motivated. Senior leaders with this orientation should model behaviors that
align with the organization’s goal of diversity and inclusion (Ambrose et al., 2010). People tend
to stay committed to intrinsically motivated goals longer, because these goals align with their
personal values (Schraw & Lehman, 2009). Senior leaders who are extrinsically motivated will
need to learn how to value the organization’s goals. The recommendation for these leaders is to
provide the business case about the importance for a diverse and inclusive organizational culture.
Leaders at lower levels must be held accountable in similar method as senior leaders, through
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 148

compensation.
Cook and Glass (2011) studied the financial performance of companies’ stock prices after
receiving prestigious awards for diversity. On average, stock prices declined in the short term
between 1.32% and 2.13% after receiving such an award, but this response varied depending on
the type of diversity award. Awards related to African-Americans and Hispanics caused a decline
in shareholder value, while awards related to Asian hires tended to a create positive financial
impact for companies. This research study supports the notion that senior leaders will need to
explicitly define and measure diversity-related goals. TIP senior leaders committed to increasing
racial and ethnic diversity of senior leaders. TIP’s financial performance, based on stock price,
increased over a five-year period between 2012 and 2016 (SEC Form 10-K 2012, 2016).
Social cognitive. Social Cognitive Theory is based on self-regulatory strategies, modeled
behavior, reinforcement, and feedback for an individual to obtain demonstrate the desired
organizational behavior (Denler et al., 2006; Mayer, 2011; Shute, 2008). Leaders will need to
become self-aware of their own performances and influences on achieving the organization’s
goals for diversity and inclusion. Although there may be collective leadership goals, the focus
should be on the individual leader to demonstrate his or her own commitment to the company’s
espoused values. The recommendation is for each leader to set goals for him or herself that are
challenging but achievable and put in place a self-evaluation process. In addition, leaders should
be held accountable to the senior leader within their reporting structure.
In Collins’s (2011) case study of a Fortune 500 company, a Chief Executive Officer
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 149

(CEO) created an Executive Vice President (EVP) of Diversity role for the organization. The
CEO selected an African-American male for the role based on his mentoring relationship and the
expectation that the EVP would remain a “company man and team player” (Collins, 2011, p.
531). However, the CEO replaced the original EVP with a white woman with less power after
the original EVP increased racial and ethnic diversity to an uncomfortable level. Leaders whose
espoused values that are not aligned with the organization’s culture will have difficulty leading
(Schein, 2004). This CEO’s modeled behavior is contrary to TIP’s senior leader goals for
diversity representation at all levels within the organization.
Sociocultural. Senior leaders have some familiarity with networking, and they should be
able to build on this skillset, allowing for the transfer of this knowledge (Gallimore &
Goldenberg, 2001). Practicing interactions in an uncomfortable setting or with unfamiliar people
in a developmentally appropriate manner may optimize learning outcomes (Scott & Palincsar,
2013). The senior leaders should, on a quarterly basis, interact in a professional networking
reception with African-American employees of varying levels. Before networking events, the
organization should provide widely recognized and respected peer models during training to
demonstrate the positive public impact of expanding one’s social network.
Networks tend to provide social resources as well as the potential for career success in
distinct ways: access to information, access to resources, career sponsorship, skill building,
reputation, and performance (Hayes, 1995; James, 2000; Seibert et al., 2001). Having an
influential network can help put an individual in contact with senior leadership, increasing the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 150

likelihood of that individual obtaining a position at a higher level. Networks have the potential to
provide opportunities to meet others who influence career progression and mobility (Hayes,
1995; Ibarra, 1995). African-Americans tend to have smaller networks with more limited reach
within the organization, limiting their ability to informally interact with people who could
influence their careers. The more influential networks tend to be the ones that allow people to
cross departments into areas in with which they do not typically interact on a regular basis
(Ibarra, 1995). Another major benefit of having a large network is the opportunity for cross-
racial contacts (Ferris et al., 2014), which are often necessary for African-Americans to be
promoted into senior leadership in predominately White organizations.
Organization Recommendations
Introduction. The organization influences in Table 13 represent the complete list of
assumed organization influences and whether validated based on the most frequently mentioned
organization influences to achieving the stakeholders’ goal during surveys and document
analysis, and supported by the literature review and the review of organization and culture
theory. Clark and Estes (2008) suggest that organization and stakeholder goals are often not
achieved due to a lack of resources, most often time and money, and stakeholder goals that are
not aligned with the organization’s mission and goals. Gallimore and Goldenberg (2001) propose
two constructs about culture: cultural models, or the observable beliefs and values shared by
individuals in groups; and cultural settings, or the environment and activities in which
performance occurs. Thus, resources, processes, cultural models, and cultural settings must align
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 151

throughout the organization’s structure to achieve the mission and goals. As such, as indicated in
Table 13, some organizational influences have been validated and have a high priority for
achieving the stakeholders’ goal. Table 13 also shows the recommendations for these influences
based on theoretical principles.
Table 13
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence: Cause,
Need, or Asset*
Validated
(V) or Not
validated
(N)
Priority:
Yes (Y),
No (N)
Principle and
Citation

Context-Specific
Recommendation
There is a culture of
inclusion within the
organization’s informal
and formal networks
and structures.
(Cultural setting)
V Y Modeled behavior is
more likely to be
adopted if the model is
credible and similar
and the behavior has
functional value
(Denler et al., 2006).

Organizational culture
is created through
shared experience,
shared learning, and
stability of
membership.
Organizational culture
cannot be imposed
(Schein, 2004).

Develop an inter-
racial/ethnic
mentoring
program for
leaders and
employees.

