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The successful implementation of diversity and inclusion efforts: a study of promising practice

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The successful implementation of diversity and inclusion efforts: a study of promising practice

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THE SUCCESSFUL IMPLEMENTATION OF DIVERSITY AND INCLUSION EFFORTS: A
STUDY OF A PROMISING PRACTICE

by
Shawna Hudson

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

August 2020

Copyright 2020 Shawna Hudson

ii
Dedication
To my Father in heaven, who has ALWAYS been Jehovah Shammah and Jehovah Jireh. Thank
you for your grace, mercy, and compassion. Your unconditional love has been the foundation I
stand on, the warmth that clothes me, and the strength that vibrates within me. What amazes me
is that, from the day of my birth to this day, I can trace your unfailing, unchanging hand in my
life. For every perfect, imperfect, and uncertain moment in my life, I thank you. I thank you
because it has led me to this very moment (Roman 8:28). This degree was your will for my life,
and, through my Pastor and my grandmother, you gave me perspective on how to move forward
with it. I pray that I encourage and pour into people in the way they have encouraged and poured
your word into me. Lord, my heavenly Father, I will continue to
“CHOOSE LIFE AND LIVE”
Deuteronomy 3:19
❣
To the man of God, the Lord’s devoted servant, Dr. Johnny V. Baylor: I want to thank you for
your encouragement, your gentle yet firm correction, and your ability to speak life into my life.
You, Sir, have modeled what it means to be a servant, a steward, and a man. Your voice is
forever heard amongst multiple generations, you are a repairer of the breach (Isaiah 58:12), your
wisdom is always valued, and your guidance is constantly practiced (Revelation 14:13). You
filled yourself with the Word of God and went out searching for people who you could empty
yourself into. I am constantly humbled, honored, and grateful, that you poured the Word into my
imperfect vessel. You became the father I never knew I needed. You are a walking miracle and
example of what it means to operate and walk in the Spirit of excellence. Thank you for being
you, Dr. Johnny V. Baylor, Pastor/Teacher, and for me, a father. Pastor, I will continue to

iii
“GROW IN THE GRACE AND KNOWLEDGE OF OUR LORD AND SAVIOR JESUS
CHRIST”
2 Peter 3:18
❣
To my grandmother, Stacy Williams, who is no longer with us. You saw my light in seed form
and nurtured that light until it became a fruit bearing tree. What you gave me is ways to know
and walk with the Lord as a young girl, a confused teenager, and an adventurous young adult.
You believed in that light when I didn’t know to believe in it myself and you prayed for me
when I could not pray for myself. Your gran-girl thanks you for your unconditional love and
encouragement. I am just humbled that many say I remind them of you, for you were a great
woman of God (2 Timothy 1:5). Thank you for being authentically you, unashamed, and a
worshipper until your last breath. Gran, I will continue to
“GLORIFY GOD IN ALL I DO”
1 Corinthians 10:31
❣
To my mother, Von Escott, we did it! Thank you for your continuous firm, loving hand guiding
me (Proverbs 22:6). You taught me how to navigate the streets and use wisdom. Those learning
carried me around the world and set me before great people. For that I am forever grateful. I love
you, mother, and thank you for your sacrifice and unconditional love!

iv
Acknowledgements
In May 2017, when I received the call that I was accepted to the University of Southern
California (USC) Doctor of Education program, I was in a state of shock and disbelief. See, as a
young girl growing up in South Central Los Angeles, USC was so close in proximity but so far
in reality. Even though I dreamed of one day being a Trojan, the reality of this silent dream was
incomprehensible. Therefore, when I listened to the voicemail I received from the admissions
office, I found myself screaming in excitement at the end of a workday, driving the 1.9 miles
from my job to my house. As the excitement subsided, I had to roll up my sleeves to prepare to
embark on a journey that I started to doubt I could do. I looked back and realized it took a village
to get to where I was, and I looked forward knowing it was going to take a village, plus more to
get through this unique opportunity. So, I want to take time to just say thank you, as I am
reaching my final destination on this 3-year journey.
To my friends and family, your love and support during this program has been
invaluable. In those moments of discouragement and frustration, the ways in which each you
have shown support has been the breath in my lungs. I appreciate you for allowing me to miss
major events as I tried to balance a job in corporate America, classwork, writing my dissertation,
spending intentional time with all of you, and self-care. It has not been easy, but it has been
worth it. While I truly do thank and appreciate everyone, I would like to specifically say thank
you to my friends, Shaunta Walton, Udodirim Asomugha, Melony Varnado, and Natalya Turner,
I could not ask for better sisters to journey through life with. Thank you for your beautiful
personalities, vibrant spirits, and light that shine bright in your unique ways. Now, I am ready to
go outside. Let’s travel! (After the COVID-19 of course).

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To my fellow classmates, teachers, and dissertation committee, I truly thank you and
appreciate our shared experiences and support of each other. To Dr. Kenneth Yates, as my
dissertation chair, your encouragement, positive perspective, organized approach, and
accessibility have made this doctoral journey a very pleasant experience. To Dr. Darline Robles
and Dr. Themistocles Sparangis, my dissertation committee, your feedback and insight has
enhanced my research. Thank you for challenging me to be better. To my professors, the
knowledge you imparted and expertise has enhanced my understanding and my ability to truly be
an expert in the field. To my classmates, the laughs, the tears, the frustrations, the celebrations
and the comradery have been my saving grace. To go through this journey with like-minded,
kindhearted people has made all the difference.
Finally, thank you USC and the entire Organizational Change and Leadership Program
staff. I can now join your ranks as a Trojan alum! FIGHT ON!

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Table of Contents
Dedication ....................................................................................................................................... ii
Acknowledgements ........................................................................................................................ iv
List of Tables ............................................................................................................................... viii
List of Figures ................................................................................................................................ ix
Abstract ............................................................................................................................................x
Chapter One: Introduction ...............................................................................................................1
Introduction of the Problem of Practice ...............................................................................1
Organizational Context and Mission ...................................................................................2
Organizational Performance Status ......................................................................................4
Related Literature.................................................................................................................6
Importance of a Promising Practice Project .........................................................................9
Organizational Performance Goal ......................................................................................10
Description of Stakeholder Groups ....................................................................................11
Stakeholders Groups’ Performance Goals .........................................................................12
Stakeholder Group for the Study .......................................................................................13
Purpose of the Project and Questions ................................................................................14
Methodological Framework ...............................................................................................14
Definitions..........................................................................................................................15
Organization of the Project ................................................................................................16

Chapter Two: Review of the Literature .........................................................................................18
The Evolution of Diversity ................................................................................................18
Internal Diversity Programs ...............................................................................................30
External Diversity Initiatives .............................................................................................32
Diversity in Leadership ......................................................................................................34
The Clark and Estes (2008) Gap Analytic Conceptual Framework ..................................37
Stakeholder Knowledge and Motivation Influences ..........................................................38
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context ................................................................................................54
Conclusion .........................................................................................................................59

Chapter Three: Methods ................................................................................................................61
Participating Stakeholders .................................................................................................61
Interview Sampling (Recruitment) Strategy and Rationale ...............................................63
Observation Sampling Strategy and Rationale ..................................................................64
Alignment of KMO Influences and Data Collection Methods and Instruments ...............67
Data Analysis .....................................................................................................................67
Credibility and Trustworthiness .........................................................................................68
Validity and Reliability ......................................................................................................69
Ethics..................................................................................................................................70

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Summary ............................................................................................................................72

Chapter Four: Results and Findings ...............................................................................................73
Participating Stakeholders .................................................................................................74
Determination of Assets and Needs ...................................................................................75
Results and Findings for Knowledge Causes.....................................................................76
Results and Findings for Motivation Causes .....................................................................85
Results and Findings for Organization Causes ..................................................................91
Summary of Validated Influences .....................................................................................95

Chapter Five: Discussion and Recommendations..........................................................................98
Discussion ..........................................................................................................................98
Recommendations for Practice to Address KMO Influences ............................................99
Integrated Implementation and Evaluation Plan ..............................................................117
Strengths and Weaknesses of the Approach ....................................................................131
Limitations and Delimitations ..........................................................................................131
Future Research ...............................................................................................................132
Conclusion .......................................................................................................................134

References ....................................................................................................................................135
Appendices ...................................................................................................................................141
Appendix A Guidance for Recruitment Material .............................................................141
Appendix B Information Sheet ........................................................................................143
Appendix C Interview Protocol .......................................................................................145
Appendix D Observation and Document Analysis Protocol ...........................................148
Appendix E Immediate Evaluation Tool .........................................................................158
Appendix F Delayed Evaluation Tool .............................................................................160

viii
List of Tables
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals ...................12
Table 2: Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis ............43
Table 3: Illustration of the assumed motivational influences and motivational influences
assessment Identified in HAC as a Best Practice to Aid in the Successful Implementation of
diversity and inclusion Efforts in Corporate America ...................................................................49
Table 4: Illustration of Assumed Organizational Influencers, Organizational Influence
Assessments, Research Based Recommendation of Solutions Principles, and Proposed
Solutions Identified in HAC as a Best Practice to Aid in the Successful Implementation of
Diversity and Inclusion Efforts in Corporate America. .................................................................53
Table 5: Diversity and Inclusion Department Population and Qualitative Sample Size ...............75
Table 6: Knowledge Assets or Needs as Determined by the Data ................................................96
Table 7: Motivation Assets or Needs as Determined by the Data .................................................96
Table 8: Organizational Assets or Needs as Determined by the Data ...........................................97
Table 9: Summary of Knowledge Influences and Recommendations .........................................100
Table 10: Summary of Motivation Influences and Recommendations .......................................107
Table 11: Summary of Organization Influences and Recommendations ....................................112
Table 12: Outcomes, Metrics, and Methods for External and Internal Outcomes ......................120
Table 13: Critical Behaviors, Metrics, Methods, and Timing for Evaluation .............................121
Table 14: Required Drivers to Support Critical Behaviors ..........................................................122
Table 15: Evaluation of the Components of Learning for the Program ......................................127
Table 16: Components to Measure Reactions to the Program .....................................................128

ix
List of Figures
Figure 1: Adapted from Diverse Teams at Work (Loden et al., 1994) ..........................................41
Figure 2: Interaction of stakeholder knowledge and motivation within the organizational
cultural models and settings ...........................................................................................................57

x
Abstract
The purpose of this promising practice study was to examine how knowledge, motivation, and
organizational influences contributed to successfully implementing diversity and inclusion
efforts in organizations in corporate America. Also, this study sought to identify the best
diversity and inclusion practices utilized in successful organizations. The Clark and Estes (2008)
gap analysis framework and an empirical and theoretical literature review were utilized to
identify 11 factors affecting this study. Four factors were knowledge-based, three factors were
motivational, and four factors were organizational. The research methodology used interviews
and document analysis data in a qualitative approach triangulated with a literature review. Eleven
diversity and inclusion employees participated in the telephonic interviews from multiple
locations across the United States of America. A total of 32 documents were analyzed to enhance
the validity and reliability of the study. Findings from this study indicate organizations that
successfully implemented diversity and inclusion best practices infused in organizational culture,
which contributed to an increased organization’s performance, profit, and people retention. The
study further suggests the benefits of engaged senior leadership and a team that specifically
focuses on diversity and inclusion efforts in the company. In conclusion, this study identifies best
practices to ensure your organization successfully implements diversity and inclusion efforts that
can tie to an increased return on investment.

Keywords: diversity and inclusion, employee resource groups, ERGs, training, hiring,
recruitment, engagement, organizational leadership, performance, retention, profit

1
Chapter One: Introduction
Introduction of the Problem of Practice
This study addressed the problem of the disproportionate unsuccessful implementation of
diversity and inclusion efforts in corporate America. According to Holmes (2016), 68% of
companies fail in their efforts to successfully implement diversity programs due to their inability
to connect the purpose of diversity to overall organizational performance metrics, reflect
diversity in leadership, and have leadership promote the strategic importance of diversity
(Holmes, 2016; Herdman & McMillian-Capehart, 2009). Although companies in the United
States spend $200 million to $300 million a year on diversity training programs, many programs
result in adverse outcomes, such as increased attrition, biases, and conflict. Overall, the attempt
to launch diversity efforts produces results opposite of the intent (Nancherla, 2008), which
demonstrates that this is a problem. This evidence highlights that many organizations have taken
the wrong approach to the implementing diversity efforts. This problem is important to address
because proper implementation has been shown to mitigate adverse effects of diversity such as
decreased productivity, increased attrition, and increased conflict. On the contrary, when
diversity is properly implemented, there is increased job satisfaction, career commitment, and
organizational commitment (Herdman & McMillian-Capehart, 2009).
To address complex problems of practice, it is helpful to examine reliable and valid
scholarly research as well as the practices of organizations that perform well or have a proven
evidence-based practice model. Such is the case of diversity and inclusion in an organization that
has a reputation of high achievement which may be examined for its promising practices.

2
Organizational Context and Mission
Hudson Aerospace Corporation (HAC; a pseudonym), an aerospace and defense
government contracting company, has been recognized by Diversity, Inc., Catalyst, and other
organizations that specialize in equity, diversity, and inclusion. This study sought to identify
HAC-specific best practices in the successful implementation of diversity and inclusion efforts
leading to either positive non-financial or financial metrics. The study focused on internal
programs, external initiatives, and diversity in leadership. These areas of performance affect the
organization’s goal to have diversity of thought in decision making, creativity, problem solving,
and flexibility which could positively contribute to the company’s performance (Smith & Joseph,
2010, p. 759). The organizational performance evaluated is related to the larger national issue of
the company’s inability to successfully implement diversity programs that impact performance,
profit, and people retention objectives.
HAC is headquartered in the United States of America and was founded in 1930. Over its
years in business, HAC has merged and acquired multiple companies, allowing the company to
become a global brand. HAC is 52% engineering, which happens to be a male-dominated field.
Therefore, the male-to-female ratio favors males based on skilled talent in the market. HAC is
organized in four divisions that focus on specific capabilities: Hudson Aerospace Division,
Hudson Creativity Division, Hudson Strategic Vision Division, and Hudson Cyber Division.
As of January 2019, the 81,842 employees are 74.4% male and 25.6% female. Also,
67.6% of the population is White, 10.6% Asian, 10.2% Hispanic, 7.9% Black, 2.8% multi-race,
.5% American Indian/Alaskan Native, .3% Pacific Islander, and .1% ethnicity diverse.
Generationally, the population is 34.2% Baby Boomers, 34.2% Generation X, 21.2%
Millennials, .4% veterans, and 0% Generation Z. The average age of an employee at HAC is

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44.8 and the average in years of service is 10.4. Executive leadership in the organization are
1,885 directors and vice presidents: 74.7% male and 25.3% female, 84.2% White, 6.3% Asian,
3.8% Black, 3.4% Hispanic, 1.6% multi-race,.7% American Indian/Alaskan Native, 54.9% Baby
Boomer, 41.6% Generation X, 3.1% Millennials, and .4% veterans. The average age of an
executive leader is 52.7 and the average of their years of service at the company is 18.2.
HAC specializes in sea, air, space, and cyberspace technology while contracting with the
government to provide world-class global security from national enemies, both foreign and
domestic. Through innovative products and top-of-the line systems, HAC provides suitable
solutions within a reasonable budget to government and commercial customers globally. While
that is the mission of the organization, HAC has outlined a specific mission for diversity to
create and foster a culture that values diversity and embraces inclusive behavior while promoting
innovation that increases productivity, profitability, and the people retention strategy. HAC’s
goal is to leverage employees’ diverse backgrounds, perspectives, and characteristics to enhance
employee engagement and job satisfaction. HAC is committed to enhancing diversity through
internal programs, external initiatives, and diversity in leadership to meet and exceed diversity
goals and business goals while being leading edge in the industry. HAC is committed to
recruiting diverse talent from the military, HBCUs, and top global universities as identified by
Best Colleges, U.S. News and World Report. HAC will strive to attain and retain talent by
nurturing a company culture that is inclusive of all diverse identification.
It is important to identify the mission of the overall company and the specific mission
concerning diversity and inclusion to help aid in explaining HAC success in their diversity
efforts and why they can be considered a promising practice organization.

4
Organizational Performance Status
Over the years, HAC has received many awards from a variety of organizations, which
shows HAC’s commitment to performance in diversity and the continual growth of inclusion. In
2018, Diversity, Inc. HAC ranked in the top 50 companies in diversity, in the top 10 for best
places for veterans, people with disabilities, and diversity in executive councils (Diversity Inc.,
2018). The organization ranked in the top 100 in the best places to work for LGBTQ equity,
ranked in the top 50 of military-friendly employers, and made Best for Vets Employers List in
Military Times. In recent years, HAC won the Catalyst award for building the best culture,
leveraging the power of women. The organizations received 100% from the Disability Equality
Index best places to work, and many other awards and recognitions in years past.
Many of these organizations have set eligibility requirements for awards. Diversity, Inc.
requires organizations to have at least 1,000 employees, enter data via Qualtrics, submit a
notarized form signed by an executive leader verifying the data are accurate, complete the
disability employment tracker from National Organization on Disability, and attend Top 50
dinner. Diversity, Inc. identifies six performance key metrics of diversity and inclusion
management each organization is measured against: human capital diversity metrics, leadership
accountability, talent programs, workplace practices, supplies diversity, and philanthropy
(Diversity Inc., 2018). This organization uses an empirical data-driven process to determine
rankings and does not give preferential treatment to organizations based on benchmarking and
branding partnerships (Diversity Inc., 2018). Similar to Diversity Inc., Catalyst, Disability
Equality Index, Military Times, and other organizations identify similar criteria focused on a
specific diverse population.

5
HAC achieved these national and international awards and recognitions based on
diversity and inclusion efforts started in 2009. The organization created sub-goals that helped to
achieve the overall goal of creating a diverse and inclusive work environment with a welcoming
culture. These goals in HAC diversity programs include employee resource groups (ERGs),
hiring objectives, diverse interview panels, diverse slates of candidates for manager positions or
above, university recruitment efforts, veteran transition programs, affinity forums, women’s
conferences, inclusion conferences, target selection hiring practices, executive bench leadership
objectives, employee development objectives, and other efforts. Many of these efforts were
addressed by the CEO and president in a message on engagement and an inclusive culture. For
this dissertation, there was a focus on the successful implementation of these diversity efforts.
The diversity efforts are divided up into three categories: internal programs, external
initiatives, and diversity in leadership. Internal programs are designed to meet the needs of the
diverse population at HAC, ensure there is diversity represented at all levels of leadership in the
organization, and create an inclusive collaborative space for innovation. The external efforts are
designed to continue to fill the succession strategy with diverse talent and appeal to talent in the
market as an employer of choice. Finally, the leadership programs are framed to ensure fair
practices for promoting and hiring people into executive leadership that’s best suited for the job.
This study focused on three diversity goals that tie the diversity programs:
1. Maintain participation and engagement in Employee Resource Groups (ERGs).
2. Continue to hire external people using diversity hiring practices.
3. Perpetuate diversity in the succession planned for directors and vice presidents’ roles to
include females and people of color.

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As such, HAC is an appropriate company to evaluate how the implementation of
diversity programs have positively affected performance, profitability, and people retention
objectives through the effectiveness of their development strategy. In 10 years, the company has
implemented and enhanced its diversity and inclusion initiatives, which is seen year by year in
the diversity goals set that are tied to the business and recognized externally by companies and
talent. And for these reasons, HAC may be considered a promising practice, as it is recognized
by its peers and industry for its diversity achievement.
Related Literature
A hypothesis could be made that implementation of diversity and inclusion in this
organization was as measurement and as a numeric goal, rather than implemented as part of the
culture. Addressing the implementation in a strictly mathematical sense is an important issue to
raise because of many legacy companies’ struggles with this issue. However, this organization
has been awarded for achievement in diversity and inclusion, and the impact can be seen in
employees’ performance, profitability, and retention. Researchers have suggested that diversity
and inclusion programs when, implemented successfully, can improve performance, profit, and
people retention objectives. These three concepts are addressed in the literature that follows.
Performance
Synthesis Claim 1: When implemented correctly, diversity programs in
organizations can improve performance. Diversity is more than having people represented
from different cultural backgrounds, age groups, religious affiliations, and sexual orientations.
Diversity in organizations is about using the collective differences and similarities among these
groups to bring out the best in everyone, produce the best product, and enhance overall efficient
performance. According to Holmes (2016), 68% of surveyed organizations have implemented a

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diversity initiative that has not yielded significant performance increases due to failure to
connect diversity to performance. Connecting performance to diversity helps employees feel
valued, understood, and included. By acknowledging and accepting individuals’ unique qualities,
diversity of thought, and distinct cultures, organizations can increase their performance. Moving
beyond the measure of diversity to the mechanism to inclusion helps organizations embrace new
ideas and accommodate differences. Organizations that support diversity and enable inclusion
are more likely to meet business needs (Linnabery, Stuhlmacher, & Towler, 2014). The proper
implementation of diversity programs helps with organizational performance. Performance is
only one measure of organizational success. Another measure of organizational success is profit,
as successful implementation of diversity programs can also increase profits in organizations.
Profit
Synthesis Claim 2: Correctly implementing diversity programs in organizations can
improve profitability. When employees in an organization understand what they are doing, why
they are doing it, and how to do it best, they have intrinsic motivation. This starts with leadership
being more involved and also intrinsically motivated. Leadership needs to do more than just be
aware of the programs and attending them as time permits. Leadership needs to drive the
training, tying diversity programs to the organization’s goals and vision (Nancherla, 2008). This
change in leadership approach and commitment to employees can effect organizational change.
Through diversity and inclusion programs that positively impact and influence the organizational
culture, employees can be more productive, which could increase the company’s overall profits
(Nancherla, 2008). “Schein (2004) defined the culture of a group or organization as the basic,
tacit, and shared assumptions that a group of people have which underlie and determines their
perceptions, beliefs, attitudes, feelings and behaviors in which they engage” (Smith & Joseph,

8
2010, p. 746). Leadership can influence cultural change through communicating their values,
reacting to crises in a way that reflects their values, role modeling valued behavior, rewarding
employees, and recruiting or promoting based on values (Smith & Joseph, 2010). It is important
that leaders understand the three levels of organizational culture: artifacts and symbols that are
visible, personal values about how things should or should not be, and assumptions and
perceptions that lead to behavior (Smith & Joseph, 2010). Leadership driving culture change by
leading and valuing diversity contributes to organizational performance and profit. However,
performance and profit within organizations cannot be accomplished without talented, motivated
employees. The successful implementation of diversity programs can also increase engagement,
which increases the people retention objectives in an organization.
People
Synthesis Claim 3: When implemented correctly, diversity programs in
organizations can improve people retention objectives. Historically, diversity and inclusion
efforts have been used to preempt lawsuits, meet organizational quotas, or increase positive
media image (Dobbin & Kalev, 2016). Managers have used these programs to assist with
recruiting, performance rating, and promotions, believing that taking this approach rids the
organization of bias when it fully activates bias and rebellion among employees (Dobbin &
Kalev, 2016). Diverse leaders, trained in emotional intelligence, provide employees with a sense
of safety to express their authentic selves. However, conflict between employees grows when
opinions differ (Chrobot-Mason, 2012). In these cases, the leaders’ ability to resolve conflict is
critical for managers’ success and the growth of diversity in organizations (Chrobot-Mason,
2012). This combination can increase employee productivity and retention (Chrobot-Mason,
2012).