Managers/leaders
have small-group
informal (get to
know you) lunch
sessions with
employees not in
their functional
areas.
There is a culture of
including diversity and
inclusion through the
talent acquisition
processes (college
hiring, diversity
V Y Identify indicators in
the organization that
show progress towards
institutional goals to
ensure accountability
(Lim, Haddad, &
Produce, execute,
and hold
accountable a plan
for diversity and
inclusion in talent
acquisition
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 152

conferences, etc.).
(Cultural model)
Daugherty, 2013;
Trenerry & Paradies,
2012).

Job satisfaction
increases when all
organization
stakeholders agree on
culture, mission, goals,
and resources required
to achieve goals (Clark
& Estes, 2008).
processes and
review before the
start of the
college/university
recruiting season.

Employees
involved in talent
acquisition process
should be
reflective or
representative of
candidates.

Employees
involved in the
talent acquisition
process should be
required to attend
annual training to
address
unconscious bias.

Senior leaders’ goals of
diversity and inclusion
are reflected in the
culture and climate of
the organization.
(Cultural setting)
V Y Organizational
performance increases
when top management
is continually involved
in the improvement
process (Clark &
Estes, 2008).

Identify indicators in
the organization that
show progress towards
institutional goals to
ensure accountability
(Lim et al., 2013;
Trenerry & Paradies,
2012).

Schedule
consistent times
for individual and
team meetings for
middle
management at the
divisional level
and collectively.

Create an
accountability
matrix requiring
team and
individual goals
related to diversity
and inclusion.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 153

Design of incentives
are more important
than the types of
incentives used
(Elmore, 2002).
Use intranet to
reinforce
communication
outside of team
meetings and
create cross-
divisional team
goals for diversity
and inclusion.

Review the
organization for
where diversity
and inclusion work
occurs and
determine whether
realignment would
be beneficial.

The organization
provides sufficient
resources to create a
diverse and inclusive
culture and climate.
(Cultural setting)
Y Y Organizational
performance increases
when processes and
resources are aligned
with goals established
collaboratively (Clark
& Estes, 2008).
Organizational
performance increases
when individuals
communicate
constantly and candidly
to others about plans
and processes (Clark &
Estes, 2008).

Implement annual
review of all
organization
resources to
achieve diversity
and inclusion.

Monitor resources
on a monthly basis
to ensure
maximum
utilization.

Senior leaders
should meet with
leaders in their
reporting structure
to establish goals
and time frames
for changes related
to diversity and
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 154

inclusion.

Cultural models. An organization may have both formal and informal networks from
which employees are included or excluded based on numerous factors. “The two greatest
yearnings in the human experience are to be included and to a have sense of agency” (Kegan,
1994, as cited by Mezirow, 2000, p.11). An organization’s culture teaches employees how to
behave (Schein, 2004) and a culture with a high level of trust tends to produce higher quality
products and services (Colquitt, Scott, & LePine, 2007). Senior leaders, leaders, and employees
should feel a sense of connectedness to the organization. Organizational culture is created
through shared experience, shared learning, and stability of membership. Organizational culture
cannot be imposed (Schein, 2004). It is recommended that the organization offer an inter-
racial/ethnic mentoring program for leaders and employees, and managers/leaders have small-
group informal (get to know you) lunch sessions with employees not in their functional areas.
These improvements will allow all employees, regardless of levels and roles, to interact and form
connections that may assist with achieving the organization’s diversity and inclusion goals.
According to Andersen and Moynihan (2016), diversity for an organization can create
innovation and increase performance and creativity, but it can also generate conflict. Conflict
may arise from unconscious bias when someone is of a different race or ethnicity (Brown-
Iannuzzi et al., 2012). It is possible to mitigate or reduce organizational conflict based the CEO’s
personality, which is an important factor in shaping the organizational culture (O’Reilly et al.,
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 155

2014). This finding suggests that TIP could create a diverse and inclusive culture if the most
senior leader is committed to this goal. Excluding diversity from talent acquisition processes,
such as recruiting at HBCUs or hiring diverse candidates at conferences, is contrary to the goals
set by the senior leaders of the organization. To ensure accountability, senior leaders need to get
have support from leaders and include them in identifying and developing metrics for the
organization that show progress towards institutional goals (Lim et al., 2013; Trenerry &
Paradies, 2012). These actions can be achieved by producing, executing, and holding
accountable the various employees involved in the hiring and recruiting processes for HBCU
candidates, other African-Americans candidates, and other racially or ethnically
underrepresented candidates. In addition, employees involved in the talent acquisition process
should reflect on the candidates and participate in annual training about unconscious bias
towards people of different races and ethnicities.
Lack of visibility by the senior leaders into the employment processes at lower levels
allows misalignment with organizational goals. Even when African-Americans are hired into
corporations, many start at lower status positions or remain at lower positions longer than whites
(Beckwith, Carter, & Peters, 2016; Mau & Kopische, 2001). Having structures in place to
monitor performance will provide accountability internally and externally for the senior leaders’
commitment to the HBCU organizational goals (Heinrich, 2002).
Cultural settings. The expectations of senior leaders for diversity and inclusion of all
people is not reflected in the experiences in African-American employees at TIP. The lack of
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 156

clarity regarding the definition of diversity and accountability for hiring goals for African-
Americans allows employees to hire without regard for this goal. Clarke and Estes (2008)
suggested that job satisfaction increases when all organization stakeholders agree on culture,
mission, goals, and resources required to achieve goals. Senior leaders must therefore
communicate the organizational expectations for diversity and inclusion before any recruiting
and/or hiring event.
Clarke and Estes (2008) recommended that alignment of policies and procedures along
with communication from senior leadership to all employees increases organizational
performance. By developing the proper internal communication processes, organizational
structures, and adherence to policies, senior leadership can empower employees to handle their
internal responsibilities (Gilley et al., 2009; Nordin, 2013). When barriers arise or goals go
unmet over time, senior leaders should act quickly to understand the issues and resolve them.
Senior leaders will need to involve leaders throughout the organization to overcome
organizational barriers (Kirkpatrick, 2006; Schein, 2010). As such, the literature supports the
goal of senior leaders working with leaders or managers and employees at various levels to solve
issues obstructing organizational goals. Another recommendation is to review the organization
for where diversity and inclusion work occurs and determine whether realignment of the
structure would make the goals more achievable.
Senior leaders have not established a culture of accountability that ensures a diverse and
inclusive for African-American employees at all levels. Lim et al. (2012) and Trenerry and
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 157

Paradies (2012) suggested identifying indicators or metrics in organizations that show progress
towards institutional goals to ensure accountability. Accountability may need to be balanced with
incentives, but the design of incentives is more important than the types of incentives used
(Elmore, 2002). It is recommended that the senior leaders create an organizational accountability
matrix requiring team and individual goals related to diversity and inclusion.
The term accountability asks the questions of who is accountable, what is the purpose,
who are the beneficiaries, what processes and procedures exist, and what are the penalties; the
answers to these questions are components of the organizational culture (Burke, 2004; Schein,
2010). According to Ford et al. (2004), “[w]hen managers felt accountable to others for their
evaluations, they suppressed racial bias.” (p.113). This finding suggests that when employees at
all levels are aware of the expectations, consequences, and incentives for desired behaviors, they
are more likely to do what is expected. Leaders must be answerable to someone to be held
accountable for achieving the organization’s diversity and inclusion goals (Wallis & Gregory,
2009).
Senior leaders must ensure that there is no communication gap in the expectation of
diversity and inclusion goals among themselves, leaders in middle management, and other levels
of employees. TIP’s employees are learning the organization’s climate from inferences,
interactions, and routines, but the climate may not align with the culture or beliefs (Schneider et
al., 1996). Regularly scheduled meetings for individuals and teams in middle management at the
divisional level and enterprise wide with senior leaders will help communicate the culture.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 158

Organizational performance increases when top management is continually involved in the
improvement process (Clark & Estes, 2008). Senior leaders and leaders at lower levels will need
to more effectively communicate with one another to achieve organizational goals. Other
recommendations include: 1) implement an annual review of all the organization resources to
achieve diversity and inclusion; 2) institute monthly monitoring of the resources allocated to
diversity and inclusion to ensure maximum utilization; and 3) require senior leaders to meet with
leaders in their reporting structure to establish goals and time frames for changes related to
diversity and inclusion.
Organizational theory moved from mechanical thinking to more human-focused thinking
by viewing companies as organizations that needed to include upward messaging, empowered
employees, and leaders as centralizing forces (Perrow, 1972). Although TIP’s senior leaders
communicate via emails and postings on the intranet site, more face-to-face meetings must
occur. In-person meetings would show openness on behalf of the senior leaders towards the
employees by providing an opportunity to ask questions about goals (Korsgaard, Brodt, &
Whitener, 2002). Senior leaders directly communicating with all employees will minimize
middle managers translating messages in their best interest (Morrison & Milliken, 2000).
Communication is critical for any organizational culture to be effective and senior leaders need
to direct that communication through multiple channels.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 159

The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) informed this
implementation and evaluation plan and is based on the original Kirkpatrick Four Level Model
of Evaluation (Kirkpatrick, 2006). This model suggests that there are three reasons to evaluate
training programs: 1) improvement; 2) maximization of organizational results through transfer of
learning; and 3) justification of training (Kirkpatrick & Kirkpatrick, 2016). The New World
Kirkpatrick Model is the “reverse order” of the original four levels of evaluation, which allows
for a sequence of three other actions: a) development of solution outcomes that focus on
assessing work behaviors, b) identification of indicators that learning occurred during
implementation, and c) emergence of indicators that the organization’s senior leaders and
employees are satisfied with implementation strategies. Developing the implementation and
evaluation plan in this manner forces connections between the immediate solutions and longer
term strategic goals that requires “buy in” to ensure success (Kirkpatrick and Kirkpatrick, 2016).
Organizational Purpose, Need, and Expectations
The purpose of TIP is to develop cost effective, innovative technology that will meet its
customers’ requirements and increase the financial value of the company. TIP will need to have
the right organizational culture for its employees to deliver on the expectations of the
shareholders. This project examined the knowledge and skills, motivational, and organizational
factors that senior leaders should address to create a diverse and inclusive culture for African-
American employees. The proposed solution, an individualized virtual reality training program, a
comprehensive definition of the terms diverse and inclusive, a detailed accountability and
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 160

communication plan, and professional and informal social interactions, should be the catalyst
needed to change the organizational culture—to one that is an inclusive work environment for
African-American employees at all levels.
Level 4: Results and Leading Indicators
Table 14 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics, and methods for both external and internal outcomes for TIP. If the internal
outcomes are met as expected due to commitment to the best interests of shareholders, training,
and organizational support for senior leaders to meet the diversity and inclusion goals, then the
external outcomes should also be realized.
Table 14

Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increase the number of
qualified African-
American hires through
the college recruiting
processes.
The number of African-
American employees hired.
Increase on-campus recruiting
process by partnering with
additional colleges with higher
populations of African-
American students, attend more
diversity conferences targeted
towards African-Americans, and
create stronger partnerships with
external organizations with
large memberships of African-
Americans.