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The proper implementation of diversity programs helps with organizational performance,
profit, and people retention objectives. Diversity programs are not just initiatives, events, or
training sessions created in silos in organizations. Diversity is how the organization is created
and embracing inclusion is how the organization succeeds. Leadership is paramount to driving
diversity and culture change in how these efforts can be perceived by embodying and valuing the
change.
Importance of a Promising Practice Project
A promising practice study of the successful implementation of diversity and inclusion
efforts is important to understand and examine in the context of this problem for various reasons.
According to Trenerry and Paradies (2012), increased productivity, innovative thinking,
improved employee relations, increased creativity, enhanced organization performance, greater
employee commitment, and better customer satisfaction are just a few of the benefits. These
benefits can be identified as both tangible and intangible and can lead to a return on investment if
the benefits gained outweigh the cost to implement and maintain the diversity and inclusion
efforts (Morley, 2018). Employee perception should positively shift as a result of understanding
the importance of diversity and inclusion efforts (Herdman & McMillan-Capehart, 2009).
The improper implementation of diversity efforts could lead to a lack of diversity in the
organization and an unwillingness of employees to feel comfortable or accepted. Trenerry and
Paradies (2012) identifies correlating issues as a reduction in productivity, decreased staff
morale, and increased conflict with employees. Other issues that arise but are not limited to are
poor mental and physical health and wellbeing, problem drinking, psychological distress,
reduced organizational commitment, reduced trust, reduced job satisfaction, increased cynicism,
absenteeism, and staff turnover (Trenerry & Paradies, 2012). The high market demand on

10
engineering talent but the low supply of trained, skilled workers eligible, has created a market
industry of high attrition, disengaged employees, and unproductivity. These factors impact the
HAC; therefore, the company took a hands-on approach to develop a more diverse and inclusive
culture they believed would lead to employee job satisfaction and increased retention, at a time
the industry was experiencing the opposite. While diverse representation in the workplace does
not solely solve these issues, it can contribute to a culture of inclusivity. According to Dobbin
and Kalev (2016), employee anger and resistance intensely increase towards other affinity
groups when diversity and inclusion efforts are not implemented correctly into organizations.
Organizational Performance Goal
Since 2009, HAC goals have been to maintain participation and engagement in ERGs, to
continue to hire external people using diversity hiring and recruitment practices. These include
recruitment from university and diversity conferences, a diverse interview panel, diverse slates of
candidates for positions of manager or above, and the target selection hiring process. Also, HAC
plans to perpetuate diversity in the succession planned for directors and vice presidents’ roles to
include females and people of color. The diversity and inclusion department (DID) established
the framework for these goals. The aerospace division executive leadership team (ELT) and
human resource business partners (HRBPs) developed the details and carried out the annual
goals. Prior to 2009, the DID conducted research and benchmarked with other companies to find
out the benefits of the successful implementation of diversity and inclusion efforts for an
organization. Aerospace division ELT believed that creating a diverse succession plan for those
in executive levels would contribute to successfully achieving the enterprise-wide goal of
diversity in leadership. HAC’s goal with respect to diversity is measured by the number of
females and people of color in leadership positions.

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Maintaining ERG participation and engagement, continuing diverse hiring practices, and
perpetuating diversity in leadership implicitly contributes to the retention goals of the
organization. These three goals represent HAC’s internal programs, the external initiatives, and
the diverse leadership objectives which aided in HAC winning awards and recognition from
organizations like Diversity Inc., Catalyst, military-friendly organizations, and LGBTQ and
disability categories. These are notable respected awards in the industry, and it aids in job
seekers finding the companies they want to work for.
The year 2018 was one of very low unemployment rates combined with a lack of
qualified specialized talent in the market. Therefore, significant Fortune 500 companies that need
engineers have been competing for the same talent. Engineers are being scouted by recruiters to
work in multiple industries or for other companies. However, HAC’s leaders believe they can
retain their talent when employees are made to feel valued and accepted as well as believe they
can grow with the company. To keep up the trend set by HAC, they continue to set goals to
ensure diversity and employee satisfaction.
Description of Stakeholder Groups
HAC stakeholder groups that contribute to the achievement of the organization’s
performance goal are aerospace division vice presidents (VP), directors, DID, and HRBPs. The
description of each stakeholder group and how they contribute is as follows:
● VPs have a global strategy for a specific business area. They gather input and cast vision
for their global departments. They are also accountable to the shareholders, customers,
and employees.
● Directors have responsibility for both strategy and tactical execution. Their departments
are responsible for accomplishing the strategy.

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● DID are responsible for the support and nurture of employees whose background,
characteristics and perspectives are diverse. They are also responsible for ensuring equity
standards are maintained and diversity programs are established and sustained.
● HRBPs are the individuals in the organization responsible for executing the human
capital strategy and human capital compliance.
Stakeholders Groups ’ Performance Goals
Table 1 shows the organizational mission, global goal, and stakeholder performance
goals.
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The organization’s mission is to create and foster a culture that values diversity and embraces
inclusive behavior while promoting innovation that increases productivity, profitability, and the
people retention strategy. The goal of the HAC is to leverage the diverse backgrounds,
perspectives, and characteristics of each employee to enhance employee engagement and job
satisfaction. HAC is committed to enhancing diversity through internal programs, external
initiatives, and diversity in leadership to meet and succeed diversity goals and HAC business
goals while being leading edge in the industry. HAC is committed to recruiting diverse talent
from the military, Historically Black Colleges and Universities (HBCUs), and top global
universities as identified by Best Colleges, U.S. News and World Report. HAC will strive to
attain and retain talent by nurturing a company culture that is inclusive of all diverse
identification.
Organizational Performance Goal
The organization performance goals were to enhance participation in Employee Resource
Groups, hire external people using diversity hiring practices to include recruitment from
university and diversity conference, diverse interview panel, diverse slates of candidates for
positions manager or above, and the target selection hiring process, and increase the percentage
of diversity in the succession planned for directors and VP roles by from last year to include
females and people of color.

Stakeholder Performance Goal
The DID’s goal is to (a) maintain and enhance participation in Employee Resource Groups, (b)
hire external people using diversity hiring practices, and (c) maintain and enhance diversity in
the succession planned for directors and VPs to include females and people of color.

13
VPs
VPs support diversity
and inclusion efforts
with ERGs and
diverse hiring
practices. They
partnered with
stakeholders in the
organization to
identify top talent for
succession planning
that includes an
increased percentage
of females and people
of color.
Directors
Directors support
diversity and
inclusion efforts with
ERGs and diverse
hiring practices. They
provided feedback to
their VPs, and
partnered with
stakeholders in the
organization to
identify top talent for
succession planning
that includes an
increased percentage
of females and people
of color.
DID
The diversity and
inclusion department
holds VPs and
Directors in the
organization
accountable to ensure
ERG support, diverse
hiring practices, and
females and people of
color have a higher
representation in
leadership than
previous years.
HRBP
HRBPs work with
VPs and Directors to
keep them in
compliance with
diversity and
inclusion standards
for ERG support,
diverse hiring
practices, and ERG
support, diverse
hiring practices, and
diversity in leadership
by ensuring bench
diversity and
succession planning.

Stakeholder Group for the Study
The joint efforts of all stakeholders contribute to the achievement of the overall
organizational goal of maintaining participation and engagement in ERGs, continuing diverse
hiring and recruitment practices, and perpetuating bench diversity and succession planning for
VP or director level roles with females and people of color. These efforts lead to HAC winning
notable awards and recognitions. It is important to identify best practices used by HAC’s VPs,
directors, DID, and HRBPs in achieving their performance goals that lead to them being a
promising practice organization.
While these four stakeholders were critical to the success of these organizational goals,
the DID was the stakeholder of focus for this study because they created the framework, got
stakeholder buy-in from the company president and other senior leaders, and implemented the
strategy by working through others in the organization. Organizational compliance with the
diversity and inclusion initiatives will lead to a more inclusive and divers organization and to
more diversity in leadership with an overall goal of retaining top talent. Failure to accomplish

14
this goal will lead to HAC not being a best practice organization in terms of diversity and
inclusion efforts. Noncompliance will not lead to awards and may cause loss of departmental
funding. Indirectly, it will also lead to retention issues as females and people of color will not see
promotion growth opportunities at the company.
Purpose of the Project and Questions
The purpose of this project was to study the organization’s performance related to a
larger problem of practice: diversity in the workplace. The analysis focused on assets in the areas
of knowledge and skills, motivation, and organizational influences related to achieving
organizational success in implementing diversity and inclusion efforts. While a complete study
would focus on all stakeholders, for practical purposes, the stakeholder of focus in this study was
the DID.
The questions that guided the promising practice study to address knowledge and skills,
motivation, and organizational influences for the stakeholder are the following:
1. What are the knowledge and motivational assets that account for DID high achievement
of its goals in internal initiatives, external programs, and diversity in leadership?
2. What is the interaction between organizational culture and context, and stakeholder
knowledge and motivation?
3. What recommendations in the areas of knowledge, motivation, and organizational
resources may be appropriate for solving the problem of practice at another organization?
Methodological Framework
An inductive qualitative method, data gathering, and analysis was conducted to study the
stakeholder group’s assets in the areas of knowledge, motivation, and organizational influences.

15
The stakeholder’s assets were studied through interviews, document and content analysis, and
observation.
The Clark and Estes (2008) gap analysis problem-solving framework, developed to
analyze stakeholder performance against performance goals was used for this promising practice
research study. This framework suggests that organizational performance can be examined using
three dimensions: knowledge, motivation, and organizational influences (Clark & Estes, 2008).
The knowledge framework identifies what an individual knows and whether they possess the
skills necessary to complete a task (Clark & Estes, 2008). The motivation framework is internal
drive or values that incentivize individuals to complete a task (Clark & Estes, 2008). Finally, the
organizational factors identify the structures, facilities, processes, or policies that either help or
hinders an individual’s progress to complete a task (Clark & Estes, 2008). For this study, the
Clark and Estes framework was adapted to examine the promising practices of HAC’s
stakeholders’ knowledge, motivation, and organization factors as assets that influence high
performance in the successful implementation of diversity and inclusion efforts.
Definitions
● Baby Boomer: born between 1/1/1946 to 12/31/1964 (HAC)
● Bench Diversity: succession planning that identifies talent in the organization that
possesses the leadership capabilities and competencies to replace directors and VPs when
they retire or resign from the organization (HAC)
● Diversity: “generally focuses on the full spectrum of difference and similarities between
individuals. It goes beyond equal employment policies and includes other things such as
work experiences, values and beliefs, life experience and personal preferences and
behaviors” (Morley, 2018, p. 58)

16
● Diversity in Leadership: Individuals at the director and VP level that represents diverse
identify of the population within the individual contributors and the middle manager
within the organization (HAC)
● Diversity Management: “planning and implementation of organizational systems and
human resource practices to maximize the advantages of while minimizing its
disadvantages” (Trenerry & Paradies, 2012, p. 13)
● Executive leadership: Director and VPs in the organization (HAC)
● External Initiatives: Diversity and inclusion initiatives that aid in the process of recruiting
and hiring diverse talent (HAC)
● Generation X: Born between 1/1/1965 to 12/31/1981 (HAC)
● Generation Y or Millennials: Born between 1/1/1982 to 12/31/2000 (HAC)
● Generation Z: Born after 1/1/2001 (HAC)
● Inclusion: “is what an organization does – the actions it takes – to ensure that individuals
feel welcomed, supported and valued as a member of the team” (Morley, 2018, p. 58)
● Internal programs: Diversity and inclusion initiatives that enhance inclusivity of the
organization by creating a safe environment for diversity to be accepted (HAC)
● People Retention Strategy: HAC strategy to retain employees, reduce regrettable
attritions, and prolong retirements to allow for the transfer of knowledge to younger
generations (HAC)
● Veteran: Born before 1/1/1946 (HAC)
Organization of the Project
Five chapters are used to organize this study. This chapter provides the reader the key
concepts and terminology commonly associated with a discussion about diversity and the

17
successful implementation of diversity and inclusion efforts in organizations. The organization’s
mission, goals, and stakeholders as well as the initial concepts of gap analysis are introduced.
Chapter Two provides a review of current literature surrounding the scope of the study. Topics of
internal programs, external initiatives, and diversity in leadership will be addressed. Chapter
Three details the assumed causes for this study as well as methodology when it comes to
choosing participants, data collection, and analysis. In Chapter Four, the data and results are
assessed and analyzed. Chapter Five provides recommendations for practice, based on data and
literature as well as recommendations for an implementation plan for organizations aspiring to
mirror the work of this promising practice to ensure their change is sustainable and
institutionalized.

18
Chapter Two: Review of the Literature
While Chapter One of this study focused on the impact of the disproportionate
unsuccessful implementation of diversity and inclusion efforts in corporate America, Chapter
Two reviews the related literature. To help inform the problem of practice, this chapter will first
outline the related literature on the evolution of diversity efforts from the inception of affirmative
action and equal employment opportunity. This historic journey will identify tactics that were
successful and unsuccessful. The first section of this chapter will also include the research that
shows some of the internal programs and external initiatives used to implement and maintain
successful diversity and inclusion efforts. Followed by the importance of diversity in leadership
and strategies to ensure the right people are in the right places.
The second section reviews the Clark and Estes (2008) gap analysis conceptual
framework that introduces the knowledge, motivational, and organizational lens used in this
study. Next, the chapter turns attention to defining the knowledge, motivation, and organizational
influences examined and the assumed HAC’s DID knowledge, motivation, and organizational
influences needed in meeting performance goals. The chapter concludes with displaying the
interaction of the knowledge, motivation and organizational influences presented in the
conceptual framework explained through multiple worldviews as a guiding lens to this study.
The Evolution of Diversity
From Equal Employment Opportunity & Affirmative Action to Diversity
Diversity and inclusion efforts were born out of a long history of equal employment
opportunity and affirmative action laws, policies, and controversy starting from the 1960s. The
history of equal employment opportunity and affirmative action was born out of decades of
racism, discrimination, and inequitable treatment of Black people. In 1961, federal contractors

19
were required to follow affirmative action laws to end discrimination based on race, color, creed,
or national origin (Kalev et al., 2006; Kelly & Dobbin, 1998). President John F Kennedy’s
Executive Order 10925 listed these protected categories and compliance standards to end
discrimination based on affirmative action guidance. In 1965, President Lyndon B. Johnson’s
Executive Order 11246 added sex to the list of protected categories (Kelly & Dobbin, 1998). The
President’s Committee on Equal Employment Opportunity and the Office of Federal Contract
Compliance were established and required to make sure compliance guidance was followed
(Kalev et al., 2006; Kelly & Dobbin, 1998). The Civil Rights Act of 1964, Title VII, established
the Equal Employment Opportunity Commission to further goals of ending discrimination by
allowing individuals to sue employers based on discrimination (Kelly & Dobbin, 1998).
Executive Orders 10925 and 11246 as well as Title VII of the Civil Rights Act of 1964
moved the conversation of discrimination forward; however, due to lack of vision, unclear
definitions of affirmative action, and inconsistent requirements of employers, the implementation
did not yield equitable results in employment practices (Kalev et al., 2006; Kelly & Dobbin,
1998). This lack of clarity led to only four percent of employers establishing affirmative action
and equal employment opportunity offices, and, among them, 20% created written policies and
procedures on curtailing discrimination (Kelly & Dobbin, 1998).
During the early 1970s, the ambiguity of these anti-discrimination laws left employers
baffled on how to move forward. The Supreme Court ruling in the 1971 Griggs v Duke Power
Company allowed individuals to sue based on intentional discrimination and disparate impact
(Kalev et al., 2006; Kelly & Dobbin, 1998). Based on this ruling, the Equal Employment
Opportunity Act of 1972 furthered allowed individuals and the Equal Employment Opportunity
Commission to sue employers. These actions brought about a panic in corporate America,

20
forcing organizations to rapidly develop affirmative action and equal employment offices and
written policies and procedures that governed employment practices for minorities, women, and
grievance cases (Kalev et al., 2006; Kelly & Dobbin, 1998). These affirmative action plans were
also a requirement for federal contractors to bid and win government contracts (Kalev et al.,
2006; Kelly & Dobbin, 1998). By 1976, more than 70% of organizations established quotas for
hiring women and minorities, and 80% had equal employment opportunities policies (Kalev et
al., 2006; Kelly & Dobbin, 1998). Also, many organizations also hired or promoted equal
employment opportunity and affirmative action specialists to ensure they were adhering to the
executive orders and regulations that sat before them. Many of these specialists were from
human resources or had some sort of human resources background (Kelly & Dobbin, 1998).
In the 1980s, President Ronald Reagan’s administration opposed and curtailed the
enforcement of equal employment opportunity and affirmative action laws. It cut resources to the
Equal Employment Opportunity Commission, appointed federal judges who opposed the concept
of equal employment opportunity and affirmative action, and relieved employers of strict
practices. On average, affirmative action payouts dropped from 4000 people in 1980 to roughly
500 people by 1986 (Kalev et al., 2006; Kelly & Dobbin, 1998). These changes rendered
affirmative action practices ineffective and decorative instead of impactful. Furthermore, the
Reagan administration proposed regulations to fully dismantle affirmative action and equal
employment opportunities laws established in the 60s and 70s (Kelly & Dobbin, 1998).
However, during this administration, affirmative action experts advised organizations to continue
to build separate offices and include talent from different managerial levels who would oversee
initiatives, identify remedies to issues, and monitor equal employment opportunity and
affirmative action progress (Kalev et al., 2006; Kelly & Dobbin, 1998).

21
In the late 80s, early 90s, President George H. W. Bush continued in the way of the
Reagan administration in the attempt to dismantle affirmative action and equal employment
opportunity policy. He opposed legislation and showed limited support of these policies because
there was a fundamental belief by the Supreme Court and the Reagan Administration that the
discrimination of the past was addressed and that these laws had fulfilled their purpose (Kelly &
Dobbin, 1998).
During the mid to late 1990s, President Bill Clinton furthered the dismantling of these
anti-discrimination laws by cutting staffing to the Equal Employment Opportunity Commission
and the Office of Federal Contract Compliance Programs. The Supreme Court also required strict
scrutiny and the reevaluation of affirmative action laws. In 1995, the Supreme Court ruling in the
Adarand v. Pena cases found that a Hispanic was not disadvantaged and the lowest bidder should
have been awarded the contracting work (Kelly & Dobbin, 1998). After this ruling, Clinton
pushed organizations to eliminate or reform quotas for hiring women and minorities (Kelly &
Dobbin, 1998).
Throughout the 60s, 70s, and 80s, human resources leaders advocated for equal
employment opportunity and affirmative action practices. They saw it as a way to help leaders in
the organization be more objective in their hiring and promotional decisions. In the 80s when the
Reagan administration pushed to disband many of the equal employment opportunity and
affirmative action laws, human resources leaders in many organizations believed that it was good
to keep to help avoid equal employment liabilities, reinforce leadership accountability, and
maximize the utilization of all talent (Kalev et al., 2006; Kelly & Dobbin, 1998). Human
resources staff immediately saw the value of diversity and the business impact that it could have.

22
One human resources executive explained the business case for affirmative action and equal
employment opportunity laws:
We have learned that cultivating difference in our workforce is a key competitive
advantage for our company. The difference among people of various racial, ethnic, and
cultural backgrounds generates creativity and innovation as well as energy in our
workforce. Differences between men and women, managed well, have similar benefits.
We are therefore pursuing “Multiculturalism” which is a quantum leap beyond
affirmative action. We are doing that not only for ethical reasons, but also because we are
confident that it makes good business sense to maximize the unique contribution of
individuals to our collective success (Kelly & Dobbin, 1998, p. 969).
Even after all that Reagan did to dismantle these practices, top organizational executives
resisted these changes because the equal employment opportunity and affirmative action
departments had become an important part of how decisions were made in their organizations. In
1985, over 95% of Fortune 500 companies intended to keep tracking progress for women and
minorities. In 1986, 88% planned to keep their current affirmative action plans, and, in 1987,
12% planned to increase their affirmative action efforts (Kelly & Dobbin, 1998).
The Reagan, Bush, and Clinton Administrations led many human resources leaders, equal
employment opportunity offices, and affirmative action specialists to take a new approach to
creating equitable work environments. They created similar programs that were legally and
politically different from the affirmative action policies. They suggested and argued that the new
diversity programs gave businesses a competitive advantage by ensuring the utilization of all
employees’ talents, strengths, and skills, and they named this new approach diversity
management (Kalev et al., 2006; Kelly & Dobbin, 1998). Diversity management is “planning

23
and implementation of organizational systems and human resource practices to maximize the
advantages of talent while minimizing its disadvantages” (Trenerry & Paradies, 2012, p. 13). The
first major change was that human resources leaders, equal employment opportunity offices, and
affirmative action specialists became diversity specialists and diversity offices. The diversity
specialist argued White men were becoming a shrinking population and the only way to keep up
with the labor markets was to look at diverse talent (Kelly & Dobbin, 1998). According to the
diversity specialist, this matter was a sense of urgency to address and critical for organizations to
stay competitive. The goal was for the organization to become an employer of choice for diverse
talent since that was the untapped but necessary labor market to ensure competitive advantage
(Kalev et al., 2006; Kelly & Dobbin, 1998). They also argued that the world was moving to more
of a global economy and diversity of talent could be another competitive advantage, creating
increased financial measures and culture enhancements within the organizations (Kelly &
Dobbin, 1998).
By creating the business value proposition and focusing on the organization’s
profitability, diversity specialists were making lead way. The focus was on the organizational
benefit and not the individual. Diversity programs were addressing the demographic changes in
organizations that were altering labor markets and consumer markets. There was a belief that, to
attract diverse groups of talent and become the employer of choice, organizations would have to
implement these diversity programs (Kelly & Dobbin, 1998). They focused on establishing clear
differences between diversity management programs, equal employment opportunity, and
affirmative action policies. However, once again, the lack of clear distinction and vision created
confusion and barriers to implementing diversity initiatives. Nevertheless, the believed future

24
benefits far outweighed the confusion, with hopes of affirmative action dissipating over time and
equitable treatment rising as the standard (Kelly & Dobbin, 1998).
The new philosophy of diversity led experts to redefine the different categories of
diversity. According to Kreitz (2008), diversity goes beyond visible difference and describes a
broad range of categories based on four main characteristics: personality, internal characteristics,
external characteristics, and organizational characteristics. Personality highlights the traits, skills,
and abilities an individual has, while internal characteristics are made up of gender, race,
ethnicity, intelligence, and sexual orientation (Kreitz, 2008). Additionally, external
characteristics identify an individual’s culture, nationality, religion, marital or parental status
(Kreitz, 2008). Finally, organizational characteristics identify the position, department,
union/nonunion (Kreitz, 2008). However, critics argue the all-encompassing approach to
diversity minimizes the inequities and unequal treatment experienced by disadvantaged groups
who differ from the dominant culture. This approach permits those of the dominant culture to
identify as disadvantaged, negating the privilege that is allotted to them based on identifying
with the dominant culture. Without acknowledgement and the differentiation of said groups,
consequences can result in the continual unfair employment practices experienced (Kreitz,
2008).
For diversity management to be successful, senior organization business leaders and
senior human resource leaders “must define the motives behind their interest in diversity and
identify the specific ways diversity will benefit their organizations” (Kreitz, 2008, p. 102). The
first step leaders must take is to clearly and concisely articulate what diversity means in the
organization and what approach will be taken to achieve diversity. Defining diversity in the
workplace impacts organizational outcomes and the value the employees place on it. The

25
approach to diversity can range in the results and impact, including (a) compliance with federal
and state requirements, (b) homogeneity expectations (c) set goals without accompanying
changes to achieve the appearance of diversity, (d) selective implementation of discrete diversity
initiatives and, (e) strategic and systemic organizational change that optimizes diversity (Kreitz,
2008). To be successful, organizations must set goals and ask themselves three questions: “Why
do we want diversity? If so, what kind? If so, how much?” (Kreitz, 2008, p. 102).
To successfully implement strategic and systemic organizational change that optimizes
diversity, human resources must partner with committed organizational leaders. This helps the
organization move away from compliance-based diversity to a culture of inclusive diversity.
Human resources must also be skilled and trained in diversity, have a breadth of organizational
knowledge, and shared agreement that diversity and inclusion is not a one-time event but an
ongoing process that’s achieved by the collective group (Kreitz, 2008). Many organizations have
transitioned human resources leaders to diversity leaders (Kelly & Dobbin, 1998; Kreitz, 2008).
These shared values and approaches are needed to sustain a willingness to successfully achieve
goals together (Kreitz, 2008).
The Success and Failure of Diversity
According to Kreitz (2008), successfully managing diversity in an organization requires
diversity leaders to have multiple skill sets to include “leadership, organizational development,
change management, psychology, communication, measurement, and assessment” (p. 103).
While diversity leaders are a key driver in optimizing diversity, it is important that individuals at
all levels of the organization take small actions to change their thought patterns, behaviors, and
interactions with one another (Kreitz, 2008). To aid in these changes, policies and procedures

26
should be created and used as a reinforcement mechanism to guide best practices in behavior,
change initiatives, and processes (Kreitz, 2008)
According to Kreitz (2008), “best practices are defined as ‘practices which are most
appropriate under the circumstance, esp. as considered acceptable or regulated in business;
techniques or methodologies that, through experience and research, have reliably led to desired
or optimum results” (p. 103). The US Government Accountability Office’s report on Diversity
Management: Experts-identified Leading Practices and Agency Examples identify the nine
leading best practices as
1. Top leadership commitment – a vision of diversity demonstrated and communicated
throughout an organization by top-level management.
2. Diversity as part of an organization’s strategic plan – a diversity strategy and plan that are
developed and aligned with the organization’s strategic plan.
3. Diversity linked to performance – the understanding that a more diverse and inclusive
work environment can yield greater productivity and help improve individual and
organizational performance
4. Measurement – a set of quantitative and qualitative measures of the impact of various
aspects of an overall diversity program.
5. Accountability – the means to ensure that leaders are responsible for diversity by linking
their performance assessment and compensation to the progress of diversity initiatives.
6. Succession planning – an ongoing, strategic process for identifying a diverse talent pool
and developing them into an organization’s potential future leaders.
7. Recruitment – the process of attracting a supply of qualified, diverse applicants for
employment.