2. Increase likelihood that
prospects who meet the
established criteria will be
offered interviews.
The number of talented African-
Americans
Interviewed; calculate percent of
prospects interviewed as the
total population.
Obtain data from universities
and other external data sources
for statistics on available
prospects.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 161

3. Increase external
awards and recognition
for diversity and inclusion
related to African-
Americans.
3. The number of actual awards
received for the organization and
not for individual employees.
3. Review of submissions and
outcomes for external awards
and recognition.
Internal Outcomes
4. Increase
communications between
senior leadership and all
employees regarding
diversity and inclusion
expectations.

4. The number of employees
aware of expectations with
respect to diversity and
inclusion.
4. Compare annual employee
engagement survey results.
5. Increase accountability
for all who influence the
hiring process.
The number of employees
receiving incentives for their
work in the realm of diversity
recruitment.
Review the portion of annual
compensation increases
specifically aligned with
diversity and inclusion.

6. Increase African-
American employee
satisfaction.
6a. Review results on key
questions on the annual
employee engagement survey.

6a. Compare annual survey
results.
6b. Positive/negative feedback
from African-American
employees during annual
performance review.

6b. Managers should track
feedback from quarterly 1:1
meetings.
7. Increase the number of
employees connected
either through formal or
informal survey.
7. The number of employees
participating in Employee
Resource Groups, mentoring
programs, or brown bag lunches.
7. Compare annual survey
results; track participation in
ERGs, mentoring programs, and
brown bag lunches.

8. Increase senior leaders
and leaders who have
taken unconscious bias
training related to race
and ethnicity.

8a. The number of senior leaders
and leaders who participate in
training.
8a. Track participants after
sessions.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 162

8b. Review results and feedback
on annual survey from African-
American employees.
8b. Compare annual survey
results for individual leaders
that have or have not
participated in training.
Level 3: Behavior
Critical behaviors. The stakeholders of focus are senior leaders and leaders completing
the Virtual Reality Bias Program Plus (VRBP2). The first critical behavior is that senior leaders
must establish protocols and processes to monitor diversity and inclusion goals. The second
critical behavior is that senior leaders work with leaders to create a communication plan to
disseminate expectations in creating an inclusive organizational culture. The third critical
behavior is that leaders must learn to interact and engage in both professional and informal
settings with African-American employees. Table 15 provides the specific metrics, methods, and
timing for each of these outcome behaviors.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 163

Table 15

Critical Behaviors, Metrics, Methods, and Timing for Senior Leaders and Leaders
Critical Behavior Metric(s)
Method(s)
Timing
1. Senior leaders
establish and monitor
diversity and
inclusion goals.
The number of new
goals established and
measured.

Senior leaders appoint
diversity and inclusion
subject matter experts
(SMEs) in each division
to track progress
towards goals.
Every two weeks
during the first
quarter and monthly
thereafter.

2. Senior leaders and
leaders create a
communication plan
related to
organizational
expectations for an
inclusive culture.
The number of EEOC
or HR complaints
from African-
American employees.
At meetings, senior
leaders discuss business
case for diversity and
inclusion, policies
related to diversity, and
monitoring protocol.
During first 90 days
of employment,
meetings every two
weeks with HR
representative.
Thereafter, monthly
for the first year of
employment so long
as previously
successful.

3. Senior leaders and
leaders engage and
network with African-
American employees.
Number of
interactions between
senior leaders and
African-American
employees.
Professional and
informal engagements
such as seminars,
mixers, attendance at
meetings, etc.
Once per year,
survey the African-
American employee
resource group.

Required drivers. Senior leaders must establish and monitor diversity goals that will
create an organizational culture that is accountable for inclusion of African-American
employees. Monitoring protocols should be established and reviewed monthly for the first year
and annually thereafter. In addition to monitoring, senior leaders should engage and network
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 164

with African-American employees to learn more firsthand about their experiences at the
organization. The interactions can occur through professional development opportunities such as
seminars, stretch assignments, and formal mentoring, or informal engagement at mixers or other
social activities. Table 16 shows the recommended drivers to support critical behaviors of senior
leaders and leaders.
Table 16
Required Drivers to Support Senior Leaders and Leaders’ Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3, etc.
Reinforcing

Plan and schedule
opportunities to engage with
African-American employees.

Ongoing 3
Intranet site with goal for
diversity and inclusion.

Ongoing 1, 2
Meetings with new members
of the African-American ERG
and communication of
diversity and inclusion goals.

Twice per year 1, 2, 3
Use private list-serves and
other internal social media to
reinforce communication
outside of ERG meetings.

Ongoing 1, 2, 3
Encouraging

Seniors leaders to be assigned
a mentor to address any
unconscious or conscious
Monthly 3
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 165

biases.

Feedback from African-
American ERG leaders.

Ongoing 1, 2, 3
Rewarding

Performance incentive when
diversity and inclusion goals
are met.

Annually 1, 2, 3
Public acknowledgement,
such as a mention at All-
Hands meetings, when senior
leader’s or leader’s
performance hits a
benchmark.

Quarterly 1, 2, 3

Monitoring

Seniors leaders can create
opportunities at All-Hands
meetings to share success
stories

Quarterly 1, 2, 3
Seniors leaders and leaders
can ask course participants to
self-report their confidence
and self-efficacy in job-
related tasks

Two months after training 1, 2, 3
Diversity and Inclusion SME
can assess the performance of
the learner. Frequent, quick
checks can help the
organization monitor progress
and make adjustments if
results do not match
expectations.
Monthly 1, 2, 3