27
8. Employee involvement – employee’s contributions in driving diversity throughout an
organization.
9. Diversity training – organizational efforts to inform and educate management and staff
about diversity benefits to the organization. (Kreitz, 2008, p. 103)
Kalev et al. (2006) conducted a study of leadership compositions after implementing best
diversity practices in 708 establishments between 1971 and 2002. The data were collected from
documents in the Equal Employment Opportunity Commission, Intergovernmental Personnel
Act agreement, survey data from a random sample size of the 708 establishments, and 833
interviews (Kalev et al., 2006). The research mainly focused on White men and women and
Black men and women. It measured organizational accountability and responsibility channels,
training and evaluation programs for reducing bias, mentoring and networking programs as the
only diversity effort, legal environment, organizational structures, and leadership composition
(Kalev et al., 2006). The findings and results showed a variation of outcomes in diversity
programs. The most effective organizations had accountability and responsibility structures, to
include affirmative action plans, diversity staff, and diversity task force. The least effective
programs only used education and feedback to attempt to manage bias in the organization (Kalev
et al., 2006).
While not the least effective, the implementation of networking and mentoring programs
for women and minorities were also proven ineffective when attempted in isolation (Kalev et al.,
2006). On average, in effective organizations, the number of White men in leadership decreased
by eight percent, White women increased by nine percent, and Black men increased by four
percent over the totality of the study (Kalev et al., 2006). Employers who appointed full-time
diversity staff saw even more of an increase in White women (11%), Black women (13%), and

28
Black men (14%) (Kalev et al., 2006). The implementation of only diversity training and
feedback (specifically bias training) resulted in a seven percent decrease in Black women
promoting to leadership, eight percent decrease for Black men, and a six percent increase for
White women. Mentoring and networking programs show modest effects on leaders’
composition. Mentoring was the most effective for Black women, whereas networking was the
most effective for White women. Networking showed negative results for both White and Black
men, and Black women. The study also revealed that when networking is implemented in
isolation, Whites can have an adverse reaction to Black organizing, which has negative effects on
their promotional rates even if they are organizing in a positive manner (Kalev et al., 2006).
According to the racial and gender patterns in this study, White women benefit the most
from diversity programs, and Black women benefit less than White women but more than Black
men (Kalev et al., 2006). When implemented in isolation, three of the diversity programs show a
negative effect on Blacks promoting to positions of leadership while all of the program positively
impact White women’s promotion rates (Kalev et al., 2006).
There is both a business case and an employee value proposition for companies to
succeed in implementing diversity and inclusion efforts. According to Trenerry and Paradies
(2012), when implemented correctly, diversity programs aid in increased productivity, larger
market share, innovative thinking, and improved employee relations; increased creativity;
enhanced organizational performance; greater employee commitment; and better customer
satisfaction. Cultural competency organizational assessments, known as diversity audits, help to
evaluate the effectiveness of diversity practices, establish leadership and organizational
accountability, and benchmark best practices (Trenerry & Paradies, 2012).

29
While these variables aided in successful diversity efforts, the failures of diversity is
rooted in decades of systematic racism, discrimination and inequitable treatment. These factors
treatment can result in poor mental and physical health and wellbeing; problem drinking;
psychological distress; reduced productivity and innovation; reduced organizational commitment
and employee perception of procedural injustice; reduced trust and job dissatisfaction; as well as
increased cynicism, absenteeism and staff turnover (Kalev et al., 2006; Kelly & Dobbin, 1998;
Trenerry & Paradies, 2012). Diversity efforts in organizations have increased in popularity with
human resources, leaders, and diversity experts, despite the literature showing diversity training
inability to have sustainable positive effectiveness when implemented in isolation of broader
organizational leadership, accountability channels, and policies and procedures that enhance non-
discriminatory norms (Kalev et al., 2006; Trenerry & Paradies, 2012).
Diversity efforts are popular among employers and human resources managers and
designed to extend equality to those historically disadvantaged groups. However, it is arguable
that diversity efforts cause adverse effects against women and minorities within organizations
due to the off-the-shelf approaches that do not address systemic issues (Kalev et al., 2006; Kelly
& Dobbin, 1998; Nancherla, 2008). Despite the off-the-shelf approach to training and making
people aware of their biases, stereotypes and biases can be exaggerated in organizations when
there is not a clear vision, misalignment of leadership beliefs, unenforced regulation and
guidelines, and lack of reinforcement (Kalev et al., 2006; Kelly & Dobbin, 1998; Nancherla,
2008). Some research shows that diversity programming is implemented as a way for employers
to use these practices as a defense in court to aid in eliminating organizational liability for
discrimination cases or to just boost employee morale rather than increase the inclusivity of
diverse employees, monetary gains, or true transformation (Kalev et al., 2006). The success or

30
failure of diversity is rooted in the approach to the implementation, the motives of leadership,
and identified diversity solutions.
Before understanding the diversity and inclusion best practices of today, there must be an
understanding of the evolution of diversity, how diversity efforts succeed, and what made them
fail. Understanding past efforts and decisions is central to the successful implementation of
diversity in organizations and how internal programs, external initiatives, and diversity in leaders
aids in the process. Internal programs include ERGs and training.
Internal Diversity Programs
Employee Resource Groups Enhance Diversity Option in the Workplace
One way that companies become employers of choice is catering to the needs of their
employees, specifically their cultural beliefs and ethnic backgrounds. Diversity programs for
women and minorities, also known as ERGs, provide a safe space for members to connect with
senior leaders in the organization, share important information, recruit and retain employees,
assist in community improvement, and explore how to optimize best practice in career navigation
(Kalev et al., 2006; Stewart, 2016; Welbourne et al., 2017). ERGs are established by the
employees, human resources managers, or diversity and inclusion leaders and have many forums
from lunch meetings to national conferences (Kalev et al., 2006). There are three categories of
ERGs: social cause centered ERGs, or gather around a social event; professional centered ERGs,
or gather around career and development; and attribute centered ERGs, or gather on personal
characteristics (Stewart, 2016; Welbourne et al., 2017).
Welbourne et al. (2017) surveyed 64 companies that operationalized ERGs to drive
innovation and change in their organizations and communities. The survey revealed that these
ERGs thrived in creating positive organizational culture, however, exhaustive research has not

31
been conducted on outcome measures of ERGs (Welbourne et al., 2017). They also conducted a
literature review of 33 articles, books, and dissertations that outlined individual, group, and
organizational outcomes associated with ERGs. The review revealed that leadership and
organizational support of ERGs encourages an individual’s sense of pride in their identity,
culture, and shared values (Welbourne et al., 2017). This individual pride can result in higher
levels of job satisfaction and an overall belief that the organization is taking a personal interest in
each individual (Welbourne et al., 2017). On the other hand, the review revealed that, even
though ERGs are popular at Fortune 500 companies, there was little evidence of positive or
negative group outcomes (Welbourne et al., 2017). Finally, the study revealed that organizational
outcomes ERGs are beneficial in “leadership development, helping employees bridge cultural
differences across corporate boundaries, and building a connection with the community, which
can boost the corporation reputation” (Welbourne et al., 2017).
Diversity Training
According to social psychologists, bias and stereotypes nurture inequitable work
environments; however, education, training, and feedback can reduce the prevalence in corporate
America. Providing specific information about group differences and stereotypes may reduce
bias in organizations: “Diversity training is thought to make managers aware of how bias affects
their actions and those of subordinates. Diversity evaluation is thought to provide managers with
feedback showing the effects of their decision on diversity” (Kalev et al., 2006, p. 593). These
“training programs are educational or developmental initiatives that address issues related to
variability in employee social identities” (King et al., 2010). Cultural awareness training and
cross-culture communication training is designed to assist in behavioral changes in all employees
(Kalev et al., 2006; Nancherla, 2008; Stewart, 2016).

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According to King et al. (2010), the National Health Service conducted a survey study in
2007 of 155,922 individuals from 395 organizations in England to analyze the value of diversity
training. “Overall, this research suggests that diversity training can have a positive effect on
individuals and organization by reducing the likelihood that ethnic minorities experience
discrimination” (King et al., 2010, p. 16). The study showed personal discrimination and
differentiation of treatment from other minorities can negatively impact organizational outcomes
(King et al., 2010). Additionally, the study revealed the need for organizations to shape and craft
consistent messaging on their values on diversity and diversity training (King et al., 2010). The
benefits of diversity training should be clearly articulated and aligned to organizational outcomes
which reduce discrimination. The study suggests not all diversity training is uniformly made, and
some training can have a negative impact (King et al., 2010). However, when the training aligns
with the organization’s outcomes, addresses discrimination, and ensures consistent messaging
and action from leaders, diversity training aids in enhancing a sense of belonging and
organizational culture (King et al., 2010).
Internal programs are beneficial for retaining and attracting diverse talent. ERGs and
diversity training strategically aid the organization in providing environments where employees
can learn and grow collectively and embrace each other’s cultural differences. Internal programs
are vital to organizational success but it is also just as important to consider the talent the
company recruits as well as how the company is perceived externally.
External Diversity Initiatives
Diversity Recruitment Efforts and Hiring Process
External diversity initiatives are methods to enhance organizational culture, build
employee brand, and attract diverse talent. According to Carolyn Wiley (1992), the best

33
practices in recruiting minorities are to ensure the recruitment staff is made up of diverse,
multiracial individuals and that organizational recruitment images positively reflect minorities.
This also involves using a variety of formal recruitment events and outlets and partnering with
high school and community colleges to recruit diverse talents (Wiley, 1992).
Most recruitment and hiring efforts target minorities, women, and younger generations.
To maintain competitiveness and relevancy, it is important to recruit and re-recruit all
demographics, including baby boomers and Generation Xers. Due to the shortage of skilled
workers in the workforce, there is a need to retain the current baby boomer and Generation Xers
within organizations (Doverspike et al., 2000). According to Doverspike et al. (2000), most
organizations are not prepared for the retirements of baby boomers and Generation Xers.
Therefore, on top of ensuring the recruitment of women and minorities, there is a focus to take
measures to re-engage the current workforce both internally and externally. The way to retain
and re-recruit these demographics is to have non-financial incentives because most people who
fall into this demographic are financially stable. Incentives like flexibility, social satisfaction,
and freedom in work schedule are more important to this group (Doverspike et al., 2000).
Diversity hiring, recruiting, and re-recruiting ensure the organizations have a smorgasbord of
people from different backgrounds, ethnicity, generations, and perspectives that aid in creativity
and innovative thinking.
Diverse School Outreach Efforts
Organizations can secure future recruitment of employees by strategically partnering with
K-12 schools to create a lasting impression on the youth. With the quality of American public
educational system decreasing, it is more important than ever for organizations to partner with
schools to ensure the title pipeline in the market for specific fields is not dwindling (Wiley,

34
1992). Due to the workforce increasingly being made up of the people with the poorest
education, one study highlights 1,000 local organizations in Dallas, Texas, who partnered with
public schools (Wiley, 1992). These organizations donated money, equipment, and their time to
assist in ensuring the Dallas public school district did not fall behind academically (Wiley,
1992). These organizations were more invested in equipping the future generations with the
skills necessary to feed into the talent pipeline for multiple industries in hopes of increasing
business productivity, sales, and the overall economy (Wiley, 1992). They identified 21% to
29% of the new to career employees being made up of this population who were considered in
the poorest education systems.
Understanding the historical landscape of diversity and inclusion, valuable internal
programs, and beneficial external initiatives are all parts of building a strategy to implement
diversity and inclusion efforts successfully into organizations. However, success is predicated on
the involvement of leadership. Women and people of color in leadership help enhance internal
programs and external initiatives. It provides the organization with diversity of thought and
approach.
Diversity in Leadership
Women in Leadership
Males have historically been more accepted by employees to lead. However, women
bring many diverse perspectives to the table as their experiences are different. Before women can
successfully be and lead in positions, there has to be a change in the way they are perceived.
Historically, women have been perceived as inconsistent in leadership roles and thought
to lack some basic leadership ability (Key et al., 2012). Not only is there a discrepancy in
leadership between men and women, but it is also a discrepancy between women of different

35
racial backgrounds. According to Key et al. (2012) in 2004 Black women earned 86% and
Latinas earned 72% of that of their White women peers. The research also demonstrated that
White women are more likely to be promoted to roles of executive leadership compared to
women of color (Key et al, 2012). A study was conducted identifying factors that contribute to
leadership success of women of color through a questionnaire mailed to 738 female leaders
regionally (Key et al., 2012), and 371 female leaders responded for a response rate of 52.8%
(Key et al., 2012). The questions on the survey explored the female leader’s childhood, current
family dynamics, discrimination and harassment in the workplace, and gender and race in the
workplace. The study revealed that non-White women experienced severe poverty and lack of
male parental support than their White counterparts(Key et al., 2012). Half of non-White women
and 47% of White women were more likely to experience gender discrimination at work (Key et
al., 2012). However, White women were more likely to experience some form of sexual
discrimination. Based on this study, women of color perceive more obstacles in their careers and
in their attempts to promote themselves into positions of leadership (Key et al., 2012). They
receive less assistance from organizational leaders with their advancement (Key et al., 2012).
People of Color in Leadership
Historically, White male leadership has been the standard and the model for leadership in
corporate America. The workforce has become more diverse as the need for women and people
of color have become more prevalent in corporate America settings. To be a more diverse and
inclusive organization, it is important to understand perceptions and then correct them by
promoting and hiring diverse candidates.
Since the 1960s, work has been done to ensure people of color occupy more entry-level
and middle-management positions; however, there is still a visible lack of people of color and

36
women in top leadership positions in relation to the base population (Rosett, Leonardelli, &
Phillips, 2008). This is due to the leadership categorization theory that determines an ideal
leadership prototype based on perceived White male characteristics (Rosett, Leonardelli, &
Phillips, 2008). These characteristics are charismatic leadership, transformational leadership, and
visionary leadership. In the United States, 87% of chief executive positions, 84% of Fortune 100
boards of directors, and 97% of Fortune 500 chief executive officers are White males (Rosett,
Leonardelli, & Phillips, 2008). In 2007, 96% of state governors, 94% of US Senators, and 83%
of congresspersons in the US House of Representatives were White (Rosett, Leonardelli, &
Phillips, 2008). White male leadership was evaluated being more effective by Whites, Blacks,
Hispanics, and Asians and was found to be central to being a business leader (Rosett,
Leonardelli, & Phillips, 2008).
Leadership and Change
Change in organizations is predicated on leadership involved. Diversity and inclusion
efforts implemented in organizations need the buy-in, sponsorship, and involvement of all of
those in leadership from the CEO to the first-line leaders. According to Kotter (1995), change is
impossible unless leadership is actively involved and visible. It is important for organizational
leaders to have a shared goal and commitment that leads to active engagement of middle
managers and individual contributors to be a part of the change (Kotter, 1995). There are eight
steps leaders need to champion for change to transformational and sustainable. The steps are (a)
establishing a sense of urgency, (b) forming a powerful guiding coalition, (c) creating a vision,
(d) communicating the vision, (e) empowering others to act on the vision, (f) planning for and
creating short term wins, (g) consolidating improvements and producing still more change, and

37
(h) institutionalizing new approaches (Kotter, 1995). When implementing diversity and inclusion
efforts, it is essential that leadership is intimately involved in the change.
In summary, it is important to examine the various components that influence diversity
and inclusion that leads to success in organizations. The historical journey, internal program,
external initiatives, and diversity in leadership are the components necessary to successfully
implement diversity and inclusion efforts into corporate America. Clark and Estes (2008)
provide a lens to further examine these components.
The Clark and Estes (2008) Gap Analytic Conceptual Framework
To close performance gaps in organizations, Clark and Estes (2008) provide a systematic
approach to analyze stakeholder’s level of performance compared with the stated organizational
goal. The difference between the performance level and the goal is called the performance gap.
An individual’s lack of knowledge and skill, their motivation to complete the task, or the
organizational influencers are the causes of performance gaps (Clark & Estes, 2008). Factual,
conceptual, procedural, and metacognitive are the four types of knowledge and skills identified
in determining the stakeholder’s ability to achieve the stated performance goal (Krathwohl,
2002). The three facets of motivational performance are (a) the active choice to pursue a goal;
(b) the ability to persistence in the face of distractions; and (c) the capacity to exude the mental
effort to achieve the goal (Clark & Estes, 2008). Motivational principles such as self-efficacy,
attributions, values, and goals can be considered when analyzing the performance gap (Rueda,
2011). Finally, work process, material resources, and value chains and value streams are
organizational influencers that should be considered when evaluating stakeholder performance
(Clark & Estes, 2008).

38
Clark and Estes’ (2008) knowledge and skills, motivation, and organizational influences
conceptual framework was adapted to examine the best practices of the successful
implementation of diversity and inclusion efforts in corporate America. The first section will
discuss the assumed knowledge and skill influences stakeholders need to achieve to hit the
performance goal. The second section will discuss the assumed motivational influencers the
stakeholder should attain to meet the identified performance goal. The third and final section will
discuss the assumed organizational influencers.
Stakeholder Knowledge and Motivation Influences
As a leading stakeholder in any organization who tries to ensure change is adopted and
sustained, it can be argued that it is important for those leading stakeholders to understand the
current knowledge and skills of the changing entity. Along with knowledge, it is just as
important to understand the motivating influencers of the individuals associated with the change.
This paper reviews knowledge and skills and motivating influencers associated with DID at
HAC maintaining participation and engagement in ERGs and continuing to hire external people
using diversity hiring practices like recruitment from university and diversity conference, a
diverse interview panel, diverse slates of candidates for positions manager or above, and the
target selection hiring process. These practices perpetuate the rate of diversity in the succession
planned for directors and VPs roles from last year to include females and people of color. When
DID experiences employees having access to a more inclusive work environment through being
more engaged, the company experiences high retention and performance rates.
Knowledge and Skills
Clark and Estes (2008) assert that knowledge and skills are “required when people do not
know how to accomplish their performance goals, and second when you anticipate that future

39
challenges will require novel problem solving” (p. 58). For HAC to remain in the Diversity, Inc.
Top 50 companies for diversity through December 2020, it needs to have a successful talent
pipeline, also known as succession planning, a robust talent development strategy, leadership
accountability, and supplier diversity. A talent pipeline is considered a workforce breakdown and
recruitment strategy that represents minorities. A talent development strategy includes aspects of
ensuring employees have resources groups available to them, formal mentoring programs
philanthropy, growth and movement, and the ability to prove fairness in the development of
employees. Leadership accountability includes showing visibility and communication of the
results and things in which they are responsible for. Finally, supplier diversity is HAC’s ability
to spend money on a variety of diversity groups to include minorities, women, LGBTQ, disabled
populations, and veteran-owned businesses.
Talent pipeline, talent development, leadership accountability, and supplier diversity are
aspects of the knowledge and skills needed for HAC to remain on the top 50 diversity list. The
DID leads this effort and as the leading stakeholders it is important that they understand the
knowledge influences that contribute to HAC achieving this goal.
Four different types of knowledge are identified: factual knowledge, conceptual
knowledge, procedural knowledge, and metacognitive knowledge (Krathwohl, 2002; Rueda,
2011). Factual knowledge identifies terminology, details, and elements necessary to understand
a given area or discipline (Krathwohl, 2002; Rueda, 2011). Conceptual knowledge is the
interrelationships between factual knowledge as principles, classifications, theories, and models
(Krathwohl, 2002; Rueda, 2011). Procedural knowledge identifies how to do something through
methods, skills, algorithms, and techniques (Krathwohl, 2002; Rueda, 2011). The last type of
knowledge is metacognitive knowledge. Metacognitive knowledge refers to awareness and

40
knowledge of one’s cognition which lends self-knowledge, strategic behavior, and knowledge
about a task (Krathwohl, 2002; Rueda, 2011). Based on these four types of knowledge, this study
identified the knowledge and skills a stakeholder must possess to implement a successful
diversity and inclusion efforts in an organization.
Factual knowledge: DID know diversity and inclusion best practices (Declarative-
Factual). Factual declarative knowledge in diversity and inclusion efforts is essential to the DID
enabling HAC to be successful as a promising practice organization. For the DID to be
successful, each member should have a basic understanding of diversity and inclusion internal
programs, external initiatives, and diversity in leadership. Outside of organizational diversity and
inclusion, DID should understand the different facets of diversity in general, and how to
empower a universal inclusive environment. Inclusion is nurtured by DID’s ability to foster
understanding and acceptance as well as valuing different dimensions of diversity as
demonstrated in Figure 1. These dimensions include more than the societal identification of
diversity, identifying humanistic aspects such as races, ethnicities, genders, ages, religions,
disabilities, sexual orientations. Figure 1 identifies intricate dimensions and details about
individualized personality as it relates to diversity. The diversity dimensions are the core
identity, primary characteristics, secondary characteristics, organizational dimensions, and
cultural dimensions. These dimensions will assist in establishing factual knowledge about
diverse talent. Factual knowledge questions are commonly asked early in the interview process
(Merriam & Tisdell, 2016).

41
Figure 1
Internal and External Dimension Adapted from Marilyn Loden and Judy Rosener Workforce
America from Diverse Teams at Work Capitalizing on the Power of Diversity (Gardenswartz &
Rowe, 2003)

Conceptual knowledge: DID knows the effects of best practices on diversity and
inclusion. Conceptual diversity and inclusion knowledge are essential in DID’s ability to
successfully implement diversity and inclusion effort. The DID should understand the effects of
diversity and inclusion best practices on the organization’s employee engagement, performance,
and profitability. Conceptual knowledge is interrelationships among theories, principles,
generalizations, and models within the larger structure that effectively functions together
(Krathwohl, 2002; Rueda, 2011). The DID conceptual knowledge identifies each individual’s
ability to take their knowledge and generalize it to effectively perform and contribute to
implementing and maintaining diversity and inclusion best practices within HAC.
Procedural knowledge: DID know how to (a) maintain and enhance participation in
Employee Resource Groups, (b) hire external people using diversity hiring practices, and
(c) maintain and enhance diversity in the succession planned for directors and vice
presidents to include females and people of color. Procedural knowledge allows for the DID to

42
apply the diversity and inclusion skills and best practices they know to HAC. Procedural
knowledge is knowing how to do something, knowing how to apply an algorithm, or knowing
the application of techniques in a method of inquiry (Krathwohl, 2002; Rueda, 2011). Each
member of the DID should know how to apply diversity and inclusion effort to their specific
areas of responsibilities. Within the HAC, there are four distinct divisions with unique diversity
and inclusion challenges. Procedural knowledge manifests when the DID understands the
different diversity and inclusion dimensions, the interrelationship of the basic elements, and the
application to a specific area to achieve success.
Metacognitive knowledge: DID implement, maintain, and adjust HAC diversity and
inclusion efforts based on monitoring market trends. Metacognition is vital in the DID being
successful in their efforts. Metacognitive knowledge occurs when there is an awareness of one’s
cognition and the cognitions of others that enables reflection, strategic problem-solving behavior,
and consideration of context and conditions (Krathwohl, 2002; Rueda, 2011). Metacognitive
knowledge creates a circular knowledge pattern the DID should use to assess what they know,
understand the interrelationships of what they know, apply what they know, and reflect and
adjust diversity and inclusion needs to enhance the effects of what they know. DID ability to
monitor market trends and incorporate their findings to enhance the current diversity and
inclusion practices could contribute to increased performance, profitability, and people retention.
Table 2 below illustrates the assumed knowledge influence, knowledge types, and
knowledge influence assessment identified in HAC as a best practice to aid in the successful
implementation of diversity and inclusion efforts in corporate America.

43
Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
The organization’s mission is to create and foster a culture that values diversity and embraces inclusive
behavior while promoting innovation that increases productivity, profitability, and the people retention
strategy. The goal of the HAC is to leverage the diverse backgrounds, perspectives, and characteristics
of each employee to enhance employee engagement and job satisfaction. HAC is committed to
enhancing diversity through internal programs, external initiatives, and diversity in leadership to meet
and succeed diversity goals and HAC business goals while being in the leading edge in the industry.
HAC is committed to recruiting diverse talent from the military, Historically Black Colleges and
Universities (HBCUs), and top global universities as identified by Best Colleges, U.S. News and World
Report. HAC will strive to attain and retain talent by nurture a company culture that is inclusive of all
diverse identification.
Organizational Global Goal
Our goal is to attract, develop, and retain global talent with diverse backgrounds, experiences, cultures,
and perspectives. This requires a culture that fosters inclusivity, where employees feel valued, are
treated fairly, and skills and capabilities are groomed and nurtured.
Stakeholder Performance Goal
The DID’s goal is to (a) maintain and enhance participation in Employee Resource Groups, (b) hire
external people using diversity hiring practices, and (c) maintain and enhance diversity in the
succession planned for directors and VPs to include females and people of color.
Assumed Knowledge
Influence
Interview Observation Documents
DID knows diversity and
inclusion best practices.
Declarative (Factual)
What are the diversity
and inclusion practices
at HAC?
Video conferences
Meetings
Sector DID
Reports
Web site
Brochures
DID knows the effects of
best practices on diversity
and inclusion.
Declarative (Conceptual)
What are the effects you
see in the HAC diversity
and inclusion program?
What outcome do you
see as a result of
diversity and inclusion
programs?
Explain the relationship
between diversity and
inclusion and
organizational success?
Communication
strategy documents
and slides
Project plan
for diversity and
inclusion
DID know how to (a)
maintain and enhance
participation in Employee
Resource Groups, (b) hire
external people using
diversity hiring practices,
and (c) maintain and enhance
diversity in the succession
planned for directors and
VPs to include females and
people of color.
How does DID maintain
and enhance
participation in ERGs?
Tell me the steps you
take in your external
diversity hiring and
recruiting practices?
How does the DID
ensure diversity in
succession planning?
.

44
Procedural

Walk me through the
implementation of your
diversity programs.
Are there other diversity
and inclusion efforts? If
so, walk me through
their implementation

DID implement, maintain,
and adjust diversity and
inclusion efforts based on
monitoring market trends.
Metacognitive

When changes in the
market occur in
diversity and inclusion,
how do the DID make
adjustments in the
organization?
How do you monitor
and plan towards
achieving internal
programs, external
initiatives, and diversity
in leadership goal
during market changes?
How do you evaluate
the effectiveness of
diversity and inclusion
efforts on performance,
profitability, and people
retention?
How do you know what
diversity and inclusion
efforts to implement
based on the needs and
culture of your industry?

Motivation
Motivating influencers are just as important as knowledge and skills as it relates to HAC
remaining in the top 50 on the Diversity, Inc. list. According to Clark and Estes (2008),
motivation is the component that gets and keeps people moving while internally identifying the
effort needed for the task. The types of motivational processes are active choice, persistence, and
mental effort. Active choice is made when considering pursuing a goal or not. Persistence is an
individual’s ability to prevail or not when there are goals and distractions present. Finally, mental
effort is the ability for an individual to seek new knowledge to solve novel problems (Clark &
Estes, 2008).

45
As mentioned earlier, it is important to understand the motivation influencers associated
with DID at HAC ensuring that the organization continues to rank and maintain in the top of the
Diversity, Inc. Top 50 companies for diversity through December 2020. Four motivational
variables that influence persistence are self-efficacy, attribution, expectancy value, and goal
orientation.
Self-efficacy theory. “Self-efficacy is defined as, people’s judgments of their capabilities
to organize and execute a course of action required to attain designated levels of performance”
(Bandura, 1986, p. 391). Pajares (2006) further defines self-efficacy beliefs as the self-
perceptions that individuals hold about their capabilities. It is the ability to believe that desired
outcomes can successfully be achieved through actions, human motivation, and personal
accomplishment. Self-efficacy is raised and lowered through the successes and failures of an
individual’s experience. Mastery experience, vicarious experience, social persuasions, and
physiological reactions are four sources of self-efficacy. Mastery is the confidence development
in an individual’s capabilities by becoming the subject matter expert in an area of study.
Vicarious experiences are beliefs an individual develops about their ability just by watching
someone before a task. Social persuasions rely on the verbal influences of others, be it
intentional or unintentional. The content of these verbal encounters could shape the perceptions
and self-efficacy of the individuals receiving the message. Finally, physiological reaction looks
at the bodily response to provide efficacy beliefs (Pajares, 2006).
While self-efficacy theory typically examines an individual, and the concept can be
applied to a group of people. HAC, specifically DID, has experienced much success with several
diversity efforts beginning in 2010. By observing top companies for diversity, leaders in the DID
believed they two can be the best in class when it relates to diversity. Therefore, they set annual

46
organizational goals toward being a more diverse and inclusive environment. Each year, the
goals build on one another, proving HAC’s ability to be a best-in-class organization as it relates
to diversity. After successfully enhancing the employee resources groups, leaders in diversity
and inclusion identified, strategized, and achieved goals based on their personal beliefs.
Attribution. Attribution theory “examines individual beliefs about why certain events
occur and correlates those beliefs to subsequent motivation” (Anderman & Anderman, 2009,
p. 1). Examining each individual’s attribution is important to understand when investigating the
DID’s collective motivation. Attribution identifies environmental factors and personal factors
that influence DID members to be reflective of successful diversity and inclusion efforts. This
reflection contributes to the personal motivation and desire of the DID member to ensure
diversity and inclusion best practices within the HAC.
Expectancy value theory. Expectancy value theory asks two questions, “Can I do the
task? Do I want to do the task?” It is the belief that through valuing self and having a belief that
there would be a successful outcome, an individual performance would increase (Eccles, 2006).
There are four aspects of expectancy value theory: attainment, cost, utility, and intrinsic.
Attainment value highlights the interaction of the task and one’s identity that was developed
through their perceived image. Cost value outlines the perceived cost risk and benefits associated
with the task of the overall activity. Utility value identifies how the task interacts with the
individual’s goals that meet their basic psychological needs. Intrinsic value is the internal
motivating factors and enjoyment experienced by an individual doing a task of an overall
activity. For this study, the diversity and inclusion motivating influencers connected to the
successful implementation of diversity and inclusion efforts are utility value and intrinsic value.

47
Utility Value. For there to be diversity at HAC, DID staff need to see the value in
diversity and inclusion efforts and program as it relates to their wellbeing, bottom line, and the
future of the company. When the stakeholders can tie personal value that meets basic needs
connecting to their psychological wellbeing to the overall initiative of having a diverse
workforce that feels included.
Intrinsic Value. “Intrinsic value refers to the enjoyment or intrinsic interest one
experiences in a particular event” (Rueda, 2011, p. 42). The DID’s ability to be intrinsically
motivated in accomplishing their goals is an important factor in the successful implementation of
diversity and inclusion efforts. Intrinsic motivation ties to authentic leadership which highlights
“passionate individuals who have a deep-seated interest in what they are doing and truly care
about their work” (Northouse, 2016, p. 197). DID staff members’ intrinsic motivation coupled
with authentic leadership of diversity and inclusion efforts enables employee engagement. DID
needs to contribute to a lack of diversity and inclusion in the organization to their lack of
engagement and ability to gain leadership buy-in and sponsorship. Leaders and the DID need to
be internally motivated as it contributes to the success of diversity and inclusion acceptance in
organizations.
Goal orientation. Goal orientation theory is predominantly identified in education and
other areas of psychology to include, sports, health, and social (Anderman, 2015). Motivational
theories differ from goal orientation theory, which examines why individuals are engaged, and
motivation examines their beliefs (Anderman, 2015). There are two types of goals: mastery and
performance. Individuals who are focused on mastery want to understand a certain domain
personally and they are interested in self-improvement. Performance goals, on the other hand, is

48
about comparing ability and demonstrating competence. While Anderman (2015) mainly
referred to these terms in an academic setting, the concepts are applicable in a variety of settings.
At HAC, and in corporate America, in general, setting and attaining goals is how CEOs,
stakeholders, shareholders, and employees know they are reaching the company’s objectives.
HAC, has performance goals they set annually driven by them striving for mastery in their
industry. This is seen in the company reaching Diversity, Inc.’s list of top 50 companies for
diversity in 2018. DID set organizational goals that flowed down to executive leaders and
included diverse hiring initiatives, diverse talent management and development, leadership
diversity, and diversity succession planning. In 2010, HAC’s DID set out to achieve ranking on
some of the most prestigious diversity company’s lists. They set diversity performance goals
starting with enhancing ERGs for resources for a variety of demographics at the company.
Table 3 below provides an illustration of the assumed motivational influences and
motivational influences assessment identified in HAC as a best practice to aid in the successful
implementation of diversity and inclusion efforts in corporate America.

49
Table 3

Illustration of the assumed motivational influences and motivational influences assessment
Identified in HAC as a Best Practice to Aid in the Successful Implementation of diversity and
inclusion Efforts in corporate America

Motivational Indicator(s)
Assumed Motivation Influences Interview Observation Documents
Self-Efficacy: Members of the
DID are confident they can take
the steps to (a) maintain and
enhance participation in Employee
Resource Groups, (b) hire external
people using diversity hiring
practices, and (c) maintain and
enhance diversity in the
succession planned for directors
and VPs to include females and
people of color.
Describe your confidence
level in your ability to make
and implement diversity
efforts in the department and
in the organization?
Video
conferences
Meetings
Sector DID
NA
Collective Efficacy: Collectively
the DID team are confident and
can (a) maintain and enhance
participation in Employee
Resource Groups, (b) hire external
people using diversity hiring
practices, and (c) maintain and
enhance diversity in the
succession planned for directors
and VPs to include females and
people of color.
Describe your confidence
level in your team’s ability to
make and implement diversity
efforts in the department and
in the organization

Expectancy value theory (Utility
Value) – DID members value the
practice of (a) maintain and
enhance participation in Employee
Resource Groups, (b) hire external
people using diversity hiring
practices, and (c) maintain and
enhance diversity in the
succession planned for directors
and VPs to include females and
people of color.
Give me an example of how
diversity and inclusion efforts
have been useful to the
company.

Describe your interest when it
comes to implementing and
maintaining diversity and
inclusion efforts?
What motivates you about
diversity and inclusion?

50
Expectancy value theory (Intrinsic
Value) – Members of the DID are
interested in (a) maintain and
enhance participation in Employee
Resource Groups, (b) hire external
people using diversity hiring
practices, and (c) maintain and
enhance diversity in the
succession planned for directors
and VPs to include females and
people of color.
What is the relevance of these
programs on your personal
values?
How has your personal values
influenced your contribution
to DID’s efforts?

Goal Orientation: DID and ELT in
the organization do more than the
bare minimum to meet diversity
goals set annually, to include
considering the newest market.
In what ways do the DID
exceed annual diversity and
inclusion goals?
What contribution does the
ELT have on diversity and
inclusion goals?
How do you and the leaders
incorporate the newest market
trend and research on diversity
effort, improvements into the
organization?

Attribution: Members of the DID
team attribute the success and
failure of the diversity and
inclusion programs, to include (a)
maintain and enhance participation
in Employee Resource Groups, (b)
hire external people using
diversity hiring practices, and (c)
maintain and enhance diversity in
the succession planned for
directors and VPs to include
females and people of color.
Give me an example of a
program that didn’t meet your
expectations.
What didn’t work about the
diversity and inclusion
implementation and why
didn’t it work.

Organization
General theory. Knowledge and motivational influencers are factors the individual
stakeholders must embody to have a successful implementation of diversity and inclusion efforts
in corporate America. However important, there should be an organizational culture that is
supportive of these efforts for the knowledge, motivational influencers to be successful.
According to Schein (2004), culture was defined as a “pattern of shared basic assumptions

51
learned by a group as it solved its problems of external adaptation and internal integration”
(p. 18). Culture can be composed of various ways in which identity is shaped, including
nationality, religion, political affiliation, gender, age, race, and professional identity. These
aspects feed into core values, goals, beliefs, emotions, and processes (Clark & Estes, 2008).
Culture in the environment, culture in groups, and culture in individuals are the three common
approaches to culture in organizations. Culture in the environment (organization) connects
organizational performance to organizational culture while culture in groups identifies cultural
similarities in groups of people (e.g., race, age, gender, etc.). Finally, culture in the individual
identifies the unique knowledge, personality traits, and motivational patterns (Clark & Estes,
2008)
Cultural models and cultural settings. Culture is further broken down into cultural
models and cultural settings. According to Gallimore and Goldenberg (2001), cultural models are
shared mental schema, practices, and behaviors, in a shared environment, on how the world
works that highlights the values, beliefs, social norms, and rules of a group. Cultural models are
developed gradually and are often invisible and unnoticed by those in them (Gallimore &
Goldenberg, 2001). A cultural setting describes “whenever two or more people come together,
over time, to accomplish something” (Gallimore & Goldenberg, 2001, p. 47). Cultural settings
are concrete and include the employees, their tasks, how and why tasks are completed, and the
social context in which their work is performed (Gallimore & Goldenberg, 2001). In this study,
it is important to allow the distinction between cultural models and cultural settings. A cultural
setting identifies an invisible infrastructure that the cultural models operate in.
Stakeholder specific factors. According to Clark and Estes (2008), there are six types of
generalized organizational influencers that need to be present to aid in effective change efforts

52
that lead to increase organizational performance: (a) have a clear vision, goals, and ways to
measure progress; (b) align the structures and the processes of the organization with goals; (c)
communicate constantly and candidly to those involved about plan and progress; (d) top
management must be continually involved in the improvement process; (e) provide adequate
knowledge, skills, and motivational support for everyone; and (f) move with caution because
change processes with the same name are not equal (Clark & Estes, 2008, pp. 118–119).
Cultural models: supportive engaged leaders, knowledgeable leaders, core employee
base who are open and accepting of differences. Three identified culture models are intertwined
with the above list to aid in the successful implementation of diversity and inclusion efforts at
HAC. For DID to be successful, the leaders in the organization have to be supportive, engaged,
and knowledgeable about the vision and goal of diversity and inclusion. Their continual
involvement will encourage the core employee base to value diversity and inclusion which will
show up in them being more accepting of differences.
Cultural settings: diversity and inclusion support structures and accountability
channels. Involving the top leadership through gaining their support, engagement, and
knowledge and permeating the organization with a value and an acceptance of diversity and
inclusion is one critical factor. However, another critical factor is ensuring there is a supporting
structure to enable successful diversity and inclusion efforts through HAC’s internal programs,
external initiatives, and leadership diversity. Not only is it important to have a supporting
structure, but it is equally important to have an accountability channel to hold the leader and the
organization accountable if they are not upholding their sought-out goal.
These cultural models identified in the boundaries of HAC’s cultural setting support
programmatic solution-based interventions to include a springboard for a successful diversity

53
and inclusion implementation. Table 4 below provides a summary of assumed organizational
influencers and organizational influence assessments identified in HAC as a best practice to aid
in the successful implementation of diversity and inclusion efforts in corporate America. These
organizational influencers are discussed in the context of cultural models and cultural settings.
Table 4

Illustration of Assumed Organizational Influencers, Organizational Influence Assessments,
Research Based Recommendation of Solutions Principles, and Proposed Solutions Identified in
HAC as a Best Practice to Aid in the Successful Implementation of Diversity and Inclusion
Efforts in corporate America.

Assumed Organizational
Influences
Interview Observation Documentation
(Cultural Models)
The organization has a
culture of accepting
individual differences.
How do you have
conversations in the
organization around
complex issues of
diversity and inclusion?
Tell me about the
culture of the
organization? as it
relates to being open to
the ideas of others?
Meetings
Leadership
ERG
Work centers

Reports
Web site
Brochures
Communication
strategy documents
and slides
Project plan for
diversity and
inclusion.
(Cultural Models)
The organization needs to
have leaders that have
taken cultural sensitivity
training to understand the
different types of diversity
categories.
Tell me about how the
culture of the
organization as it relates
to diversity and
inclusion training.
Can you tell me ways of
how people are
supportive of diversity
and inclusion?

54
(Cultural Setting)
The organization has
leaders that understand and
champion the different
types of diversity
categories.
How are your leaders in
the organization
displaying
understanding of the
different types of
diversity categories?
How do you measure
leadership buy-in and
support of diversity and
inclusion efforts?
Tell me about a time
when a leader champion
a diversity and inclusion
effort?

(Cultural Settings)
The organization allocates
funding to support cultural
training, internal programs,
external initiatives, and
leadership diversity
structures that will enable
interaction, acceptance,
and inclusion of diversity.
How does the
organization allocate
funding to support
diversity and inclusion
efforts?
How does the
organization fund
diversity and inclusion
efforts?

What type of training
contributes to success in
diversity and inclusion?

(Cultural Settings)
The organization has
accountability channels
(corporate social
responsibility: DID, ethics
department, HR metrics)
for diversity and inclusion
if issues arise.
What accountability
channels does the
organization have as
diversity and inclusion
issues arise?

Conceptual Framework: The Interaction of Stakeholders ’ Knowledge and Motivation and
the Organizational Context
According to Maxwell (2013) and Merriam and Tisdell (2016), the conceptual
framework, as known as the theoretical framework, of a study is the underlying visual or written
structure that explains the main influencers, concepts, or variables to be studied and the

55
presumed relationships among them (Maxwell, 2013; Merriam & Tisdell, 2016). It identifies the
assumptions, expectations, beliefs, and theories as a key part of the design of a study and
functions to inform the research study design through assessing and refining goals, developing
reliable research questions and methods, and identifies biases and threats to the study conclusion
(Maxwell, 2013).
The four main sources used to construct a conceptual framework are experiential
knowledge, existing theory and research, pilot and exploratory research, and thought experiment.
Experiential knowledge finds ways to consider the researcher identity and background as a
valuable component of a research study to systematically navigate the researcher’s identity
memo. Through, identity memo, the study can explore the expectations, beliefs, and assumptions
the researcher has based on experiential knowledge (Maxwell, 2013). Existing theory and
research can contribute to a research study design in many ways. The existing theory—proposed
relationship between concepts and ideas—can illuminate or explain what the researcher is
seeing. The existing research aids in establishing justification for the study, identifies how
methods were used in similar studies, can be a source of data, and can assist in generating a
theory (Maxwell, 2013). Pilot and exploratory research allow the researcher to test ideas using a
fraction of the resources and the time a full study would take. It invites an exploratory approach
to understand more about the study design and validity. Finally, thought experiments combine
theory and experience to challenge the researcher to consider ways to build and construct their
research study design. It allows for a creative sense of discovery and exploring logical
implication of theory and experiential knowledge (Maxwell, 2013).
The conceptual framework used for the study of the disproportionate unsuccessful
implementation of diversity and inclusion efforts in corporate America identifies the historical

56
nature of diversity, previous research outlining theory and conceptual relationship, current
experiences, and processes at HAC. The framework explores the prior research and studies to
identify the variables that enable a successful implementation of diversity and inclusion efforts,
followed by distinguishing stakeholder’s needed knowledge and motivational influence while
pinpointing beneficial organizational influencers. Knowledge, motivation, and organizational
influencers were previously present individually; however, these elements do not operate
separately from one another. Rather the constructed framework merges with these intertwined
elements compounded with phenomenology, ethnography, and constructivist worldview further
informed this study.
The phenomenology, ethnography, and constructivist worldviews seek to assign meaning
through different approaches. Phenomenology and ethnography prescribe meaning through a
process of research through observation in natural settings (Creswell, 2014; McEwan &
McEwan, 2003). The phenomenology also calls for the researcher to become an instrument
(Bentz & Shapiro, 1998, p. 6) with a goal of removing bias in the process of highlighting the
stakeholder’s ideas and feelings through interviews (Creswell, 2014). A constructivist worldview
is often seen through a qualitative lens to explore and understand the human experience through
data (Creswell, 2014, p. 8).
The conceptual framework and worldviews provide a lens to explore the evolution of
diversity and how the current diversity structure enables HAC internal program, external
initiatives, and leadership diversity as it lends itself as a best practice organization for diversity
and inclusion. The key stakeholder’s knowledge and motivation of these variables intertwined
with the organizational culture setting directly ties into the stakeholder’s ability to develop
employee networks, training programs, hiring initiatives, and leadership structures that enable

57
increased productivity, improved employee relations, enhanced organizational performance, and
engaged employees (Kotter, 1995; Radford, 2014; Stewart, 2016; Trenerry & Paradies, 2012).
Figure 2 below illustrates how DID’s knowledge and motivation interacts with the organization
influencers to drive high performance, high profit and people retention objectives.
Figure 2

Interaction of stakeholder knowledge and motivation within the organizational cultural models
and settings

58
The figure outlines the relationship between DID knowledge influencers to implement
and maintain a successful diversity and inclusion strategy based on setting expectations and
adjusting efforts based on market trends combined with their motivational influencers to have a
more diverse, engaged workforce that market talent is attracted to work within and the
employees desire to stay and grow within the organization. Both the knowledge and motivational
influencers are further explored in relationship to the larger organizational context that enables
DID to achieve their goals based on leadership buy-in and support of difference in the
organization. The overall interaction between these three influencers leads to the organization’s
ability to have high retention and performance rates through internal programs, external
initiatives, and leadership diversity outlining HAC as a best practice organization.
The figure further highlights the continual cyclical interaction between each assumed
knowledge, motivation, and organizational influencer that are interdependent of one another.
DID staff have knowledge and skill of how to implement the effort in concert with the ability to
have individual and overall team confidence. HAC organizational culture identifies
knowledgeable, engaged, supportive leaders of diversity and inclusion efforts, in tandem with
diversity and inclusion accountability and support structures for employees. This cyclical
interactions aids in the DID (a) maintaining and enhancing participation in Employee Resource
Groups, (b) continue to hire external people using diversity hiring and recruiting practices and
(c) maintaining and enhancing the percentage of diversity in the succession planned for directors
and VPs to include females and people of color. Accomplishing the stakeholder goal can
contribute to the organizational global goal of attracting, developing, and retaining diverse top
talent.

59
Using phenomenology, ethnography, and constructivist worldviews to approach this
study allows for the researcher to be used as an instrument through the process of interviewing
and observing while exploring stakeholder insights through a human experience lens. The
conceptual framework outlining the knowledge, motivation, and organizational influencers
through these worldviews can lead the researcher to experience the DID environment, work
processes, and empathize with their individualistic perspective. Furthermore, this promising
practice study seeks to highlight best practices used by HAC’s DID for the successful
implementation of diversity and inclusion efforts in corporate America.
Conclusion
This promising practice study sought to identify the best practices for the successful
implementation of diversity and inclusion efforts into corporate America, specifically,
implementing diversity efforts through internal programs, external initiatives, and diversity in
leadership. To inform this study, this chapter reviewed the literature on the history of diversity
management, the success, and failure of diversity as it relates to internal programs, external
initiatives, and diversity in leadership. The literature explored in this chapter further informed the
assumed knowledge, motivation, and organizational influences related to the DID stakeholder
goal to (a) maintain and enhance participation in ERGs, (b) hire external people using diversity
hiring and recruiting practices (c) maintain and enhance the percentage of diversity in the
succession planned for directors and VPs to include females and people of color. The knowledge
influencers allowed the stakeholders to explore their factual knowledge, conceptual knowledge,
procedural knowledge, and metacognitive knowledge (Krathwohl, 2002; Rueda, 2011), while the
motivational influencer explored the stakeholders’ self-efficacy, attribution, expectancy value,
and goal orientation. Finally, the organizational influencers sought to identify the organizational

60
culture and settings interactions with the stakeholders’ knowledge and motivational influencers.
Chapter three describes the research methodology and validation process for these influencers.

61
Chapter Three: Methods
Chapter One of this study focused on the impact, and Chapter Two reviewed the related
literature of the disproportionate unsuccessful implementation of diversity and inclusion
(diversity and inclusion) efforts in corporate America. Chapter Three focuses on the research
design and data collection of a promising practice organization that successfully implemented
diversity and inclusion efforts in corporate America. The questions that guided the promising
practice study to address knowledge and skills, motivation, and organization influences for the
stakeholder are the following:
1. What are the knowledge and motivational assets that account for DID high achievement
of its goals in internal initiatives, external programs, and diversity in leadership?
2. What is the interaction between organizational culture and context, and stakeholder
knowledge and motivation?
3. What recommendations in the areas of knowledge, motivation, and organizational
resources may be appropriate for solving the problem of practice at another organization?
This chapter further explores the research participants in detail, the data collection and
instruments, and the data analysis. This chapter also examines how the researcher ensured
credibility and trustworthiness, validity and reliability, and ethical standards were followed.
Finally, limitations and delimitations complete this chapter and lead to Chapter Four, where there
will be a discussion of the findings.
Participating Stakeholders
The stakeholder group of focus for this study was the DID at HAC. This population
consists of 16 DID employees: one diversity and inclusion enterprise leader, four diversity and
inclusion sector leads, five diversity and inclusion initiatives sector representative, and six

62
diversity and inclusion enterprise initiative and staff operations personnel. Two of the 16 DID
employees were men and 14 were women. Seven participants were White, five Black, two
Latino, one Native American, and one of two or more races. Three DID employees’ offices were
in California, two in Maryland, and 11 in Northern Virginia. The average time in the workplace
for this stakeholder group was 15 and a half years and the average time in the diversity and
inclusion career field was nine years, five months.
The study took a qualitative research approach to examine the assumed knowledge,
motivation, and organizational factors that influenced the successful implementation of diversity
and inclusion efforts. The data collection sought to assign meaningful components and narrative
to explain why HAC DID efforts were successful. Interviews, observation, and document
analysis were initially identified to be used in the qualitative research approach to gather data.
First, the researcher conducted individual interviews, which aimed to assign additional context to
the success of implementing diversity and inclusion initiatives. All interviews were conducted
through telephone communication due to the security restrictions and proprietary national
security data that could be compromised through in-person interviews. The interviews were
supposed to be followed by observing the Diversity and Inclusion Leadership Council meeting,
followed by the DID staff and strategy meetings. However, due to the nature of the organization,
scheduling conflicts, and time constraints, the researcher was not able to observe meetings. The
researcher created, initiated, and negotiated relationships with the participants as an essential part
of data collection (Maxwell, 2013). Emphasizing the nature relationship to build rapport with
participants allows for the researcher to glean in-depth, complex information. The following
sections describe the stakeholder sampling criteria and rationale.