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 166

Organizational support. Recommendations for the organization will need the correct
structure, policies, and resources in place to support changes once implemented. Although the
primary stakeholder group is comprised of senior leaders, they account for less than 1% of the
total employee population. In addition, communications from the senior level to the lower level
tend to get interpreted in multiple ways. There are two other types of employees, recruiters and
hiring managers, who are critical gatekeepers for the success of the organizational
recommendations.
There are several changes around motivation, knowledge, organizational barriers, and
skills that would improve and sustain TIP’s progress towards creating a diverse and inclusive
culture (Clarke & Estes, 2008).
If recruiters do not pass along qualified African-American candidates, then it will be
difficult for TIP to hire the best people and create an inclusive culture. Recruiters’ primary
responsibilities include posting employment positions, reviewing resumes, screening applicants,
scheduling interviews, and engaging with candidates after offers are extended. Hiring managers
are typically leaders who are responsible for interviewing prospects, determining whether a
prospect should move to candidate status, deciding to extend an employment offer either for an
internship or full time, and providing the work assignment. Both roles determine which people
become employees, and without accountability structures recruiters and hiring managers have the
power to determine the climate and culture. Hiring managers must ensure that they objectively
assess the resumes they receive to advance the candidates who will best fit specific job needs. A
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 167

checkpoint will be added into the process to ensure that any biases are mitigated. This system
will be similar to what is done for manager and higher-level positions where a hiring decision
maker must interview a diverse candidate. This system still allows for bias, because the hiring
manager may interview a diverse candidate but may select a non-diverse candidate. To mitigate
this bias some, senior leaders should commission an external organization to develop
assessments that determine whether employees involved in the talent-acquisition process have
the right personalities, skills, and control of their biases, and to determine which employees
would be the best managers to achieve the desired organizational culture. These assessments will
help senior leadership place employees in the right roles to allow the culture to become more
diverse and inclusive.
The organizational structure impedes progress in achieving the performance goal and
needs to be included in the action plan to mitigate its negative impact on solving the problem.
Although TIP has a diversity department, it is not connected to diversity recruiting and is
primarily focused on optional training for employees, supporting external diversity issues, and
dealing with EEO compliance. As part of the plan, TIP will make a connection between the
diversity department and the talent acquisition team, where the responsibility for hiring diversity
lies. Presently the talent acquisition team does not have a fully developed strategy for hiring
diverse university new hires and interns. An organization needs a strategy with metrics to recruit
and retain diverse college interns and new hires; otherwise, no one is held accountable for
ensuring the success of the assigned task and organizations have a difficult time achieving the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 168

goal (Lim et al., 2013). A diversity university scoreboard will be developed and made visible on
TIP’s intranet to allow employees to see how the organization is tracking against the developed
metrics. Having all of the processes related to diversity and inclusion connected will allow for
increased efficiency as well as show senior leadership’s true commitment to diversity.
Level 2: Learning
Learning goals. Following completion of the recommended solutions, most notably the
VRBP2 course, the stakeholders will be able to:
1. Deconstruct conscious and unconscious biases that may hinder achievement of
diversity and inclusion goals (M),
2. Identify individual biases related to race and ethnicity (D),
3. Predict response(s) to different cultural settings in the virtual training program (M),
4. Recognize hiring and employment processes that may have racial and ethnic biases
(C),
5. Differentiate formal and informal social norms when interacting with African-
American employees (C),
6. Create an appropriate timeline for implementation of communication plan (P),
7. Plan and monitor their work to conform to diversity and inclusion guidelines, (P, M),
8. Indicate that they are confident that they can recognize bias in their actions
(Confidence),
9. Value the organization’s diversity and inclusion goals (Value), and
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 169

10. Value the planning and monitoring of their work (Value).
Program. TIP will achieve the learning goals listed in the previous section with a three-
part blended (synchronous and asynchronous) methods program designed with senior leaders and
leaders as the primary target audience. The program will have mentoring and reflection
embedded throughout to ensure individual learning objectives and emotional needs are met. Part
one of the program will occur synchronously with subject matter experts from highly selective
business schools and industry practitioners leading sessions on the business case for diversity
and inclusion. The organization’s financial performance and diversity metrics will be shared for
support. After a half day of interactive lectures, including the latest research findings, the senior
leaders will be divided into teams to compete in a business case competition. The business case
competition will occur over a day and a half and will consist of a scenario for the senior leaders
and leaders to practice different strategies for diversity and inclusion in the technology industry.
This part of the program is critical to obtain the buy-in and engagement of the senior leaders and
leaders in support of the value of diversity and inclusion as a business imperative. At the end of
the second day of the synchronous session, part two of the year-long program will be introduced
and a quiz will be administered. The quiz will gauge each learner’s level of conscious and
unconscious bias related to race and ethnicity. The results will be used to customize part two of
the program and to assign a mentor or coach.
Part two will occur asynchronously and focus on individual biases related to race and
ethnicity. The training will occur through an adaptive virtual reality training program that
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 170

explores how one’s conscious and unconscious biases related to race and ethnicity affect
workplace decisions, employee experiences and organizational culture. The training program
will be able to adapt to the learner’s changes from the start of the program to the last training
session. Each senior leader and leader will be expected to use the program once per month for
twelve months for at least an hour each time. However, depending on the results of the initial
quiz, more time may be recommended for some individuals.
During the asynchronous virtual reality modules, learners will be provided a job aid of
key terms and references to the text of the organization’s definition of diversity and inclusion,
rules and regulations pertaining to employment discrimination, and a chart for checking for
personal bias. Another job aid will contain a decision flowchart for how bias may unconsciously
show up in employment processes. The job aids will be demonstrated on video during the virtual
reality training program and online when not using the program, and key terms will be defined
with examples and non-examples. The video will pause from time to time for learners to check
their understanding. After each session, the senior leaders and leaders will have the opportunity
to practice using the job aids with optional modules in the virtual reality program. During this
part of the program, the participants will be expected to meet with their assigned mentor-
coaches, who will provide emotional support and guidance on how to handle the challenges of
addressing unconscious racial or ethnicity bias. These sessions will occur monthly for a
minimum of thirty minutes. It will be critical that the mentor is appropriately matched with a
senior leader or leader to maximize learning and desired behavior outcomes. Program
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 171