63
Interview Sampling Criteria and Rationale
Criterion 1. Participants must have been an existing employee of DID at HAC.
Criterion 2. Participants must have been considered an incumbent employee or a partner
of DID at HAC. To be considered an incumbent employee, the participant needed to have
worked in DID at HAC between Jan 2009 and Jan 2019. To be considered a partner of DID,
participants have to partner with DID to lead a diversity and inclusion effort at HAC. In 2009,
the DID started to implement the diversity and inclusion strategy.
Criterion 3. Participants must have been residents of the Greater Los Angeles area or the
Washington DC, Maryland, and Virginia area.
Interview Sampling (Recruitment) Strategy and Rationale
The first phase of data collection for this promising practice study was interviewing the
identified stakeholder group based on the interview sampling criteria and rationale listed above.
According to Merriam and Tisdell (2016), interviewing is a structured systematic conversation
guided by the researcher questions through a conversation with the participants to glean data
related to a specified research study. Questions posed during this study identified DID staff
knowledge and motivational influences as they intertwine with the organizational influences.
Within the HAC, the 16 total DID employees represented the diversity and inclusion experts for
the organization. This department was responsible for the strategy and the direction of diversity
and inclusion in the organization. Of the 16 employees 11 were interviewed, and of the 11
interviewed nine DID employees were able to participate in the full-length interview. Two
interviews were under 15 minutes due to the employee’s statement of work not fully covering
diversity and inclusion activities. Interviews were conducted over three weeks for a combined
361 minutes of interview time. Therefore, the sample size was purposeful as the researcher took

64
steps to discover, understand, and gain insight about the stakeholder group and the promising
practice through the context of the problem of practice (Merriam & Tisdell, 2016). The criterion-
based selection identified the attributes of the stakeholder group necessary to participate in this
sample.
While Merriam and Tisdell (2016) highlight five different types of purposeful sampling,
this study focused on convenience purposeful sampling based on time, money, location, and
respondent ’s availability. The interview structure was informal with a mix of open-ended
questions that allowed the researcher to explore meaning through a flexible conversation
(Merriam & Tisdell, 2016).
Observation Sampling Criteria and Rationale
Criterion 1. Participants must have been an existing employee of DID at HAC
Criterion 2. Participants must have been considered an incumbent employee or a partner
of DID at HAC. To be considered an incumbent employee, the participant needed to have
worked in DID at HAC between Jan 2009 and Jan 2019. To be considered a partner of DID,
participants have to partner with DID to lead diversity and inclusion efforts at the HAC.
Criterion 3. Participants must have been residents of the Greater Los Angeles area or the
Washington DC, Maryland, and Virginia area.
Criterion 4. Participants must have been members or contributing participants to the
Diversity and Inclusion Leadership Council or the DID staff meetings
Observation Sampling Strategy and Rationale
The second phase of data collection was intended to be the observation of the identified
stakeholder process and strategy meetings. However, due to the nature of the organization,

65
scheduling conflicts, and time restrictions of this study, the researcher was not able to conduct
observations.
Data Collection and Instrumentation
The researcher was used as an instrument in this study (Merriam & Tisdell, 2016). The
primary instrument of data collection was qualitative interviews with the DID participants. The
interviews were supposed to be supplemented by observations of the DILC meeting, the DID
meetings. However, the supplementation used was analysis of diversity and inclusion documents.
There are six different methods of collecting data: tests, questionnaires, interviews, focus groups,
observation, and constructed and secondary or existing data in the form of documents and
artifacts (Johnson & Christensen, 2014). In this study of the successful implementation of
diversity and inclusion programs in corporate America, interviews, and document analysis
provided qualitative insight to answer the research questions in the context of knowledge,
motivation, and organization influencers. The inter-method mixing approach, data collection
using two or more methods, through interviews and documents was used in collecting data from
the DID. This section outlines the two approaches used in this study.
Interviews
It is essential to use interviews in the data collection when past events cannot be
replicated (Merriam & Tisdell, 2016); therefore, interviews were the first step in the data
collection process. Before interviews were conducted, the researcher sent an email
communication to participants with information detailing the study (See Appendix B). Due to
security reasons and the inability to use a recording device on the HAC property, the researcher
conducted all interviews over the telephone outside of the work environment. Conducting
interviews over the telephone allowed for the interview process to be standardized across all

66
participants due to their multiple geographic locations. The interview format was semi-structured
in that the researcher allowed the interview to be guided by a list of questions that explores the
knowledge, motivation, and organizational influences as they related to the successful
implementation of diversity and inclusion efforts in corporate America. The same questions were
used in each interview; however, the order of the questions was determined by the participants’
answers and the conversational flow of the interview (Merriam & Tisdell, 2016). The 19
interview questions were open-ended (See Appendix C) and allowed the researcher to take a
phenomenological approach that focused on the participants’ experience while also exploring the
ethnographic interview to gather an understanding about the culture and the organizational
influences (Merriam & Tisdell, 2016). Each participant answered between 10 and 19 questions;
however, some participants took longer to answer questions. Using questions that explore the
phenomenological and ethnographic worldview allowed the experiences of the participant to be
realized as part of the conceptual framework.
Documents and Artifacts
Using documents and artifacts was similar to the interview process and involved a
systematic approach to determine their authenticity and accuracy by questioning the documents
(Merriam & Tisdell, 2016). For this study, the researcher received 32 documents to analyze and
cross-reference with the interview data and literature review associated with the diversity and
inclusion best practices for internal programs, external initiatives, and diversity in leadership.
These documents were PowerPoint slides, excels, and Word documents. Of these, 18 were
information, job aids, or educational documents. Eight of the documents were policies and
procedures that govern HAC diversity and inclusion practices. The remaining six documents
were PowerPoint briefings, an award, and a corporate social responsibility report. These

67
documents were primary and secondary sources, including reports recounted through current and
past members of the DID and reports summarized by newly hired members of the DID (Merriam
& Tisdell, 2016). The researcher used questions to validate the authenticity of these documents
(See Appendix D). The conceptual framework that identified the past and current procedural
knowledge and processes of the HAC continued to build through the collection and analysis of
documents and artifacts as data, combined with the interviews. The documentation was used as
part of data triangulation and acted as a supplement to the interviews. Furthermore, the
documents cultivated a deeper understanding of the successful implementation of diversity and
inclusion efforts in corporate America.
Alignment of KMO Influences and Data Collection Methods and Instruments
Appendix D shows HAC’s mission, organizational goal, and each KMO influence and
the method and measure of the influence. By examining the rows, the alignment of the influences
and methods is demonstrated.
Data Analysis
For interviews, data analysis began during data collection. The researcher wrote analytic
memos after each interview. There was documentation of thoughts, concerns, and initial
conclusions about the data in relation to the conceptual framework and research questions. Once
the field study was completed, interviews were transcribed and coded, to allow for anonymity. In
the first phase of analysis, the researcher used a priori coding, applying codes from the
conceptual framework. The second phase of analysis was conducted where empirical and prior
codes were aggregated into analytic/axial codes. In the third phase of data analysis, the
researcher identified pattern codes and themes that emerged within the context of the conceptual

68
framework and study questions. Finally, there was an analysis of documents and artifacts for
evidence consistent with the concepts in the conceptual framework.
Credibility and Trustworthiness
Credibility and trustworthiness are expected when conducting a research study (Merriam
& Tisdell, 2016). Credibility and trustworthiness are found when a researcher has applied
intellectual rigor to a study, and that study is done in an ethical manner (Merriam & Tisdell,
2016). In this study, the researcher remained credible by following the guidelines outlined in the
institutional review board (IRB) process, including informed consent and agreement to do no
harm. The researcher followed the interview questions and document analysis protocol outlined
and submitted to the IRB (See Appendix C and D) to ensure the participant did not feel coerced,
abused, or uncomfortable at any time during the data collection process (Merriam & Tisdell,
2016). The researcher made the study transparent by submitting the purpose, approach, and data
collection methods to the IRB for approval. Prior to receiving IRB approval, the stakeholder
group of choice was approached by the researcher and was asked permission to conduct research
and use the DID employees and research participants to collect data for the study (See Appendix
A). After IRB approval, the research participants were emailed a written information sheet (See
Appendix B) before the interviews and document analysis. They were verbally reminded of the
details of the information sheet in each interview. The confidentiality and privacy of each
participant were discussed in great detail and lends itself to the credibility and trustworthiness of
the study.
Triangulation is the process of collecting data through varying data sources to increase
credibility by removing the bias of one single source (Merriam & Tisdell, 2016). Triangulation
was used in this study by collecting data from DID employees in different divisions and business

69
functions of HAC and at varying levels in the organization. Each interview was approached
through the strategy of adequate engagement in data collection, through the process and length of
time needed to collect data until the findings appeared saturated. However, in multiple
interviews, there were questions where the researcher ran out of time and was able to collect
some data.
Due to the nature of work of the DID and the lack of time, prior to the interviews, each
participant was emailed the details of the purpose of the interview, the outline and flow of the
interview, and the high-level descriptions of the three areas to be covered (See Appendix B). The
email sent to each participant outlined the same information. This allowed the researcher to
maximize the time allotted in the data collection.
Validity and Reliability
When impacting a body of work or a field of study, professionals and practitioners in the
field expect studies to be valid and reliable, ensuring the data represent what the study intended
to measure and can be replicated (Merriam & Tisdell, 2016; Salkind, 2017). Validity is the
process a researcher uses to ensure the data measure what they were intended to, while reliability
testing is developed in a way that it is repeatable in other settings (Salkind, 2017). When
approaching this study, the researcher identified ways in which the study was both valid and
reliable. The qualitative data were collected through interviews with DID personnel. The
participants selected were considered experts and directly create and impact the diversity and
inclusion strategy. To increase validity and provide sufficient data, the researcher targeted 65%
of the identified population to participate in the study. The researcher interviewed 68.75% of the
population over three weeks.

70
Similarly, reliability identifies the causal relationship between variables that can be
replicated in other settings and yield the same results as found in the initial study (Merriam,
2009). The researcher explained the data collection procedures to each participant to ensure
consistency and dependability in results for other researchers in the process of running similar
studies. Questions were asked in the same order, and each interview was scheduled for at least 30
minutes but no longer than 45. Eight of the interviews lasted between 30 and 45 minutes, two
interviews lasted under 30 minutes, and one interview exceeded the 45 minutes allotted. The
interviews lasted 361 minutes. Before the interviews, the researcher provided each participant
with an email that highlights the topic areas to be discussed (See Appendix C).
Ethics
This study used a qualitative approach integrating interviews and document analysis to
collect meaningful data from individuals in the DID. As a member of HAC, the researcher did
not sit in a position of power or influence; however, the researcher could be described as a
colleague who partnered with the DID on many of their initiatives. The researcher’s
responsibility was to ethically ensure the intentions of the research did not blur abuse of power
due to participants’ present needs or future hope, while simultaneously examining the research
purpose and process as it is negotiated continuously with the participants (Glesne, 2011, p. 163.).
Before engaging the participants, the researcher had to partake in the federal government
IRB process to ensure that the research would not physically or psychologically harming
participants while maintaining a structured process to gather reliable and valid data through
adhering to five basic principles:
1. Participants had enough information to make informed decisions;
2. Participants could withdraw from the study without penalty;

71
3. Eliminate risk to participants;
4. Participant benefits outweigh risk; and,
5. Study should be conducted by a qualified researcher (Glesne, 2011, p. 164).
Prior to collecting data, the researcher processed this study through the IRB Office for the
Protection of Research Subjects at USC. Once the IRB approved the study, each participant
received an information sheet (See Appendix C), and the researcher reminded them of the details
on the information sheet during the interview. Finally, it was crucial to identify the researcher’s
roles and ethical dilemmas they may face in conducting research. According to Glesne (2011),
the researcher can take on the role of the exploiter, reformer, advocate, or friend. The researcher
is an employee at HAC, and, due to the nature of the relationship between the researcher and the
DID, the researcher could have felt compelled to act in the role as an advocate or friend to ensure
a favorable perception of diversity and inclusion efforts in the organization. However, the
researcher maintained professional meetings during each interview and ensured there was no
action either as a friend or advocate. Unlike the exploiter and the reformer, whose goal is to
change something based on the information they received in the study, the advocate will
champion a cause based on relationship, and the friend will have to filter through information if
they have more access than the guidelines of the IRB allot (Glesne, 2011).
Being that the researcher was used as an instrument in the study, some inherent
assumptions and biases cannot be eliminated, and the researcher needed to account for (Maxwell,
2013). In conducting this study, the researcher assumed
● DID employees wanted to improve diversity and inclusion within the organization; and,
● DID employees would participate and give honest and accurate feedback during the
interviews.

72
There were also inherent biases the researcher accounted for during the study:
● The researcher identifies with multiple diversity dimensions and may have a vested
interest;
● The researcher worked in a partnering department;
● The researcher developed a friendship with some of the DID employees; and
● The researcher was experienced in the implementation of diversity efforts in other
organizations.
Summary
This chapter described the methods this study used to examine the knowledge,
motivation, and organizational influences contributing to the successful implementation of
diversity and inclusion efforts in corporate America. The qualitative data were collected through
a series of interviews and document analysis and was used to examine the assumed influences.
The data collected were used in partnership with literature reviews and theories to further
understand what contributes to successfully implementing diversity and inclusion efforts in
corporate America. Chapter Four will further explore the results of this study.

73
Chapter Four: Results and Findings
The purpose of this promising practice project was to study the organization’s
performance related to a larger problem of practice: diversity in the workplace. The analysis
focused on the assets in the areas of knowledge and skills, motivation, and organizational
influences related to achieving organizational success in implementing diversity and inclusion
efforts into organizations. While a complete study would focus on all stakeholders associated
with successfully implementing diversity and inclusion efforts, for practical purposes, the
stakeholder of focus was the DID at HAC.
The questions that guided the promising practice study to address knowledge and skills,
motivation, and organization influences for the stakeholder were the following:
1. What are the knowledge and motivational assets that account for DID high achievement
of its goals in internal initiatives, external programs, and diversity in leadership?
2. What is the interaction between organizational culture and context, and stakeholder
knowledge and motivation?
3. What recommendations in the areas of knowledge, motivation, and organizational
resources may be appropriate for solving the problem of practice at another organization?
A qualitative research approach was used to collect the data from the DID. Specifically,
the researcher conducted interviews first, followed by document analysis. The results and
findings will be organized by each assumed knowledge, motivation, and organizational influence
discovered during data collection. Knowledge influences are declarative, procedural, and
metacognitive (Clark & Estes, 2008; Krathwohl, 2002; Rueda, 2011). Motivation influences
pertain to expectancy value theory (utility and intrinsic value), collective efficacy, and goal
orientation (Clark & Estes, 2008; Rueda, 2011). The interview protocol was designed to collect

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data on self-efficacy theory and attribution motivational influences as well; however, due to time
limitation and schedule constraints, the researcher was not able to ask related questions to collect
data. Finally, organizational influence included both cultural models and settings (Clark & Estes,
2008; Gallimore & Goldenberg, 2001).
Participating Stakeholders
To address these research questions, the researcher conducted telephone interviews
asking a variation of 10 to 19 questions. As shown in Table 5, the sample size was 11
respondents consisting of one diversity and inclusion enterprise leader, three diversity and
inclusion sector leads, three diversity and inclusion initiatives sector representative, and four
diversion and inclusion enterprise initiative and staff operations personnel. There were three
senior leaders, three middle managers, and five non-managers. Two of the 11 DID employees are
men and nine of them are women. Five participants are White, three Black, two Latino, and one
two or more races. One of the DID employee’s offices are in California, two in Maryland, and
eight in Northern Virginia. The average time in the workplace for this stakeholder group is 15
and a half years, and the average time in the diversity and inclusion career field is nine years,
five months. The data collection for this study took place over three weeks. The researcher called
each participant from her home and the participant took the call from their work location. Each
interview lasted between 35 minutes to 50 minutes.

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Table 5
Diversity and Inclusion Department Population and Qualitative Sample Size
Population Size Qualitative Sample
Size
Statement of Work
Enterprise Leader 1 1
Sector Leader 4 3
Enterprise Initiative and Staff Operation
Personnel
6 4
Sector Initiative Representatives 5 3
Leadership Level
Senior Leader 4 3
Middle Manager 3 3
Non-Manager 9 5
Gender
Female 14 9
Male 2 2
Race
White 7 5
Black 5 3
Latino 2 2
Native American 1 0
Two or more races 1 1
Location
California 3 1
Maryland 2 2
Virginia 11 8

Determination of Assets and Needs
Knowledge, motivation, and organizational influences were determined as assets or needs
through the collection of qualitative data from interviews, observation, and document analysis.
Initially interviews, observation, and document analysis were planned in the triangulation of the
data. However, due to proprietary information, classified restricted areas, and government
policies for Department of Defense contractors, the researcher was not able to conduct
observations. Nevertheless, the researcher was able to crosscheck interview data with the
document analysis data to discover patterns and themes within the data. Cross-checking

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interview data with pertinent documents was necessary to get a better understanding of the
participants’ perspectives and experience. The interviews validated each influence as a need or
an asset of the knowledge, motivation, and organizational framework. If an influence scored 50%
or more, the researcher validated that influence as an asset and a promising practice of the
organization. However, influences under 50% were considered a need. Additionally,
documentation was used to cross-check and further validate interview data gathered from DID
participants. There were 32 documents collected and analyzed: 18 were information, job aids, or
educational documents, eight of the documents were policies and procedures that govern HAC
diversity and inclusion practices, six documents were PowerPoint briefings, an award, and a
corporate social responsibility report. DID were not able to release some documentation due to
government restriction. The results and finding for each knowledge, motivation, and
organizational influence is outlined below.
Results and Findings for Knowledge Causes
This section further expands on the KMO framework defined in Chapter Two by
identifying the results and findings for four knowledge influences. Knowledge is one of the most
vital facilitators or inhibitors of work performance (Clark & Estes, 2008). It is necessary to
understand if people know what to do to achieve their organizational performance goals (Clark &
Estes, 2008). There are four types of knowledge: factual declarative, conceptual declarative,
procedural, and metacognitive (Krathwohl, 2002; Rueda, 2011). Qualitative data were collected
through interviews with DID participants and pertinent document analyses. There were 19
questions on the interview protocol. Of the 19 questions, 10 questions were focused on the DID
knowledge to successfully implement diversity and inclusion efforts into corporate America.
Interviews allowed each participant the opportunity to go into detail about what they knew

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(declarative knowledge), what they did (procedural knowledge), and how they reflected on what
they did (metacognitive knowledge). The document analyses provide further evidence of the
DID knowledge. The findings and results that emerged during the data collection are presented
below.
Factual Knowledge
Factual declarative knowledge is foundational terminology and elements that help bring
understanding to a given area (Krathwohl, 2002; Rueda, 2011). This section reviews the analysis
of data from the assumed declarative (factual) knowledge influence.
Influence 1. The diversity and inclusion department employees know diversity and
inclusion best practices (Declarative Factual).
Interview findings. Participants were asked to identify diversity and inclusion practices at
HAC. The results from the interviews revealed that 100% of these best practices. During the
interviews, each participant identified some or all of the internal programs, external initiatives,
and diversity in leadership best practices. Some of the top recurring best practices identified
were different diversity and inclusion training, diverse leadership in succession planning
practices, and ERGs. Participant 1 noted, “we ensure everyone is trained. We have typical
diversity and inclusion training, training for disabled employees and their managers, LGBT,
transitioning [transgender] employees and their managers, peers, and senior leaders.” She
continued, “We want people to feel comfortable coming to work as their full, authentic self. We
make sure people are trained in our policies and practices are aligned to all different affinities so
that everyone can feel comfortable.” Participants 2 and 3 addressed diversity in leadership
practices by identifying their role in HAC’s commitment to pulling women through to leadership
positions. They also identified the diverse slate of candidate practice and diverse interview

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panels in which the organization has to interview at least one person of color or woman for
manager roles and above and they have to have a person of color or a woman on the interview
panel. Each interviewee went into great detail about the 12 ERGs globally, with more than 260
chapters, 42,000 memberships, and over 24,000 unique members.
Document analysis. Of the 32 documents collected and analyzed, 18 were information,
job aids, or educational documents. Eight of the documents were policies and procedures that
govern HAC diversity and inclusion practices. The remaining six documents were PowerPoint
briefings, an award, and a corporate social responsibility report. DID created these documents for
internal department use and to drive alignment and consistency within the organization.
Summary. From these data, it can be concluded that the DID employees had a depth and
breadth of factual declarative knowledge about diversity and inclusion best practices. During the
interviews, some participants went into more detail than others; however, they were consistent
and aligned in their knowledge. The best practice policies, instructions, and guidelines were
documented in great detail. Therefore, this influence was validated as an asset and a promising
practice.
Conceptual Knowledge
Conceptual declarative knowledge is knowledge of categories, classifications, principles,
generalizations, theories, models, or structures that’s inter-relational between an area and a larger
structure (Krathwohl, 2002; Rueda, 2011). This section reviews the analysis of data from the
assumed declarative (conceptual) knowledge influence.
Influence 1. DID knows the effects of best practices on diversity and inclusion.
Interview findings. Participants were asked to explain the relationship between diversity
and inclusion and organizational success or they were asked about the outcomes as a result of

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diversity and inclusion programs. The results from the interview revealed that 82% of the
respondents connected diversity and inclusion efforts to return on investment for the
organization. Participant 5 asserted, “it is a direct relationship to organizational success. Bringing
together the right diverse talent that feels included leads to top performance, innovation, and
creativity. It is great for shareholders and customers. We become an employer of choice.
Everyone wins.” Participant 1 mentioned, “company stock prices have gone up in the last 10
years,” implying that diversity and inclusion efforts aided in this success. Even more, participant
8 declared, “I see a difference in our engagement levels. Employee engagement scores and
retention have increased.” Participant 1 explained that “the organization has experienced
continual growth and I believe it is due to our diverse leadership. Fifty percent of the corporate
policy council members are women.” Participant 9 identified a general connection between
diversity and inclusion and organizational success, stating that “it is connected to higher
revenues for companies.” In general there was a consensus that the DID believed the diversity
and inclusion strategy was an asset and key to success.
Document analysis. DID leadership used two PowerPoint briefings to make the ELT
aware of the research, the organizational programs, and the outcomes of HAC diversity and
inclusion programs. Those documents outlined the success of the organization throughout the
company’s 10 diversity and inclusion journey.
Summary. From these data, it can be concluded that most of the DID employees had a
depth and breadth of conceptual declarative knowledge about the effects of implementing
diversity and inclusion best practices. During the interviews, the participants were consistent
and aligned in their knowledge. The impact of diversity and inclusion efforts on the organization

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and in general could be found in their documentation. Therefore, this influence was validated as
an asset and a promising practice.
Procedural Knowledge
Procedural knowledge refers to knowing how to do something. It can also refer to
methods of inquiry, very specific or finite skills, algorithms, techniques, and particular
methodologies that are required to accomplish specific activities (Krathwohl, 2002; Rueda,
2011). This section reviews the analysis of data from the assumed procedural knowledge
influence.
Influence 1. DID know how to (a) maintain and enhance participation in Employee
Resource Groups, (b) hire external people using diversity hiring practices, and (c) maintain
and enhance diversity in the succession planned for directors and vice presidents to include
females and people of color.
Interview findings. Participants were asked to walk through the steps of implementing
one or more diversity and inclusion programs at HAC. Their answers varied, but all could
explain one or more diversity and inclusion program implementations. Participants 3, 4, 5, and 8
described the implementation of the Small Acts of Inclusion, an internal diversity and inclusion
initiative designed for anyone in the organization to show kindness and inclusiveness to others.
Participant 5 explained that “Small Acts of Inclusion was a program launched in 2016, to help
enhance inclusion efforts.” Participant 4 mentioned that “Small Acts was a way to take people
back to the basics of looking at each individual’s humanity.” Participant 3 identified, “leadership
involvement was necessary for Small Acts of Inclusion to be successful throughout the
organizations.” They all went on to describe meeting with leadership, working with an external
vendor to own the rights to the Small Acts of Inclusion content, and rolling the initiative out to

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each division. Participant 9 described the creation and implementation of a veteran onboarding
program called the Navigator Program and how “it was necessary to get buy-in from leadership.”
He talked about having a common goal, clear expectations, and agreed-upon timeline in the
implementation of the Navigator Program. Participant 6 asserted “the VPs and directors were
necessary in helping with the rollout of the mandatory unconscious bias and microaggression
training launching in 2020.”
Participants were also asked how the DID maintains and enhances participation in ERGs.
The results from the interviews revealed that all participants understood how to maintain and
enhance ERGs at HAC. Participant 5 identified the need for an enterprise and sector budget for
programming and events. Participant 4 asserted that ERG leaders and participants are allowed to
attend a “one-day leadership summit before helping to recruit talent at the affinity conference.
These summits provide professional development, networking opportunities, and increased
visibility with senior leadership.” He explained the six pillars of ERGs: “career and leadership
development, recruitment of new employees and retention, business partnership/impact, STEM
education, community outreach, professional networking, and organizational exposure are
aspects that drives ERG engagement, increased productivity, and inclusivity.” Participant 1
asserted, “virtual ERGs are for those who are remote. We want to make sure they feel connected
to the organization.” Participant 2 stated, “we have enterprise boards, which are set to create the
strategic direction for ERGs annually.” Participant 2 highlighted the “quarterly ERG leadership
meetings and monthly council meetings about guidelines, achievement conferences” to keep
employees engaged. Participant 8 described strategies for driving awareness and inclusion. She
stated that “a lot of employees sit at customer sites and don’t know they [ERGs] are there. We

82
make sure leaders know and are supportive so all employees can participate. Even those in
remote locations.”
Furthermore, participants were asked about the steps used in their external diversity
hiring and recruiting practices. All participants understood external diversity hiring and
recruitment practices. Participant 9 asserted that “DID partners with outside organizations and
attends eight through 12 affinity conferences a year. We partner with the vendor at the external
conferences to help with NG branding, provide sponsored workshops or panels, or find keynote
speakers.” Participant 7 stated, “ERGs are tied to recruit talent at affinity conferences. So, the
African American Task Force would be tied to Black Engineer of the Year Award Conference,
Women next would be tied to the Society of Women Engineers Conference.” Participant 1
identified that “it is important to build the company brand. There aren’t many people who know
what we do or why we do it. We have to start young.” She continued with an example of DID
partnering with K-12 schools in inner-city schools in Los Angeles, California, to enhance student
knowledge of STEM through Cyber Patriot Teams. She explained they want to instill a memory,
sense of belonging, and new experience to future talent. She finished her statement by asserting,
At HAC, we give support to the inner cities and get the children interested in cyber and
technology. And it’s made a difference to the point that even a mother said, “you’ve
changed my child’s life, they work leaning toward possibly being in a gang in my
community. Now, they are jazzed about science, like it’s okay to be smart. And to be
publicly smart.”
Finally, participants were asked how the DID ensured diversity in succession planning.
Interview results revealed that all participants understood how diversity was incorporated into
succession planning. Participant 3 asserted, “diverse slate of candidates, bench talent process,

83
and leadership review” as strategies used to ensure diversity in succession planning. Participants
4 and 8 discussed diversity and inclusion metrics goals that leadership was responsible for
achieving. Participant 4 stated, “We have targets at every level for VPs, directors, and managers
1–3 for people of color and women. We have a dashboard, and it is reported every month.”
Participant 9 asserted, “Cohort programs, women in leadership programs, and affinity forums
helps to make sure there is diversity and representation to include veterans, people with
disability, and LGBTQ.” Participant 2 mentioned, “Information flows up to show our standing
from a diversity metric standpoint specifically women and people of color. The scorecard
includes the diversity metrics that inform leadership about strategies for the affinity forum,
women in leadership, and bench candidates.”
Document analysis. A 35-page ERG enterprise handbook provided a consolidated guide
of policies, procedures, rules, and other pertinent information related to the management of
ERGs, event guidance, expectations, and sector-specific guidance. An 18-page education catalog
identified beneficial diversity and inclusion training. The 60 page 2018 corporate social
responsibility report defined how the organization focused on building the best culture through
leadership and professional development, talent management, diversity and inclusion strategies,
and community engagement.
Summary. From these data, it can be concluded that the DID employees had a depth and
breadth of procedural knowledge about how to (a) maintain and enhance participation in ERGs,
(b) hire external people using diversity hiring practices, and (c) maintain and enhance diversity
in the succession planned for directors and VPs to include females and people of color. During
the interviews, the participants’ answers varied; however, each answer given explained some or
all of the questions. The researcher was not able to gather and analyze documentation for the

84
succession strategy nor the external diversity and inclusion practice due to the proprietary rules
and regulations of the organization. However, the data gathered during the interviews were
sufficient to validate this influence as an asset and a promising practice.
Metacognitive Knowledge
Metacognitive knowledge is the awareness of the cognitive process in relation to one’s
own cognition. It is self-knowledge, knowledge about cognitive tasks, and strategic knowledge
(Krathwohl, 2002; Rueda, 2011). This section reviews the analysis of data from the assumed
metacognitive knowledge influence.
Influence 1. DID implement, maintain, and adjust diversity and inclusion efforts
based on monitoring market trends.
Interview findings. Participants were asked to explain how they evaluated the
effectiveness of diversity and inclusion efforts on performance, profitability, and people
retention. The results from the interviews revealed that 64% of the respondents knew the impact
of diversity and inclusion on performance, profitability, and people retention. However, four did
not have enough time to answer this question due to time constraints or scheduling conflicts.
Participants 3, 8, and 9, identified the employee engagement survey as one measure that leads to
retention. Participant 8 asserted, “we do the yearly survey. For us that is an indicator. In that
survey there are diversity and inclusion indicators and engagement and inclusion measures.”
Participant 1 and 4 identified reduction in attrition, but Participant 4 stated, “I cannot draw a
direct link to profitability because our program life cycles are so long. I don’t know if the profit
is due to our efforts. However, we have seen a decreased attrition and contract wins.” As four
participants did not have enough time to answer this question, the data were insufficient to
validate this influence as an asset or a need.

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Another question that explored whether the participants had metacognitive knowledge
was understanding what diversity and inclusion efforts to implement based on the needs and
culture of their industry. Only one participant, 9%, had enough time to answer this question, and
she mentioned, “HAC looks inward to understand the needs of our employees, and then look
externally to understand what is happening in society that influences the culture. We make
adjustments based on how our employees are impacted.” Therefore, the data were insufficient to
validate this influence as an asset or a need.
Document analysis. DID leadership used two PowerPoint briefings to make the ELT
aware of the research, the organizational programs, and the outcomes of HAC diversity and
inclusion programs. Those documents outlined the connection among diversity and inclusion and
performance, profitability, and people retention.
Summary. From these data, this influence was identified as inconclusive and could not
validate the DID employees’ depth and breadth of metacognitive knowledge about reflecting on
diversity and inclusion trends. Some participants did not have enough time to answer the
questions leading to inability to display metacognitive knowledge. While the documentation
reflected the connection between diversity and inclusion and increased performance,
profitability, and people retention, there was not enough interview data to substantiate this
influence. Therefore, this influence was not demonstrated as a need or an asset but determined to
be inconclusive.
Results and Findings for Motivation Causes
This section further expands on the KMO framework defined in Chapter Two by
identifying the results and findings for four motivation influences. Motivation is a person’s
ability to actively choose to work on a goal, remain persistent in the face of opposition and

86
distraction, and decide to invest mental effort to achieve the goal (Clark & Estes, 2008). There
are four types of motivation examined in this study with respect to the DID: self-efficacy
(judgments of one’s capabilities), attribution (belief regarding to one’s success or failure), value
(importance one assigned to a task), and goal (one’s approach to achievement; Rueda, 2011).
There are constructs of motivation that fall under each type that were used in this study: utility
value, intrinsic value, team-efficacy, and goal orientation. Qualitative data were collected
through interviews with DID participants and pertinent document analysis. There were 19
questions. Five of the 19 questions were focused on the DID’s motivation to successfully
implement diversity and inclusion efforts into corporate America. The document analysis
provide further evidence of the DID motivation. The findings and results that emerged during the
data collection are presented below.
Expectancy Value Theory
Expectancy value theory encompasses utility, attainment, cost, and intrinsic value. Utility
value attaches beliefs of usefulness to a task and attainment value attaches importance to the task
(Rueda, 2011). Cost value is defined as the perceived cost of the activity while intrinsic value
refers to the enjoyment one experiences from that activity (Rueda, 2011). This section reviews
the analysis of data from the assumed expectancy value theory motivation influence.
Influence 1. DID members value the practice of (a) maintaining and enhancing
participation in Employee Resource Groups, (b) hire external people using diversity hiring
practices, and (c) maintain and enhance diversity in the succession planned for directors
and vice presidents to include females and people of color.
Interview findings. Participants were asked to explain what motivates them about
diversity and inclusion. All respondents placed value on diversity and inclusion practices.

87
Participants 3, 5, 6 identified intrinsic motivation, citing personal experience as the motivating
factors to drive diversity and inclusion in corporate America. Participant 3 asserted, “I am a
female, person of color, and I want to be comfortable and don’t feel like there are any barriers in
the workplace based on race, ethnicity, or sexual orientation.” Participant 5 mentioned that “it is
about doing the right thing. That followed me from childhood. I grew up in the south so to me it
is about embracing differences and beliefs.” Participant 6 stated, “I am passionate about veterans
being from the Army myself. I want to help create a diverse work environment, an inclusive
environment where people feel safe, opinions respected, and they feel valued.” Participants 1, 2,
4, 7, 8, 9 were extrinsically motivated. Participant 1 was motivated by “making a difference for
individuals” while participant 2 “enjoys advocating for the underrepresented. The person who
may not always get the opportunity.” Participant 7 stated, “I like to see the before and after of the
effect of diversity and inclusion” and Participant 8 asserted, “what drives me is fairness and
providing equal opportunities across the board.” Participants 4 and 9 tied it to organizations.
Participant 4 stated, “employees are the biggest asset and are critical to the success of the
organization, I am driven by the employee experience.” As it relates to her motivation for
diversity and inclusion, Participant 9 mentioned, “I like being a change agent in the
organization.”
Another question asked was how their motivation regarding diversity and inclusion
efforts had been useful to the company. Only four participants had enough time to answer this
question, which revealed that 36% of employees were motivated. Participant 1 mentioned, “It
has helped employee engagement and the removal of bad leaders from positions.” Participant 2
stated, “recognition and branding through diversity and inclusion efforts. We have become the

88
employer of choice through our efforts and messaging helps the company grow.” Therefore, the
data were insufficient to validate this influence as an asset or a need.
The final expectancy value theory question asked DID employees to describe how their
personal values influence their contribution to diversity and inclusion efforts. The results from
the interviews revealed that 36% of the respondents had an opportunity to respond to this
question. Seven did not have enough time to answer this question. Therefore, the data were
insufficient to validate this influence as an asset or a need.
Document analysis. Document analysis was not conducted for this influence.
Summary. From these data, it can be concluded that this influence was identified as
inconclusive and could not validate the DID values. Two-thirds of the questions asked during the
interviews were not answered due to time constraints. Therefore, this influence was identified as
inconclusive and could not validate the DID values. Furthermore, no documentation reflected the
DID member’s values. Therefore, this influence was not demonstrated as a need or an asset but
determined to be inconclusive.
Team-Efficacy
Similar to self-efficacy, team-efficacy is “the greater belief in their own competence, and
higher expectations for positive outcomes” (Rueda, 2011, p. 41). However, unlike self-efficacy,
it is related to the collective group instead of an individual. This section reviews the analysis of
data from the assumed team-efficacy motivation influence.
Influence 1. Collectively the DID team are confident and can (a) maintain and
enhance participation in Employee Resource Groups, (b) hire external people using
diversity hiring practices, and (c) maintain and enhance diversity in the succession planned
for directors and vice presidents to include females and people of color

89
Interview findings. Participants were asked to describe the level of their confidence in
their team’s ability to make and implement diversity efforts in the department and the
organization. The results from the interviews revealed that 81% of the respondents had
confidence in their team’s ability to make and implement diversity efforts in the department and
the organization. Two participants did not have enough time to answer this question due to time
constraints or scheduling conflicts. Participant 1 said that “it is not just me, it’s the staff. It takes
a village to make us successful.” Participant 2 asserted that the DID team is an “amazingly
talented group of people that have different skill sets that complement each other.” Participant 3
stated that “we have a small but mighty team that align on initiatives to roll them out,
communicate regularly, meet as a team, share best practices, collaboration efficiently.”
Participant 4 asserted that “the team that we have now can really make the difference and has
made the difference.” Participant 9 mentioned that “I have a high degree of confidence and
competence in the team. We are committed to making things better.”
Document analysis. Document analysis was not conducted for this influence.
Summary. From these data, it can be concluded that the DID employees had collective
efficacy implementing diversity and inclusion best practices. During the interviews, each
participant who had time to answer the question had full confidence in what their team had done
and what the team will do in the future to enhance diversity and inclusion efforts. Therefore, this
influence was validated as an asset and a promising practice.
Goal Orientation
Goal orientation is defined as “different ways of approaching, engaging in, and
responding to achievement situations” (Rueda, 2011). This section reviews the analysis of data
from the assumed goal orientation’s motivation influence.

90
Influence 1. DID and Executive Leadership Team in the organization do more than
the bare minimum to meet diversity goals set annually, to include considering the newest
market
Interview findings. Participants were asked to describe how leaders in the organization
incorporate the newest market trend and research on diversity efforts to ensure improvements.
The results from the interviews revealed that 90% of the respondents understood how leaders
incorporate the newest market trend to ensure organization enhancements. One participant did
not have enough time to answer this question due to time constraints. Participant 1 asserted that
“the chief diversity and inclusion officer gets together and shares best practices across different
industries.” Participant 2 mentioned that “the DID received different trending reports from
multiple organizations on benchmarks and what other companies are doing. We provide
summarized reports to leadership to see if it needs to incorporate.” Participant 8 stated that “we
do a lot of benchmarking with industry, Google, Microsoft, and EY. We do it through our
partnership with Catalyst and Gartner.” Participant 9 stated that “we implement new efforts as
needed. However, many of the things in the reports are things we already do.”
Document analysis. DID leadership used two PowerPoint briefings to make the ELT
aware of the research, the organizational programs, and the outcomes of HAC diversity and
inclusion programs. Those documents outlined industry best practices and benchmarked data.
Summary. From these data, it can be concluded that leaders understood how to
incorporate the newest market trend and research to improve diversity efforts in the organization.
The interviews revealed DID had the knowledge and motivation to help leaders improve the
employee experience within the organization by incorporating the newest diversity and inclusion
market trends. The documentation revealed the identification of the latest market trends and the

91
practices within the organization mostly aligned. Therefore, this influence was validated as an
asset and a promising practice.
Results and Findings for Organization Causes
This section further expands on the KMO framework defined in Chapter Two by
identifying the results and finding for four organizational influences. The organization is a
combination of the work process, material resources, value chains, and value streams (Clark &
Estes, 2008). Cultural models and culture settings are two features pertinent to understanding the
organization (Rueda, 2011). Qualitative data were collected through interviews with DID
participants and pertinent document analysis. There were 19 questions. Four of them focused on
the organizational setting and culture to aid in the successful implementation of diversity and
inclusion efforts into corporate America. The document analyses provide further evidence of the
organizational culture and setting. The findings and results that emerged during the data
collection are presented below.
Cultural Models
Cultural models are shared mental schemas attributed to how the world ought to work
that can be seen through business settings, school settings, and individuals (Rueda, 2011). This
section reviews the analysis of data from the assumed cultural model’s organizational influence.
Influence 1. The organization has a culture of accepting individual differences.
Interview findings. Participants were asked to describe the organizational culture. Only
four of the 11 participants had enough time to answer the questions. The results from the
interviews revealed that 36% of the respondents had enough time to talk about the culture and
openness of the organization. Participant 2 asserted that “I think the culture definitely has shown
that people feel comfortable and that they have the ability to speak up and speak out whenever

92
there’s something that they have concerns about.” Participant 8 stated that “it’s an eager culture,
giving culture. We are a performance-based company. Employees are eager to help others and
contribute to the places that they live.” Seven of the 11 participants did not have enough time to
answer this question due to time constraints or scheduling conflicts. Therefore, the data collected
were insufficient to validate this influence as an asset or a need.
Document analysis. Document analysis was not conducted for this influence.
Summary. From these data, the influence was identified as inconclusive and did not
validate the DID ability to understand the organizational impact of the culture and the openness
of employees. Furthermore, there was no documentation available that demonstrated this
influence. Therefore, this influence was not demonstrated as a need or an asset but determined to
be inconclusive.
Cultural Settings
Cultural settings are organizational social contexts that provide an environment where
policies and practices are enacted (Rueda, 2011). This section reviews the analysis of data from
the assumed cultural setting organizational influence.
Influence 1. The organization has leaders that understand and champion the
different types of diversity categories.
Interview findings. Participants were asked to describe a time when a leader in the
organization championed a diversity and inclusion effort. The results from the interviews
revealed that all respondents were able to give examples of leaders in the organization who
champion diversity. Participant 9 asserted that “a vice president new to the company
immediately wanted to get involved and wanted to be the executive sponsor of VERITAS.” She
continued, “He has attended all their meetings with groups of 100 people or five to 10 people. He

93
has shown a lot of commitment to veterans and the organization.” Participant 4 identified a VP
who “championed Small Acts of Inclusion for the division. As support she made the training
mandatory for people in her department and made sure the team had resources and confidence to
be a part of the effort.” Participant 7 mentioned a senior leader who advocates, supports, and
sponsors ERGs. Participant 6 asserted “the CEO is a part of many of the veteran efforts. There
are also other VPs in the organization that partners with the VA STAR program.”
Document analysis. DID leadership used one PowerPoint briefing to highlight research,
organizational programs, and outcomes of HAC diversity and inclusion programs. Within that
document leaders were identified for the diversity and inclusion work they were sponsoring or
supporting.
Summary. From these data, it can be concluded that the DID employees understood the
HAC culture setting and the benefits of leadership involvement. Each participant gave unique
examples of different leaders championing diversity efforts in the organization. There was
documentation identifying leadership sponsoring diversity programs. Therefore, this influence
was validated as an asset and a promising practice.
Influence 2. The organization allocates funding to support cultural training,
internal programs, external initiatives, and leadership diversity structures that will enable
interaction, acceptance, and inclusion of diversity.
Interview findings. Participants were asked to explain how the organization allocated
funding to support diversity and inclusion efforts. The results from the interviews revealed that
64% of the respondents could describe how the organization allocates funding. Four of the 11
participants did not have enough time to answer this question due to time constraints or
scheduling conflicts. Participants 8 asserted, “The budget comes from corporate social

94
responsibility and human resources. Human resources pay for a lot of the programming.”
Participant 6 stated, “We have our own budget and then the divisions allocate budget at times,
through the programs.” Participant 2 stated, “We provide an executive summary of what’s going
to be happening, what we potentially expect the funding to be, how many employees from each
of those business groups would be potentially invited or attend.”
Document analysis. DID leadership used one PowerPoint briefing that to make the ELT
aware of the research, the organizational programs, and the outcomes of HAC diversity and
inclusion programs. Those documents outlined funding allocations for diversity and inclusion
efforts over a year.
Summary. From these data, it can be concluded that the DID employees had an
understanding of how the organization allocated funding to support diversity and inclusion
efforts. There were also documents detailing the diversity and inclusion budgets for the year.
Therefore, this influence was validated as an asset and a promising practice
Influence 3. The organization has accountability channels (corporate social
responsibility: DID, ethics department, HR metrics) for diversity and inclusion if issues
arise.
Interview findings. Participants were asked to explain the accountability channels in the
organization should diversity and inclusion ethical issues arise. The results from the interviews
revealed that all of the respondents could describe the accountability channels in the
organization. Participant 8 stated, “Ethics and the employee relations team have a channel to
report issues and they keep metrics.” Participant 9 mentioned, “The director of the function,
diversity and inclusion division lead, and human resources are people you can go to report

95
issues. There’s also open line reporting for ethical issues and open-door policy.” Participant 6
gave a real-life example of accountability in the organization. He asserted,
Someone from our California site went to a racially charged protest across the country
[de-identified statement]. There was an external group that identifies these people. HAC
[de-identified organization] was contacted about the activity. Diversity and inclusion
leadership was involved in the decision that the individual had to be terminated…the
person’s values did not align with the values of HAC [de-identified organization]. There
were a lot of people who had opinions and said whatever he did on the weekend that was
his business. But we are all representatives of our company and the majority of the people
involved felt he did not belong based on his actions.
Document analysis. DID leadership used one PowerPoint briefing to make the ELT
aware of the research, the organizational programs, and the outcomes of HAC diversity and
inclusion programs. That document outlined resources for managers and individual contributors
to use should diversity and inclusion issues arise.
Summary. From these data, it can be concluded that the DID understood the cultural
setting and accountability channels in the organization. There was also a document that reviewed
reporting channels for diversity and inclusion, ethical, and employee relation issues. Therefore,
this influence was validated as an asset and a promising practice.
Summary of Validated Influences
Tables 6, 7, and 8 show the knowledge, motivation, and organization influences for this
study and their determination as assets or needs. The findings and results below validated 11 of
the 12 knowledge, motivational, and organizational influences as assets: four knowledge
influences, three motivational influences, and four organizational influences. One motivational

96
influence was discovered as a need. Validation was determined by participants providing
evidence in support of the influence being presented. The evidence the participants provided was
a result of interview data and document analysis.
Knowledge
Table 6
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influence

Asset, Need, or
Insufficient Data
Factual:
The diversity and inclusion department employees know diversity and inclusion
best practices (Declarative Factual).
Asset
Conceptual:
DID knows the effect of best practices on diversity and inclusion
Asset
Procedural:
DID know how to (a) maintain and enhance participation in Employee
Resource Groups, (b) hire external people using diversity hiring practices, and
(c) maintain and enhance diversity in the succession planned for directors and
VPs to include females and people of color.
Asset
Metacognitive
DID implement, maintain, and adjust diversity and inclusion efforts based on
monitoring market trends.
Insufficient Data

Motivation
Table 7
Motivation Assets or Needs as Determined by the Data
Assumed Motivation Influence Asset, Need, or
Insufficient Data
Expectancy Value Theory
DID members value the practice of (a) maintaining and enhancing
participation in Employee Resource Groups, (b) hire external people using
diversity hiring practices, and (c) maintain and enhance diversity in the
succession planned for directors and VPs to include females and people of
color.
Insufficient Data
Collective Efficiency
Collectively the DID team are confident and can (a) maintain and enhance
participation in Employee Resource Groups, (b) hire external people using
diversity hiring practices, and (c) maintain and enhance diversity in the
succession planned for directors and VPs to include females and people of
color.
Asset

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Goal Oriented
DID and ELT in the organization do more than the bare minimum to meet
diversity goals set annually, to include considering the newest market.
Asset

Organization
Table 8
Organizational Assets or Needs as Determined by the Data
Assumed Organizational Influence Asset, Need,
Insufficient Data
Cultural Model
The organization has a culture of accepting individual differences.
Insufficient Data
Cultural Setting
The organization has leaders that understand and champion the different types of
diversity categories.
Asset
Cultural Setting
The organization allocates funding to support cultural training, internal programs,
external initiatives, and leadership diversity structures that will enable interaction,
acceptance, and inclusion of diversity.
Asset
Cultural Setting
The organization has accountability channels (corporate social responsibility: DID,
ethics department, HR metrics) for diversity and inclusion if issues arise.
Asset

This chapter described the findings and results regarding 12 knowledge, motivation, and
organizational influences attained from interview and document data analysis. The data were
used to examine the identified stakeholder’s ability to successfully implement diversity and
inclusion effort into HAC.
Chapter Five will outline the best practices and recommendations, as well as a
comprehensive implementation strategy for the validated influences based on empirical
evidence. The KMO model will be used as the conceptual framework to give the best practices
and recommendations.