participants will accompany their mentor-coaches to at least one social event to practice
interacting and engaging with people of diverse races and ethnicities.
Part three of the program will be another two-day group synchronous session, during
which the focus will be applying what learners have learned and experienced during the virtual
reality sessions to address factors that may be affecting the creation of a diverse and inclusive
organization. The senior leaders will review the company’s statement on diversity and inclusion
and determine whether changes should be made based on their year-long experience. Mentor-
coaches and subject matter experts will discuss the value and benefits of a diverse and inclusive
company and will model how to interact authentically with people from different racial and
ethnic backgrounds at different employment levels. The full program is blended, consisting of an
adaptive virtual reality program and two two-day synchronous sessions. The total time for
completion is 3,000 minutes (50 hours). This length is the equivalent of one week of work time;
it will provide the foundation for a major culture change, which will recoup any financial costs
or other resources through increased employee satisfaction and productivity.
Components of learning. The ability to exhibit declarative knowledge is often necessary
as a precursor to applying what has been learned to solve complex problems. Thus, it is
important to evaluate learning for both declarative and procedural knowledge taught during a
training. Assessing the metacognitive learning of an individual is more difficult than with
declarative knowledge, but one can observe post-training actions. It is also important that
learners value the training before changing policies or establishing protocols that will affect the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 172

organizational culture. One-on-one coaching to implement and self-regulate individual
development plans related to goals may increase learning (Clark & Estes, 2008). However,
senior leaders and leaders must also be confident that they can succeed in applying their
knowledge and skills and be committed to using them on the job. As such, Table 17 lists the
evaluation methods and timing for these components of learning.
Table 17
Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge (“I know it.”)

Knowledge checks using responses to
scenarios.
Virtual reality training program to
continuously assess responses and adapt.
Knowledge checks through discussions with
mentor.
Monthly check-in with mentor to discuss
progress.

Procedural Skills (“I can do it right now.”)

During the virtual reality program portion of
the course, using scenarios with multiple
interactive responses.

The end of virtual reality session.
Demonstration in groups and individually of
using virtual reality to successfully perform the
skills.

During the virtual reality sessions.
Quality of the feedback from peers during
group sessions.

After the group sessions.
Individual application of the skills with
authentic scenarios in the virtual reality
sessions.

At the end of the session.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 173

Retrospective pre- and post-test assessment
survey asking participants about their levels of
proficiency before and after the virtual reality
sessions and in-person training.

At the end of the program.
Attitude (“I believe this is worthwhile.”)
Instructor’s and mentor’s observations of
participants’ statements and actions
demonstrating that they see the benefit of what
they are being asked to do on the job.
During the session.
Discussions of the value of what they are being
asked to do on the job.

After each session.
Retrospective pre- and post-test assessment
item.

After the program.
Confidence (“I think I can do it on the job.”)

Survey items using scaled items. Following each module/lesson/unit of the
virtual reality portions of the program.

Discussions following practice and feedback.

During and following each session.
Retrospective pre- and post-test assessment
item.

After the program.
Commitment (“I will do it on the job.”)

Discussions following practice and feedback.

During each session.
Create an individual action plan.

After initial session, then modify as necessary
to meet individual goals.

Retrospective pre- and post-test assessment
item.
After the program.

Level 1: Reaction
Table 18 below demonstrates the methods, data analytics, virtual reality, observations,
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 174

attendance, and brief check-ins that will be used to determine how senior leaders react to the
learning event(s).
Table 18
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Data analytics in the learning management
system of the virtual reality program
Ongoing during virtual reality portion of the
program

Completion of virtual reality
modules/lessons/units
Ongoing during virtual reality portion of the
program

Observation by instructor/facilitator and
mentor

During each session
Attendance During the program

Program evaluation Two weeks after the program

Relevance

Brief pulse-check with participants with
interactive questions/survey during virtual
reality session and discussion (ongoing)

After every module/lesson/unit and the
program
Program evaluation Two weeks after the program

Customer Satisfaction

Brief pulse-check with participants via survey
(online) and discussion (ongoing)

After every module/lesson/unit and the session

Program evaluation Two weeks after the program

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 175

Evaluation Tools
Immediately following the program implementation. During the asynchronous,
virtual reality portion of the training program, data about the start, duration, and completion of
modules by the participants will be collected. These data will indicate the participants’
engagement with the program material and opportunities for future areas of work. The virtual
reality program will also administer brief surveys after each module requesting the participants
to indicate the relevance of the material to their job performance and their overall satisfaction
with the content and delivery of the program material.
For Level 1, during the synchronous sessions, the instructor and assigned mentor will
conduct periodic brief pulse-checks by asking the participants about the relevance of the content
to their work and the organization, delivery, and learning environment. Level 2 will include
checks for understanding using scenarios drawn from the content with which participants had the
most difficulty.
Delayed for a period after the program implementation. Approximately three months
after the completion of the training program, and then again at six months, the program director
will administer a survey containing open and scaled items using the Blended Evaluation
approach to measure, from the participants’ perspective, satisfaction, and relevance of the
training (Level 1), confidence in applying and value of their training (Level 2), application of the
virtual reality bias training and in-person sessions to their bias and any changes to organizational
processes (Level 3), and the extent to which their the bias training is applied to their work at the
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 176

organization (Level 4).
Data Analysis and Reporting
The Level 4 goal of senior leaders will be measured by the change in organizational
culture related to diversity and inclusion. Every month, senior leaders will review a hiring report
with information about new hires, attrition, and promotion of African-American employees.
Quarterly, the leadership liaisons from the African-American employee resource group will meet
and present findings from their membership survey. In addition, the diversity and inclusion team
will assess the survey results, and develop a plan to be implemented that will improve upon the
outcomes. Three months later, the blended delayed evaluation survey, Appendix B, will be
administered to training program participants to further evaluate the impact and return on
investment. Based on the results, either a follow-up training will be conducted or modifications
will be made to the existing program before having additional people participate in the training.