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Chapter Five: Discussion and Recommendations
Discussion
Chapter One, Two, and Three outlined the problem of practice, provided a detailed
literature review, and described a qualitative analysis approach for the study, using both
interviews and document analysis, conducted at the HAC on the successful implementation of
diversity and inclusion programs in corporate America. The qualitative analysis explored 11
knowledge, motivation, and organizational influences, and the results and findings were
presented in Chapter Four. Chapter Five will discuss the recommendations based on these
influences.
This study identified three research questions that guided the promising practice study to
address the knowledge, motivation, and organization influences for the stakeholder (DID) are the
following:
1. What are the knowledge and motivational assets that account for DID high achievement
of its goals in internal initiatives, external programs, and diversity in leadership?
2. What is the interaction between organizational culture and context, and stakeholder
knowledge and motivation?
3. What recommendations in the areas of knowledge, motivation, and organizational
resources may be appropriate for solving the problem of practice at another organization?
This chapter will provide solutions and recommendations for each knowledge,
motivation, and organizational influences in both the category of needs and assets. Where there
are assets, these recommendations need to be maintained and continually reinforced to ensure
associated behaviors that enhance diversity and inclusion will not dissipate. The
recommendations also ensure new employees are on-boarded correctly. This is followed by a

99
detailed implementation and evaluation plan to successfully implement diversity and inclusion
efforts in an organization by providing recommendations for needs, assets, and those influences
that could not be validated due to time constraints. It also outlines a detailed pathway for other
organizations that may be interested in replicating some of these practices.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. According to Clark and Estes (2008), procedural knowledge can be
automated with guidelines and procedures, continual practice, and constructive feedback.
Declarative factual, declarative conceptual, procedural, and metacognition knowledge
framework helps build knowledge (Krathwohl, 2002; & Rueda, 2011). This knowledge
framework was used in conducting research on the DID at the HAC. Table 9 represents the
assumed knowledge influences and recommendations used in the study regarding successfully
implementing diversity and inclusion efforts in corporate America. Each influence was validated
as a need or an asset, prioritized, then assigned a recommendation based on a theoretical
principle.

100
Table 9
Summary of Knowledge Influences and Recommendations
Assumed Knowledge Influence

Asset, Need,
or
Insufficient
Data
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Declarative (Factual): DID
knows diversity and inclusion
best practices.
Asset Y Information
learned
meaningfully and
connected with
prior knowledge is
stored more
quickly and
remembered more
accurately because
it is elaborated
with prior learning
(Schraw &
McCrudden,
2006).
Provide DID
employees with
education to maintain
and connect their prior
knowledge of diversity
and inclusion best
practices to current
diversity and inclusion
best practices

Provide DID
employees with job
aids that help connect
their prior knowledge
on diversity and
inclusion best practices
and ways to implement
them.
Declarative (Conceptual):
DID knows the effects of best
practices on diversity and
inclusion.
Asset Y To develop
mastery,
individuals must
acquire component
skills, practice
integrating them,
and know when to
apply what they
have learned
(Schraw &
McCrudden,
2006).
Provide DID
employees with
information sheets and
job aids,
encompassing research
on the effects of
diversity and inclusion
practices.

101
Procedural: DID know how to
(a) maintain and enhance
participation in Employee
Resource Groups, (b) hire
external people using
diversity hiring practices, and
(c) maintain and enhance
diversity in the succession
planned for directors and VPs
to include females and people
of color.

Asset Y Modeled behavior
is more likely to be
adopted if the
model is credible,
similar (e.g.,
gender, culturally
appropriate), and
the behavior has
functional value
(Denler et al.,
2009).

Feedback that is
private, specific,
and timely
enhances
performance
(Shute, 2008).
Provide DID
employees within
person annual training
to maintain and
enhance diversity and
inclusion internal,
external, and
leadership efforts. In
training include role-
plays, case studies,
peer-to-peer coaching
and feedback

After training, provide
job aids to reinforce
learning and expected
behavior to maintain
and enhance diversity
and inclusion efforts.

Metacognitive: DID
implement, maintain, and
adjust diversity and inclusion
efforts based on monitoring
market trends.

Insufficient
Data

Y The use of
metacognitive
strategies
facilitates learning
(Baker, 2006)
Learning and
motivation are
enhanced when
learners set goals,
monitor their
performance and
evaluate their
progress towards
achieving their
goals (Ambrose et
al., 2010; Mayer,
2011).
Provide employees
training on self-
reflection by modeling,
demonstration, and
opportunity to practice
feedback.

Provide strategy
sessions, allowing DID
employees a forum to
reflect on what is
working, what is not,
and what needs to be
changed or
implemented.
*Indicate knowledge type for each influence listed using these abbreviations: (D)eclarative;
(P)rocedural; (M)etacognitive

Factual Knowledge: DID knows diversity and inclusion best practices. The results
and findings of this study indicate that 100% of the respondents possess factual knowledge about

102
diversity and inclusion best practices. During the document analysis, the researcher discovered
the best practices were thoroughly detailed for all DID participants as well as the HAC employee
population. Information processing systems theory aids in ensuring learning is taking place. The
theory suggests information learned meaningfully and connected with prior knowledge is stored
more quickly and remembered more accurately because it is elaborated with prior learning
(Schraw & McCrudden, 2006). Therefore, the recommendation is to provide DID employees
with education to maintain and connect their prior knowledge of diversity and inclusion best
practices to current diversity and inclusion best practices. Furthermore, it is recommended to
provide DID employees with job aids that help connect their prior knowledge on diversity and
inclusion best practices and ways to implement them.
According to Kreitz (2008), diversity and inclusion best practices include top leadership
commitment, diversity as part of the organization’s strategic plan, diversity linked to
performance, measurements, accountability, succession planning, recruitment, employee
involvement, and diversity training. These initiatives could be categorized into internal
programs, external initiatives, and diversity in leadership. Educating employees through training
and reinforcing diversity training is important. Kalev et al. (2006) found that the most effective
organizations educated and reinforced diversity and inclusion practices by implementing a
combination of diversity efforts, hiring a full-time diversity staff, and establishing accountability
structures. Thus, educating and reinforcing knowledge on diversity and inclusion best practices is
the first step to implementing a successful diversity and inclusion strategy in organizations.
Conceptual Knowledge: DID knows the effects of best practices on diversity and
inclusion. The results and findings of this study indicate that 82% of the respondents possess
conceptual knowledge about diversity and inclusion best practices’ effects within the

103
organization and on the performance goal. During the document analysis, the researcher
discovered the best practices were thoroughly detailed for all DID participants as well as the
HAC employee population. Information processing systems theory aids in ensuring learning is
taking place. This theory posits that, to develop mastery, individuals must acquire component
skills, practice integrating them, and know when to apply what they have learned (Schraw &
McCrudden, 2006). Therefore, the recommendation is to provide DID employees with
information sheets encompassing research on the effects of diversity and inclusion practices.
As mentioned early, According to Kreitz (2008) diversity and inclusion best practices
include top leadership commitment, diversity as part of the organization’s strategic plan,
diversity linked to performance, measurements, accountability, succession planning, recruitment,
employee involvement, and diversity training. Linking diversity to performance helps senior
executives, managers, and non-managers understand that a more diverse workforce can lead to
increased productivity and overall performance (Kalev et al., 2006; Trenerry & Paradies, 2012).
In the study of 708 organizations, connecting diversity efforts to performance was one of the best
practices used and was beneficial when implemented (Kalev et al., 2006). Thus, ensuring there is
a universal understanding of the effect of diversity and inclusion practices on the organization
through a consistent message similar to an information sheet should be used as a best practice.
Procedural Knowledge: DID know how to (a) maintain and enhance participation in
Employee Resource Groups, (b) hire external people using diversity hiring practices, and
(c) maintain and enhance diversity in the succession planned for directors and vice
presidents to include females and people of color. The results and findings of this study
indicate that 100% of the respondents possess procedural knowledge about internal programs,
external initiatives, and diversity in leadership. During the document analysis, the researcher

104
discovered documents that outlined the connection among diversity and inclusion and
performance, profitability, and people retention. Social cognitive theory aids in ensuring
procedural knowledge is gained. This is explained in two social cognitive theory principles. The
first principle states that modeled behavior is more likely to be adopted if the model is credible,
similar (e.g., gender, culturally appropriate), and the behavior has functional value (Denler et al.,
2009). The second principle is that feedback that is private, specific, and timely enhances
performance (Shute, 2008). Therefore, the recommendation is to provide DID employees with
in-person annual training to (a) maintain and enhance participation in ERGs, (b) hire external
people using diversity hiring practices, and (c) maintain and enhance diversity in succession
planned talent for directors and VPs to include females and people of color. Training should
include role-plays, case studies, peer-to-peer coaching, and feedback. After training, it is
recommended to provide DID employees with job aids to reinforce learning and expected
behavior to maintain and enhance diversity and inclusion efforts.
According to Kreitz (2008), diversity leaders are key to driving and optimizing diversity
changes, requiring a diverse skill set in leadership, organizational development, change
management, psychology, communication, measurements, and assessments. Diversity leaders
that ensure top leadership commitment, diversity as part of the organization’s strategic plan,
diversity linked to performance, measurements, accountability, succession planning, recruitment,
employee involvement, and diversity training aids in organizations being successful in their
implementation of diversity efforts (Kalev et al., 2006; Trenerry & Paradies, 2012). These
approaches are meant to build diversity and inclusion internal programs (e.g., ERGs), external
initiatives (e.g., diversity hiring and recruitment), and ways to maintain diversity in leadership
(e.g., succession planning).

105
Metacognitive Knowledge: DID implement, maintain, and adjust diversity and
inclusion efforts based on monitoring market trends. The results and findings of this study
indicate that 64% of the respondents possess metacognitive knowledge for the first question and
9% do so for the second question. The metacognitive know was about when to implement,
maintain, and adjust diversity and inclusion efforts based on monitoring market trends. The
document analysis revealed connections between diversity and inclusion efforts implemented
and maintained in the organization and best practices identified in the market. Information
processing system theory and metacognition theory aids in ensuring metacognitive knowledge
occur. Information processing system theory posits that the use of metacognitive strategies
facilitates learning (Baker, 2006). Furthermore, metacognition theory posits that learning and
motivation are enhanced when learners set goals, monitor their performance and evaluate their
progress towards achieving their goals (Ambrose et al., 2010; Mayer, 2011) Therefore, the
recommendation is to provide employees training on self-reflection by modeling, demonstration,
and opportunity to practice feedback. To enhance the reflective process, it is also recommended
to provide strategy sessions, allowing DID employees a forum to reflect on what is working,
what is not, and what needs to be changed or implemented.
According to Kreitz (2008), for diversity leaders to be successful when implementing
diversity and inclusion efforts there needs to be an aligned understanding of why the
organization wants diversity, what kind of diversity, and how much diversity. Asking these
questions from the beginning allows the DID the opportunity to be reflective in their approach to
implementing diversity and inclusion efforts. Understanding internal (e.g. need to establish a
sense of belonging) and external (e.g. compliance and federal state requirements) pressures are
factors diversity leaders need to understand to be successful (Kreitz, 2008). This common

106
understanding allows leaders to clearly and concisely articulate the purpose of diversity to
employees in the organizations (Kreitz, 2008), thus ensuring there is a universal understanding of
the effect of diversity and inclusion practices on the organization is consistent.
Motivation Recommendations
According to Clark and Estes (2008), factors that influence goal choice, persistence, and
mental effort as observable motivational indices are personal and team confidence, beliefs about
achieving goals in the organization, the emotional climate, and the personal and team value of
the goal. Self-efficacy, attributions, value, and goal orientation are the internal motivational
constructs that provide a framework for these factors to manifest (Rueda, 2011). This
motivational framework was used to conduct research on the DID at the HAC. Table 10
represents the assumed motivation influences and recommendations used in the study of
successfully implementing diversity and inclusion efforts in corporate America. Each influence
was validated as a need or an asset, prioritized, then assigned a recommendation based on a
theoretical principle.

107
Table 10
Summary of Motivation Influences and Recommendations
Assumed Motivation Influence*

Determined
as an Asset,
Need, or
Insufficient
Data
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Expectancy value theory: DID
members value the practice of (a)
maintaining and enhancing
participation in Employee Resource
Groups, (b) hiring external people
using diversity hiring practices, and
(c) maintaining and enhancing
diversity in the succession planned
for directors and VPs to include
females and people of color.
Insufficient
Data
Y Rationales that
include a discussion
of the importance
and value of the
work or learning
can help learners
develop positive
values (Eccles,
2006; Pintrich,
2003).
Provide rationales
to maintain and
enhance internal,
external, and
leadership diversity
and inclusion
strategies through
monthly DID
round table or
discussions.

Provide
opportunities for
employees to
design internal,
external, and
leadership diversity
and inclusion
approaches based
on data, market
trends, and their
unique styles.
Collective Efficacy: Collectively the
DID team are confident and can (a)
maintain and enhance participation
in Employee Resource Groups, (b)
hire external people using diversity
hiring practices, and (c) maintain
and enhance diversity in the
succession planned for directors and
VPs to include females and people
of color.
Asset Y If there is perceived
collective efficacy,
there is an impact
on performance,
commitment to the
mission, and the
ability to deal with
challenges
(Bandura, 2000).

Feedback and
modeling increases
self-efficacy
(Pajares, 2006).
Provide DID
employees with
diversity and
inclusion analysis
strategy sessions,
allowing
collaboration, peer-
to-peer mentoring,
and feedback.

108
Goal Orientation: DID and ELT in
the organization do more than the
bare minimum to meet diversity
goals set annually, to include
considering the newest market.
Asset Y Focusing on
mastery, individual
improvement,
learning, and
progress promotes
positive motivation
(Yough &
Anderman, 2006).
Provide rationale
and discussion for
the DID and ELT’s
on quarterly
information sheets
of top diversity
market trends that
compare with DID
current status and
meet annual goals.

Continue to track
diversity and
inclusion strategies
and goals on
people’s dashboard
to ensure annual
goals are met.

Expectancy Value Theory – DID members value the practice of (a) maintaining and
enhancing participation in Employee Resource Groups, (b) hiring external people using
diversity hiring practices, and (c) maintaining and enhancing diversity in the succession
planned for directors and vice presidents to include females and people of color. The results
and findings of this study indicate that 100% of the respondents value the first concept and 36%
valued the second and third concepts about how to enhance and maintain internal programs,
external initiatives, and diversity in leadership. Expectancy value theory aids in ensuring
motivation. According to Eccles (2006) and Pintrich (2003) rationales that include a discussion
of the importance and utility value of the work or learning can help learners develop positive
values. Therefore, the recommendation is to provide rationales to maintain and enhance internal,
external, and leadership diversity and inclusion strategies through DID round tables or
discussions. It is also recommended to provide opportunities for DID employees to design
internal, external, and leadership diversity and inclusion approaches based on data, market
trends, and their unique styles.

109
Diversity leaders were central to identifying and creating an employee and business value
proposition that would lead to profit for the organization (Kelly & Dobbin, 1998). Moreover,
despite efforts to dismantle diversity management, diversity leaders saw the nominal return on
investment could impact the business, positive reinforcement on employee engagement, and the
ability to maximize employees skills (Trenerry & Paradies, 2012; Kalev et al., 2006; Kelly &
Dobbin, 1998). Establishing a clear rationale starts by defining the motives and interests behind
diversity that connect to the benefits and impact on the organization (Kreitz, 2008). This is
accomplished by getting employees involved in diversity internal, external, and leadership
diversity and inclusion strategies (Kreitz, 2008).
Collective Efficacy: Collectively the DID team are confident and can (a) maintain
and enhance participation in Employee Resource Groups, (b) hire external people using
diversity hiring practices, and (c) maintain and enhance diversity in the succession planned
for directors and vice presidents to include females and people of color. The results and
findings of this study indicate that 81% of respondents have confidence in their team’s ability to
collectively maintain internal programs, external initiatives, and diversity in leadership. Self-
efficacy theory aids in ensuring collective efficacy is gained. This is explained in the principles if
there is perceived collective efficacy, there is an impact on performance, commitment to the
mission, and the ability to deal with challenges (Bandura, 2000). Moreover, it is further
explained in the principles that feedback and modeling increase self-efficacy (Pajares, 2006).
Therefore, the recommendation is to provide DID employees with diversity and inclusion
analysis strategy sessions, allowing collaboration, peer-to-peer mentoring, and feedback.
According to Kelly and Dobbin (1998), diversity leaders believed their efforts could
attract diverse groups of talent and aid in the organization becoming the employer of choice by

110
the implementation of diversity programs. DID engagement in diversity and inclusion analysis
strategy sessions that allows the team to collaborate, aids in their ability to implement strategies
that lead to HAC becoming the employer of choice. Engaging in strategy sessions that align a
diversity plan to the organization’s strategic plan and organizational performance are leading
best practices (Kreitz, 2008). Some of these strategies that connect to the organization’s strategic
plan and organizational performance are ensuring recruitment staff members are diverse,
recruiting from diverse institutions and organizations, recruiting and aligning with K-12
institutions, and recruiting all working-age generations (Doverspike et al., 2000; Wiley, 1992).
Goal Orientation: DID and Executive Leadership Team in the organization do more
than the bare minimum to meet diversity goals set annually, to include considering the
newest market. The results and findings of this study indicate that 90% of the respondents are
motivated through goals to meet and exceed annual diversity and inclusion goals. Document
analysis revealed that documents outlined industry best practices and benchmarked data. Goal
orientation theory aids in ensuring motivation gained. According to Yough and Anderman
(2006) focusing on mastery, individual improvement, learning, and progress promotes positive
motivation. Therefore, the recommendation is to provide rationale and discussion for the DID
and ELT’s quarterly information sheets of top diversity market trends to compare with DID
current status and meet annual goals. It is also recommended that they continue to track diversity
and inclusion strategies and goals on people’s dashboard to ensure annual goals are met.
According to Kreitz (2008), it’s vital to tie diversity goals to the organization’s strategic
plan, link diversity to performance goals, and then measure the outcome of each goal to
understand the overall impact. Furthermore, Kreitz (2008) recommends that organizations set in
place quantitative and qualitative measures that align to organizational performance to track all

111
the diversity programs to drive leadership accountability. These accountability measures will
drive the success of the internal diversity program (Kalev et al., 2006; King et al., 2010;
Welbourne et al., 2017), external diversity initiatives (Doverspike et al., 2000; Wiley, 1992), and
leadership diversity (Key et al., 2012; Rosett, Leonardelli, & Phillips, 2008).
Organization Recommendations
According to Clark and Estes (2008), organizational culture can be viewed as the
environment within the organization and the shared beliefs of the groups that make up the
organization, as well as the organization’s setting. These factors can be categorized into the
cultural models and cultural settings organizational framework (Gallimore & Goldenberg, 2001;
Rueda, 2011). This organizational framework was used in conducting research on the DID at the
HAC. Table 11 represents the assumed organizational influences and recommendations used in
the study of successfully implementing diversity and inclusion efforts in corporate America.
Each influence was validated as a need or an asset, prioritized, then assigned a recommendation
based on a theoretical principle.

112
Table 11
Summary of Organization Influences and Recommendations
Assumed Organization
Influence*

Asset, Need, or
Insufficient Data
Priority
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation
Cultural Models: The
organization has a culture
of accepting individual
differences.
Insufficient Data Y Effective change
efforts ensure that
all key stakeholders’
perspectives inform
the design and
decision-making
process leading to
the change (Clark &
Estes, 2008).
Provide opportunities for
HAC employees to
collaborate about key
milestones, business
decisions, and strategies.

Supply virtual platform
where HAC employees
can provide ideas,
suggestions, praise, or
feedback on processes,
policies, procedures, or
regulations, in an effort
to make the organization
more efficient and
engaging.
Cultural Setting: The
organization has leaders
that understand and
champion the different
types of diversity
categories.
Asset Y Effective change
efforts ensure that
all key stakeholders’
perspectives inform
the design and
decision-making
process leading to
the change. (Clark
& Estes, 2008)

Effective change
begins by addressing
motivation
influencers; it
ensures the group
knows why it needs
to change. It then
addresses
organizational
barriers and then
knowledge and skills
needs (Clark &
Estes, 2008).
Create a setting that
equips leaders of the
organization with the
talking points and
behaviors to champion
diversity efforts by
discussing how diversity
programs and initiatives
drive organizational
change which enhances
return on investment,
increases employee
engagement, and
removes systematic
barriers.

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Cultural Settings: The
organization allocates
funding to support cultural
training, internal programs,
external initiatives, and
leadership diversity
structures that will enable
interaction, acceptance, and
inclusion of diversity.
Asset Y Effective change
efforts ensure that
everyone has the
resources
(equipment,
personnel, time, etc.)
needed to do their
job, and that if there
are resource
shortages, then
resources are aligned
with organizational
priorities (Clark &
Estes, 2008).
Provide DID, talent
acquisitions, and human
resources departments
with annual budget
allocations to ensure
HAC has an environment
that supports internal,
external, and diversity in
leadership programs run
successfully.

Cultural Settings: The
organization has
accountability channels
(corporate social
responsibility: DID, ethics
department, HR metrics) for
diversity and inclusion if
issues arise.
Asset Y Effective
organizations ensure
that organizational
messages, rewards,
policies and
procedures that
govern the work of
the organization are
aligned with or are
supportive of
organizational goals
and values (Clark &
Estes, 2008).
Create messages,
rewards, policies and
procedures that
encourage HAC
employees to utilize
accountability channels
for diversity, ethics, and
employee relation issues.

DID hosts regular HAC
diversity and inclusion
awareness weeks that
further identify
accountability channels
and encourages
inclusivity.

Cultural Models: The organization has a culture of accepting individual differences.
The results and findings of this study indicate that 36% of the respondents believe the
organization has a culture of accepting individual differences. Organizational change principles
further define cultural models. Clark and Estes (2008) suggest effective change efforts ensure
that all key stakeholders’ perspectives inform the design and decision-making process leading to
the change. Therefore, the recommendation is to provide opportunities for HAC employees to
collaborate on key milestones, business decisions, and strategies. It is also recommended to
supply virtual platforms where HAC employees can provide ideas, suggestions, praise, or

114
feedback on processes, policies, procedures, or regulations, to make the organization more
efficient and engaging.
Cultivating racial, ethnic, and cultural difference in the workforce is key to a competitive
advantage in organizations that enhances creativity and innovation (Kelly & Dobbin, 1998).
Many human resources and diversity leaders maintain the legal policies, procedures, and
regulations while providing other channels of diversity to strength diversity management
strategies while ensuring the utilization of all employees’ talent and skills to make the
organization more efficient and engaging (Kalev et al., 2006; Kelly & Dobbin, 1998). This
approach addressed the sense of urgency surrounding organizations’ need to stay competitive.
By establishing and maintaining these practices, organizations can become an employer of
choice for diverse talent since that was the untapped but necessary labor market to ensure
competitive advantage (Kalev et al., 2006; Kelly & Dobbin, 1998).
Cultural Setting: Leaders understand and champion the different diversity
categories. The results and findings of this study indicate that 100% of the respondents believe
that leaders understand and champion the different diversity categories. The document analysis,
particularly, revealed that identified leaders sponsor and support different diversity and inclusion
efforts. Organizational change theory posits that effective change efforts ensure that all key
stakeholders’ perspectives inform the design and decision-making process leading to the change
(Clark & Estes, 2008). Furthermore, effective change begins by addressing motivation
influencers; it ensures the group knows why it needs to change. Therefore, the recommendation
is to create a setting that equips leaders of the organization with the talking points and behaviors
to champion diversity efforts by discussing how diversity programs and initiatives drive

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organizational change which enhances return on investment, increases employee engagement,
and removes systematic barriers.
While all individuals in the organization aid in helping make an organization inclusive,
diversity leaders and executives are key drivers in optimizing diversity by taking small actions to
change thought patterns, behaviors, and interactions with one another (Kreitz, 2008). To aid in
these changes, policies, and procedures should be created and used as a reinforcement
mechanism to guide best practices in behavior, change initiatives, and processes (Kreitz, 2008).
Executive leaders communicating an aligned vision associated with diversity that connects
strategically to the organization’s performance goals, can enhance return on investment, increase
employee engagement, and remove systematic barriers (Kreitz, 2008). Furthermore, executive
leaders demonstrating they value diversity through their actions and modeled behaviors invites
others to embrace diversity as well (Kreitz, 2008).
Cultural Settings: The organization allocates funding to support cultural training,
internal programs, external initiatives, and leadership diversity structures that will enable
interaction, acceptance, and inclusion of diversity. The results and findings of this study
indicate that 64% of the respondents understood how the organization allocated funding. During
the document analysis, the researcher discovered documents that outlined funding allocations for
diversity and inclusion efforts over a year. The organizational change principles posit that the
effective change efforts ensure that everyone has the resources (equipment, personnel, time, etc.)
needed to do their job and that if there are resource shortages, then resources are aligned with
organizational priorities (Clark & Estes, 2008). Therefore, the recommendation is to provide
DID, talent acquisitions, and human resources departments with annual budget allocations to