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 177

Senior Leadership Scorecard Employee Scorecard

Figure 24. Gradient scorecard for diversity, inclusion, equity, and equality.
Gradient colored scorecards will be available electronically to monitor Levels 1, 2, and 3.
These electronic scorecards will be hosted on the company’s MS SharePoint site to keep the
senior leaders and employees accountable to the organizational goals. Each key organizational
cultural metric will have a corresponding color: red (not meeting goal), yellow (at or near goal),
and green (achieving goal). There will be one scorecard for leadership and another for employees
(Figure 24). The colors should likely be greener towards the bottom and become redder towards
the top. The ideal state would be green on all levels at the same time, but that is a difficult goal.
Arrows will provide directional guidance on the metrics related to each category. If there is at
least a 10% increase in a category, the arrow will point upwards; less than 10% change (either
increase or decrease), the arrow will be horizontal; and a more than 10% decline, and the arrow
will point down. The directions of these arrows will be determined based on employment data
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 178

and monthly surveys to randomly selected employees and senior leaders.
Summary
Kirkpatrick and Kirkpatrick’s (2016) New World Model differs from the original
Kirkpatrick (2006) model by starting with level 4 or the expected results and outcomes. The
original model started with level 1 or the participant’s reaction to the training program and level
4 was more aspirational. The New World Model provided the framework for the implementation
and evaluation strategy for this study, keeping the goal of creating a diverse and inclusive culture
as the focal point.
Limitations and Delimitations
One of the limitations of this study is the threat to internal validity (Merriam & Tisdell,
2015). This study does not involve all the factors that could influence senior leaders’ or leaders’
involvement, perceptions, or personal views regarding diversity and inclusion of African-
Americans. It is possible that the respondents are not fully representative of all African-
American employees, all other employees, leaders, or senior leaders. Some employees who may
consider themselves African-American may not have received the survey if they were not
members of the African-American employee network. An additional limitation is the lack of
control for the truthfulness of respondents, and how one defines one’s race and/or ethnicity may
differ from person to person. Because of the limited time for this research study, the researcher
conducted the study with existing reliable and valid instruments; it takes years to develop reliable
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 179

and highly valid instruments which was not feasible given the timeframe of the educational
program (Creswell, 2013).
A senior leader at the organization served as the executive sponsor for this research
study. The senior leader’s primary role was to send out the email communication to members of
the African-American employee network. The researcher believes that this email increased the
response rate of the employees; however, the email may have biased the responses, because the
executive sponsor for this study is the senior leader for diversity and inclusion. The employees
may not have been as candid as they might have been if the identity of the study sponsor had
been unknown.
The researcher made several delimitations, such as focusing the study on only one race
and/or ethnicity, instead of a comprehensive study of all employees. This study targeted
members of the African-American employee network, a voluntary employee group open to all
employees. There are members who do not self-identify as African-American, and African-
Americans as a group are not homogenous, but for this study, all members of the group were
targeted. The organization defines “leader” by position and having direct reports; the lowest
leader level is a manager and the highest is Chief Executive Officer (CEO). For this study,
“leader” was limited to those between manager and senior director levels, and the study defined
“senior leader” as Vice-President to CEO. Parts of the study focused on leaders while other
sections focused on senior leaders. The number of questions within the survey were limited,
because the employees were not provided a charge code, an account to cover the cost of time for
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 180

a specific task, to complete the survey. In addition, the researcher did not have access to non-
publicly available documents for analysis, which may have influenced the validation of an
assumed influence. The researcher was prohibited from conducting interviews and observations
as part of the study. This prohibition resulted in the researcher relying on publicly available
documents as representations of senior leaders’ perspectives.
Future Study
Ensuring that all employees, regardless of race and ethnicity, are included at the
organization and have a fair and equitable experience is an important goal for senior leaders.
This study approached solving the problem of diversity and inclusion for African-American
employees at a technology company. Such representation of African-Americans is a critical
issues in the United States, because there is an insufficient number of African-Americans
working in technology. This study was not random, nor were all employees invited to participate;
thus, the findings are not generalizable.
A more controlled study to understand the factors that would make the organizational
culture more inclusive not only for African-American employees but for all would be beneficial
to the organization. A comparative study of this organization with others in the technology
industry may provide additional insight into solving the complex issue of diversity and inclusion.
Further study into the organizational climate and culture of universities and how their graduates
translate or transfer that culture into the workplace may provide further insight into a global
issue.
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 181

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DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 198

Appendix A: Employee Survey Protocol

Thank you for taking the time out of your busy schedule to complete this survey which should
take approximately 15 minutes. The purpose of this study is to evaluate senior leader’s
knowledge, motivation and organizational factors in creating a diverse and inclusive culture for
employees. Before beginning this survey, the researcher would like to inform you that your
participation in this survey is voluntary, and at any time during or after you may withdraw your
consent to participate. The information that you provide in part or total may be used in a
dissertation research study.

Select the rating that best aligns with your belief:
Strongly
Disagree
Moderately
Disagree
Slightly
Disagree
Slightly
Agree
Moderately
Agree
Strongly
Agree
1. I feel that I have been
treated differently here
because of my race, gender,
sexual orientation, religion,
or age.
1 2 3 4 5 6
2. Managers here have a
track record of hiring and
promoting employees
objectively, regardless of
their race, gender, sexual
orientation, religion, or age.
1 2 3 4 5 6
3. Managers here give
feedback and evaluate
employees fairly, regardless
of their race, gender, sexual
orientation, religion, or age.
1 2 3 4 5 6
4. Managers here make
layoff decisions fairly,
1 2 3 4 5 6
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 199

regardless of factors such as
employees’ race, gender, age
or social background.
5. Managers interpret human
resources policies (such as
sick leave) fairly for all
employees.
1 2 3 4 5 6
6. Managers give
assignments based on skills
and abilities of employees.
1 2 3 4 5 6
7. Management here
encourages the participation
in employee network
support groups.
1 2 3 4 5 6
8. There is a mentoring
program in use here that
identifies and prepares all
minority and female
employees for promotion.
1 2 3 4 5 6
9. The “old boys” network is
alive and well here.
1 2 3 4 5 6
10. The company spends
enough money and time on
diversity awareness and
related training.
1 2 3 4 5 6
11. I am afraid to disagree
with members of other races
for fear of being called
prejudiced.
1 2 3 4 5 6
12. I believe diversity is a
strategic business issue.
1 2 3 4 5 6
13. I am able to influence
decisions that affect my
organization.
1 2 3 4 5 6
14. I am usually among the
last to know about important
changes in the organization.
1 2 3 4 5 6
15. I am usually invited to
important meetings in my
organization.
1 2 3 4 5 6
DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 200

Please share any thoughts, comments or advice for senior leaders looking to make the
organizational culture more diverse and/or inclusive.

16. I am often invited to
contribute my opinion in
meetings with management
higher than my immediate
supervisor.
1 2 3 4 5 6
17. I frequently receive
communication from
management higher than my
immediate supervisor (i.e.,
memos, e-mails).
1 2 3 4 5 6
18. I am often invited to
participate in meetings with
management higher than my
immediate supervisor.
1 2 3 4 5 6
19. I am often asked to
contribute in planning social
activities not directly related
to my job function.
1 2 3 4 5 6
20. I am always informed
about informal social
activities and company
social events.
1 2 3 4 5 6
21. I am rarely invited to
join my coworkers when
they go for lunch or drinks
after work.
1 2 3 4 5 6

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 201

Demographic Information (Optional)
1. How long you have worked for the company? ____ years ___ months

2. In which sector do you work (if you are a contractor please select other)?
a. AS
b. ES&CSO
c. MS
d. TS
e. Corporate
f. Other (specify) ________

3. In your current role would you be considered technical ( ) or non-technical ( )

4. With which racial and/or ethnic group do you most identify?
a. Black/African-American
b. Indigenous/Native-American
c. Asian or Pacific Islander
d. Caucasian
e. Latinx/Hispanic
f. Multi-racial
g. Other (specify) ___________________

5. With which gender do you most identify?
a. Female
b. Male
c. Other (specify) ___________________
d. Prefer not to respond

6. What type of college or university (if any) did you attend (even if you did not graduate)?
a. Historically Black College and University (HBCU)
b. Hispanic Serving Institution (HSI)
c. Minority Serving Institution (MSI)
d. Predominately White Institution (PWI)
e. Other (specify) _________________
f. Not applicable/Did not attend

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 202

Appendix B: L1 and L2 Evaluation Tools
L1 and L2 Evaluation Tools
Declarative Knowledge (I know it)
Separately define the terms diversity and inclusion

Procedural Knowledge (I can do it)
Multiple choice question showing ability to apply EEOC law
Please select one response from the choices below.

Title VII of the Civil Rights Act of 1964, makes it illegal to discriminate against a person on
the basis of
a) race or color
b) race, religion or sex
c) religion, race, sex or color
d) race, color, religion, sex or national origin
e) none of the above
Attitude (I believe this is worthwhile)
I believe it will be worthwhile for me to apply what I learned.
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree
Confidence (I think I can do it)
What barriers do you anticipate that could limit your success at applying what you learned?

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 203

Commitment (I will do it on the job)
I am committed to applying what I learned to my work.
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree
Engagement
What percentage of the sessions did you participate in?
Relevance
Are there any aspects of the training you would improve upon for your specific development?

Customer Satisfaction
Question: The training met my expectations
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree

DIVERSE AND INCLUSIVE CULTURE IN TECHNOLOGY 204

Appendix C: Blended Evaluation Tools
Blended Evaluation Tools
Level 1, 2, 3, and 4 Delayed for a period after the program implementation

Evaluation Item

Scale Strongly Disagree > Strongly Agree
Survey 3 months after the Virtual Realty Bias Program
L1: Reaction
What I learned in the bias program has been valuable to identify my bias
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree
L2: Learning
I was able to participate in creating the organization’s definitions of diversity and inclusion
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree
L3: Behavior
My peers notice that I review employment policies taking into account biases
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree
L4: Results
I am able to recognize my racial or ethnic bias impact on organizational decisions
Strongly
Agree
Agree Somewhat
Agree
Somewhat
Disagree
Disagree Strongly
Disagree

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Asset Metadata

Creator Stevens, Tammy S. R. (author)

Core Title An in‐depth look at leadership in creating a diverse and inclusive culture for African‐American employees

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 09/08/2019

Defense Date 02/12/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African‐American employees,diversity,employee resource group,leadership,OAI-PMH Harvest,Technology

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hyde, Corinne (committee chair), Maddox, Anthony (committee member), Robles, Darline (committee member)

Creator Email tammyste@usc.edu,tstevens@alum.mit.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-483301

Unique identifier UC11268420

Identifier etd-StevensTam-6088.pdf (filename),usctheses-c40-483301 (legacy record id)

Legacy Identifier etd-StevensTam-6088.pdf

Dmrecord 483301

Document Type Dissertation

Rights Stevens, Tammy S. R.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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