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ensure HAC has an environment that supports internal, external, and diversity in leadership
programs run successfully.
According to Trenerry and Paradies (2012), when implemented correctly, diversity
programs aids in increased productivity, larger market share, innovative thinking, improved
employee relations, increased creativity, enhanced organizational performance, greater employee
commitment, and better customer satisfaction. Those diversity and inclusion best practices
include top leadership commitment, diversity as part of the organization’s strategic plan,
diversity linked to performance, measurements, accountability, succession planning, recruitment,
employee involvement, and diversity training (Kreitz, 2008).To implement these best practices,
organizations have to allocate funding to the different departments that own the diversity
initiatives. For example, talent acquisitions would own recruitment, while diversity or human
resources would own succession planning, employee involvement activities, and diversity
training. By resources these areas it aids in an environment that supports internal, external, and
diversity in leadership programs that will run successfully.
Cultural Settings: The organization has accountability channels (corporate social
responsibility: DID, ethics department, HR metrics) for diversity and inclusion if issues
arise. The results and findings of this study indicate that 100% of the respondents understood the
organizational accountability channels to report inequities. The researcher discovered documents
that outlined resources for managers and individual contributors to use should diversity and
inclusion issues arise. The organizational change principles posit that effective organizations
ensure that organizational messages, rewards, policies, and procedures that govern the work of
the organization are aligned with or are supportive of organizational goals and values (Clark &
Estes, 2008). Therefore, the recommendation is to create messages, rewards, policies, and

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procedures that encourage HAC employees to utilize accountability channels for diversity,
ethics, and employee relation issues. It is also recommended for the DID host regular HAC
diversity and inclusion awareness week that further identify accountability channels and
encourages inclusivity.
Cultural competency organizational assessments, as known as diversity audits, help to
evaluate the effectiveness of diversity practices, establish leadership and organizational
accountability, and benchmark best practices (Trenerry & Paradies, 2012). Some research shows
that diversity programming is implemented as a way for employers to eliminate organizational
liability, address ethics and employee relation issues, and boost employee morale rather (Kalev
et al., 2006). Diversity leaders in many organizations also saw that these established
accountability channels reinforced leadership accountability and maximized the utilization of all
talent (Kalev et al., 2006; Kelly & Dobbin, 1998). Therefore, the recommendation to maximize
utilization of accountability channels and establish a diversity week that further encourages
inclusivity is an asset in successfully implementing diversity efforts in organizations.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The purpose of this promising practice study was to examine how HAC effectively
implemented diversity and inclusion efforts. For implementation of training or any other
program, the use of the ADDIE model, an acronym for analysis, design, development,
implementation, and evaluation, can assist in ensuring program success. ADDIE is an
instructional system design model (Kirkpatrick & Kirkpatrick, 2016). The integrated
implementation and evaluation plan follows the New World Kirkpatrick Model (Kirkpatrick &

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Kirkpatrick, 2016). There are four levels of evaluation outlined in this model: reaction (Level 1),
learning (Level 2), behavior (Level 3), and results (Level 4). Each level is described below:
● Level 1: “the degree to which participants find the training favorable, engaging, and
relevant to their jobs” (Kirkpatrick & Kirkpatrick, 2016).
● Level 2: “the degree to which participants acquire the intended knowledge, skills,
attitude, confidence, and commitment based on their participation in the training”
(Kirkpatrick & Kirkpatrick, 2016).
● Level 3: “the degree to which participants apply what they learned during training when
they are back on the job” (Kirkpatrick & Kirkpatrick, 2016).
● Level 4: “the degree to which target outcomes occur as a result of the training and the
support and accountability package” (Kirkpatrick & Kirkpatrick, 2016).
The original Kirkpatrick Four Level Model of Evaluation presented these levels in
sequential order, building on one another. However, the New World Kirkpatrick Model
recommends planning the approach in reverse order, beginning with results (Level 4) first and
ending with reaction (Level 1; Kirkpatrick & Kirkpatrick, 2016).
To further evaluate the success of the implementation of the diversity and inclusion at
HAC, the New World Kirkpatrick Model will be applied to provide a framework for the
recommendation addressing the identified needs and assets of this study. Effective
implementation and evaluation of programs moves beyond event-based programming and should
demonstrate business value contributing to the organizational mission (Kirkpatrick &
Kirkpatrick, 2016). The next sections will ground the reader in the organizational purpose, needs,
and expectations and it will explore Levels 4 through Level 1.

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Organizational Purpose, Need, and Expectations
The purpose of this promising practice study was to examine how the DID at HAC
successfully implemented diversity and inclusion efforts. Diversity hiring and recruitment
practices include recruitment from university and diversity conference, diverse interview panel,
and diverse slates of candidates for positions manager or above. The target selection hiring
process perpetuates diversity in the succession planned for directors and VPs’ roles to include
females and people of color. This stakeholder goal aids in fostering a culture that values and
leverages diversity, while simultaneously embracing inclusive behavior to promote innovation
that increases productivity, profitability, and the people retention strategy.
Level 4: Results and Leading Indicators
The results were provided in external and internal outcomes. According to Kirkpatrick
and Kirkpatrick (2016), external leading indicators include customer response, customer
satisfaction, or industry response. The HAC-specific external outcomes are customer
satisfaction, increased diversity hiring, and increased employer recognition and branding through
external vendors.
Internal leading indicators include quality, production volume, compliance, safety, cost,
efficiency, and employee satisfaction (Kirkpatrick & Kirkpatrick, 2016). The HAC-specific
internal outcomes are increased productivity and profitability, engagement, ERG participation,
people of color and women in leadership, and retention. Table 12 below identifies the outcomes,
metrics, and methods that aids in successfully implementing and evaluating results (Level 4) of
diversity and inclusion efforts.

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Table 12
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased customer
satisfaction and reviews
The number of positive feedback
mentions regarding the organization’s
products and services
Analyze data from media and
customer reports quarterly
Increased external recognition
of diversity in people of color
and women in leadership
The external number of mentions
people of color and women in
leadership position
Communications department
monitors external communication in
the media quarterly

Monitor and track HR data regarding
the numbers of people of color and
women hired annually
Increased external recognition
of diversity in external hiring
people of color and women
The number of external mentions
people of color and women hired
annually
HR department monitor people of
color and women hired annually
Maintained identity as an
Employer of Choice
The number of awards and
recognition
Analyze annual reports to identified
if the organization placed in the top
or increased in standing
Maintained or increased
ranking as Best Place to work
Rank in annual Disability Equality
Index
Rank in annual Corporate Equality
Index
Analyze annual Disability Equality
Index and corporate equality index to
identified if the organization placed
in the top or increased in standing
Maintained or increased
ranking in organizations that
values diversity
Rank within the top 50 on Diversity
Inc
Analyze annual Diversity Inc. report
to identified if the organization
placed in the top or increased in
standing
Internal Outcomes
Increased productivity leading
to increased profitability
The number of products and defects Monitor manufacturing reports
monthly
Increased employee
engagement
The number of engaged employees Analyze results from annual climate
survey data
Increased ERG engagement The number of ERG participants and
memberships
Monitor and track ERG membership
and active participation quarterly
Increased number of women
and people of color in
leadership
The number of women and people of
color in vice president and director
position
Monitor and track HR data regarding
the numbers of people of color and
women in position of leadership
annually
Increased retention rates of
women and people of color
Then number of women and people
of color retained annually
Monitor and track HR data regarding
attrition numbers of people of color
and women annually

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Level 3: Behavior
Critical behaviors. .According to Kirkpatrick and Kirkpatrick (2016), behavior (Level 3)
is the most important level and involves the continual monitoring and improvement of behavior
that connects learning (Level 2) to results (Level 4). The critical behaviors are set in place to
bring about a desired outcome by the stakeholder (Kirkpatrick & Kirkpatrick, 2016). Table 13
below provides critical behaviors, metrics, methods, and time that aid in the successful
implementation of diversity and inclusion efforts in corporate America. The behaviors identified
are observable and measurable part of the implementation and evaluation plan.
Table 13
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. DID establish annual
diversity and inclusion
goals and monitor/report
progress on dashboard
monthly. Goal categories
include internal
programs, external
initiatives, and
leadership
The number of goals
established and the status
of the goals reported on a
monthly basis
DID monitors and reports
these on HR and ELT
dashboard on a monthly
basis
Monthly reporting
2. DID establish and
maintain ERG and
diversity and inclusion
training guidelines
The number of employees
participating in ERGs,
training, and mentoring
DID tracks and reports
ERG membership and
participation, and diversity
and inclusion training on
dashboard
Monthly reporting
3. DID engage in
continuous learning and
self-development
through participating
external training,
benchmarking
conferences, and
partnering with industry
leaders on best practices
The number of DID
members participating in
external training,
benchmarking
conferences and
partnering with other
leaders
DID track department
participation, new
benchmarks, and new
industry best practices
Annual DID team
review
4. DID partner with
external vendors and
achievement conferences
to recruit diverse talent
The number of women
and people of color
recruited from
achievement conferences
DID track and report
number of recruited talent
from achievement
conferences on dashboard
Monthly reporting

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Required drivers. The identification and implementation of required drivers is one of
the most important factors to drive behavior change that leads to results (Kirkpatrick &
Kirkpatrick, 2016). Required drivers are the processes and systems set in place to reinforce
learned behaviors, encourage practice of those behaviors, reward behavior change, and monitor
that change (Kirkpatrick & Kirkpatrick, 2016). In a training study at Western Michigan
University, it was found that only 15% of participants sustained new behaviors learned in
training when there were no systems set in place to reinforce, encourage, reward, and monitor
behavior change (Kirkpatrick & Kirkpatrick, 2016). However, when systems were set in place
85% of participants sustained new behaviors learned (Kirkpatrick & Kirkpatrick, 2016). This
study suggests that required drivers are an essential part of what sustains behavior change. They
should be integrated into the planning process as well as be practical and feasible to implement
in the organization (Kirkpatrick & Kirkpatrick, 2016). Table 14 lists the recommended drivers as
part of the plan that supports the critical behavior of the DID successfully implementing and
evaluating diversity and inclusion efforts.
Table 14
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Provide DID employees with
education and in-person annual
training to maintain and enhance
diversity and inclusion internal,
external, and leadership efforts.
Annually 1, 2, 3, 4
Provide DID employees with
information sheets and job aids,
encompassing research on the
effects of diversity and inclusion
practices.
Monthly 1, 2, 3, 4

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Encouraging
Provide DID employees the
opportunity to meet with leaders
across multiple industry to discuss
and learn about best practices
Annually 1, 2, 3, 4
Provide DID employees with
multiple opportunities to attend
conference on benchmarking best
diversity and inclusion practices
Bi-annually 1, 2, 4
Rewarding
Through monitoring HR and ELT
dashboard, organizational leaders
will provide DID employees with
bonuses based on hitting goals
Annually 1, 2, 3, 4
Monitoring
DID employees will monitor and
report diversity and inclusion
efforts on dashboard
Annually 1, 2, 3, 4
DID employees will report
diversity and inclusion metrics to
federal agencies to ensure
organizations are meeting
regulations
Annually 1, 2, 3, 4

Organizational support. The ELT will play an essential role in supporting the
sustainment of the DID diversity and inclusion efforts. Through the monthly reporting diversity
and inclusion dashboard and interaction with the DID, the ELT will hold the DID accountable
for executing the critical behavior on the job. To support the DID, the ELT will need to allocate
budget, time, and tools to align with their expectation. The ELT will need to allocate funding for
the DID to participate in required training to maintain and enhance their skill and improvement
of diversity and inclusion efforts based on market trends. Furthermore, the ELT will need to allot
time for the DID to partner with external vendors and other leaders in multiple industries to
enhance the organization’s brand. Additionally, they will need to provide the space and tools
needed internally to host diversity and inclusion activities. Lastly, ELT will need to participate in
internal and external efforts to monitor and observe the DID behaviors and the receptiveness of
the diversity and inclusion efforts.

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Level 2: Learning
Learning (Level 2) is the most commonly utilized level in the Kirkpatrick model
(Kirkpatrick & Kirkpatrick, 2016). Learning describes the participants’ ability to acquire
knowledge (I know it), procedural skills (I can do it right now), attitude (I believe it will be
worthwhile), confidence (I think I can do it on the job), and commitment (I will do it on the job;
Kirkpatrick & Kirkpatrick, 2016). In the implementation and evaluation of the DID’s ability to
successfully implement diversity and inclusion effort, it will be important to ensure participants
are learning.
Learning goals. The following list highlights the learning objectives and recommended
solutions resulting from the knowledge, motivation, and organizational influences in Tables 15
and 16.
Knowledge:
1. Describe the internal, external, and leadership diversity and inclusion best practices
(Factual Knowledge)
2. Describe the effect of internal, external and leadership diversity and inclusion best
practices (Conceptual Knowledge)
3. Describe the implementation, maintenances, and enhancement of internal, external, and
leadership diversity and inclusion efforts (Procedural Knowledge)
4. Describe the diversity and inclusion strengths, area of improvements, plans for
adjustments (if necessary) based on market trends and data (Metacognitive Knowledge)
Motivation:
5. Display value in the work they do and the impact of diversity and inclusion on the
organization (Expectancy Value Theory/Utility Value)

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6. Display confidence and interest in the work they do and the impact of diversity and
inclusion on the organization (Expectancy Value Theory/Intrinsic Value)
7. The team displays confidence in their ability to maintain and enhance internal, external,
and leadership diversity and inclusion efforts (Team-Efficacy)
8. Set diversity and inclusion goals (Goal Orientation)
Program. The training program to incorporate the eight learning objectives listed above
and the recommendations within this promising practice study are based on the knowledge,
motivation, and organizational influences. Embedding the eight outcomes in a training program
is essential in the implementation and evaluation plan for the DID to successfully implement
diversity and inclusion efforts. It is recommended HAC allocate funding for DID to participate in
a 4-day, in-person facilitated training program. The DID leadership would partner with an
external vendor to provide one day of diversity and inclusion best practices training, two days of
innovations, new market trends, and implementation strategy sessions, and one day of
collaboration with leaders in multiple industries on best practices. The training would take place
during the last quarter of the calendar year since that is the DID planning and preparation time.
The training would alternate between an east and a west coast location every year. Breakfast and
lunch would be provided all four days. Work computers and phones would be limited through
the session so the stakeholders could be fully present and participate in the training session. The
facilitator will authorize three technology breaks daily.
Day one of training would ground the DID in the purpose and benefits of implementing
and sustaining effective diversity and inclusion efforts. Following that, the day will consist of
four major topics known to improve diversity: building a business case for diversity and
inclusion; cultural competence; metrics, measurements, and assessments; and inclusive

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leadership. Building the business case for diversity and inclusion encompasses a high-level
history of journey, followed by a business driver for diversity and inclusion and ending on with
maximizing a multicultural, multigenerational workforce. Cultural competence will examine
unconscious bias, micro-inequities, and elements of culture. Metrics, measurements, and
assessments will cover keeping leaders accountable through diversity and inclusion measures.
Finally, inclusive leadership will cover traits and behaviors of inclusive leaders and strategic
diversity in leadership. The facilitator will conduct activities, to include role-plays, case studies,
scenarios, and small group discussion. The facilitator will coach DID to give each other
constructive feedback.
Days two and three of the training would focus on innovation, new market trends, and
possible implementation strategies for new initiatives. Day two would start with a deep dive into
diversity and inclusion impact on strategic innovation and end with exploring the newest market
trends and data. Day three would be a workshop where the DID employees work together to start
developing strategies to be used in the upcoming year to maintain and enhance diversity and
inclusion efforts in the organization. Similar to day one, the facilitator will conduct activities like
role-plays, case studies, scenarios, and small group discussion. The facilitator will coach DID to
give each other constructive feedback.
The first half of day four of the training would be a presentation from up to three leaders
in different industries who will discuss the best diversity and inclusion practice in their
organizations. After the presentation, the DID employees would continue to refine and modify
their diversity and inclusion strategy to be used in the upcoming year.
The development of the strategic plan for the upcoming year would include updating,
adding, or eliminating policies and procedures to reflect current best practices, setting diversity

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and inclusion goals based on the direction and needs of the organization, and creating a plan to
identify and address critical areas.
Evaluation of the components of learning. Table 15 lists the methods and activities as
well as the timing to evaluate the knowledge, procedural skills, attitude, confidence, and
commitment of the DID recommended training programs. Formative evaluation during the
program, most commonly used in Level 2, and summative evaluation after the program, most
commonly administered through survey, will be used.
Table 15
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it. ”
Knowledge check using identified concepts to
demonstrate learning
During training
DID explain newly acquired concept in roundtable and
group activity
During training
Pre and post assessment 10 minutes before and 10 minutes after training
Procedural Skills “I can do it right now. ”
During DID role play and round tables, use an
observation checklist identifying participants can
implement internal, external, and leadership diversity
and inclusion strategies
During training
Feedback and coaching from DID peers provided after
role play, scenarios, and
During training
Attitude “I believe this is worthwhile. ”
Likert scale survey completed by the DID 6 months after training
Peer group discussion about the value, relevance, and
timeliness of training
At the end of training
Confidence “I think I can do it on the job. ”
Likert scale survey completed by the DID at the end of
each training session
6 months after training
Peer group discussion about the value, relevance, and
timeliness of training
At the end of training
Commitment “I will do it on the job. ”
Likert scale survey completed by the DID 6 months after training
DID employees develop action plan using the SMART
goal framework to track progress
At the end of training

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Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016), suggest that reaction (Level 1) is the simplest to
implement, evaluate, and make adjustments based on participants’ feedback. Reaction evaluates
a participant’s engagement, relevance of the content, and overall satisfaction of the program
(Kirkpatrick & Kirkpatrick, 2016). Formative and summative evaluation methods are used to
measure DID reaction to the program as seen in Table 16 below.
Table 16
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Instructor observation During training
Active interaction during group activities During training
Asking meaningful questions During training
Anonymous survey 6 months after training
Relevance
Pulse check via group discussion During training
Anonymous survey 6 months after training
Customer Satisfaction
Pulse check via group discussion During training
Anonymous survey 6 months after training

Evaluation Tools
Kirkpatrick and Kirkpatrick (2016) suggests a blended evaluation approach that
immediately incorporates reaction (Level 1) and learning (Level 2) questions on a survey directly
after a training program. They also suggest using a delayed approach to evaluate behavior
(Level 3) and result (Level 4) to understand how participants applied learning to the job and the
accompanying results (Kirkpatrick & Kirkpatrick, 2016). The following section summarizes the
evaluation tool used immediately following the program implementation and the delayed
evaluation tool used after a period of time following the program implementation.

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Immediately following the program implementation. Immediate evaluation, consisting
of reaction (Level 1) and behavior (Level 2), asks questions regarding the level of confidence
and commitment to apply what was learned and questions regarding application and outcomes of
knowledge (Kirkpatrick & Kirkpatrick, 2016). Level 1 questions seek to assess engagement,
relevance, and customer satisfaction, while Level 2 questions assess declarative knowledge,
procedural skills, attitude confidence, and commitment (Kirkpatrick & Kirkpatrick, 2016). An
immediate evaluation tool has been created for the recommended DID training program
identified in this promising practice study. The tool consists of 15 questions: 10 Likert rating
scale questions and five open-ended questions (See Appendix B). The evaluation tool should be
distributed to the DID participants directly following training.
Delayed for a period after the program implementation. Delayed evaluation,
consisting of reaction (Level 1), learning (Level 2), behavior (Level 3), and result (Level 4),
seeks to further understand the impact of training by assessing how behavior shifts based on
training content (Level 3) and the accomplished results based on learnings (Level 4; Kirkpatrick
& Kirkpatrick, 2016). Additionally, delayed evaluation reexamines reaction (Level 1) and
learning (Level 2) to assess to continually assess the effectiveness of the program. A delayed
evaluation tool has been created for the recommended DID training program identified in this
promising practice study. The tool is to be administered three months and six months after
training. The tool consists of 15 questions: 10 Likert rating scale questions and five open-ended
questions (See Appendix C). The evaluation tool should be distributed to the DID participants
directly following training.

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Data Analysis and Reporting
Upon the data collection completion, Kirkpatrick and Kirkpatrick (2016) suggest
analyzing and reporting the data to help inform future iterations of the program that will enhance
and maximize the results and value. As data are collected and analyzed, it is best to address
revealed issues in a timely manner to aid in successful program outcomes (Kirkpatrick &
Kirkpatrick, 2016). For this DID program, it is recommended that data be collected, analyzed,
and reported during and directly after training to maximize information and make adjustments to
ensure program success. The data will be collected by the facilitator by inquiring among the
participants in the session, walkthroughs during group activities, and surveying after the
program. Data will be analyzed and reported through a dashboard to communicate the status of
the program and allow for leaders in the organization to identify ways to reinforce, encourage,
reward, and monitor DID development.
Summary
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick (2016) was used to design
the recommended DID training program plan, implementation, and evaluation to optimize
achieving the desired stakeholder and organizational goal. The DID training program was
designed to enhance participants’ skills, ability, and desire to successfully implement diversity
and inclusion efforts in corporate America. Reaction (Level 1), learning (Level 2), behavior
(Level 3), and results (Level 4) was applied in the reserve order to ensure training design focused
on yielding results that would enhance stakeholder and organizational success (Kirkpatrick &
Kirkpatrick, 2016). Results (Level 4) focused on external and internal leading indicators. Next,
behavior (Level 3) identified the critical behaviors and the required drivers needed to tie what
was learned (level 2) in the program to the external and internal results (Level 4). Additionally,

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learning (Level 2) described participants’ ability to acquire knowledge, procedural skills,
attitude, confidence, and commitment within the program. Finally, reaction (Level 1) evaluates
participants’ engagement, relevance of the content, and overall satisfaction of the program
(Kirkpatrick & Kirkpatrick, 2016).
Strengths and Weaknesses of the Approach
Clark and Estes’ (2008) gap analysis framework and Kirkpatrick and Kirkpatrick (2016)
New World Kirkpatrick Model provided a solid approach for research factors that aided in the
successful implementation of diversity and inclusion programs in corporate America. The
methodical qualitative approach, utilizing interviews and data collections, further strengthened
this promising practice study. However, the singular stakeholder approach, time constraints, and
the organization’s inability to release relevant proprietary data due to government clearance
restrictions presented a weakness of this study. The DID is the primary and essential stakeholder
in successfully implementing diversity and inclusion efforts, whereas executive leadership and
middle managers are key in driving these efforts. Time constraints and government clearance
restrictions also presented a challenge in observing the DID and reviewing documents. While
these weaknesses were present, they were accounted for in the approach of the study.
Limitations and Delimitations
Limitations essential to highlight since there are factors outside of the researcher’s locus
of control. According to Merriam and Tisdell (2016), studies are subject to limitations due to
access, resources, or other variables that have the potential of misrepresenting data or presenting
inaccurate information. Variables that were outside of the researcher’s control include
● Truthfulness of DID participants to give honest and accurate information

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● Inability to interview DID participants in person due to the security measures that
prohibit recording devices on HAC property
● Inability to share HAC proprietary information and intellectual property
● Inability to observe meetings in person due to the global nature of HAC and budget
constraints
● Inability to observe meetings due to time constraints
● Time, limiting this study to just the role of the DID and not the role of organizational
leadership needed to sponsor, champion, and manage change efforts as it relates to
diversity and inclusion
● Time constraints and scheduling conflicting, limiting each participant to participate in the
full study by answering each question
● Document sources being incomplete since they were not made to be used in research
(Merriam & Tisdell, 2016)
● The authenticity and accuracy of the document sources (Merriam & Tisdell, 2016)
Delimitations are the decisions the researcher makes that may have implications for the study.
The delimitations that affected this study are that data were only collected from DID. Data were
not collected from leadership or other employees. Also, data for interviews and document
analysis were collected simultaneously.
Future Research
In the future, there are two critical research areas fundamental to the study of the
successful implementation of diversity and inclusion programs in corporate America. The field
of research would greatly benefit from studying executive leadership and middle managers’
ability to own the message of diversity and inclusion and employees’ sense of belonging as a

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result of executive leadership and middle managers’ ability to operate inclusively. As mentioned
in the limitations and delimitations outlined in Chapter Three, this study primarily focused on the
DID’s ability to implement and maintain diversity and inclusion efforts.
The first critical research area recommended for future research is executive leadership
and middle management’s knowledge and motivation to establish their roles in the
implementation of diversity and inclusion efforts. The DID designs, develops, implements, and
maintains diversity and inclusion efforts in the organization. However, based on this study, it
was evident that executive leadership and middle managers needed to own and believe in the
diversity and inclusion message for the internal programs, external initiatives, and diversity in
leadership to be successful and have lasting change to organizational performance, profit, and
people retention strategy. The lack of data and focus on these stakeholder groups can be
misleading when implementing the recommendations outlined in this study since they are a key
variable in carrying out diversity and inclusion strategy in the organizations.
The second area to study is the employees’ sense of belonging as a result of executive
leadership and middle managers’ ability to operate in an inclusive manner. Diversity and
inclusion were implemented as a result to ensure equity and equality of people in organizations
being different based on background, culture, experience, age, gender, sexual preference, veteran
status, and a host of other identifying characteristics. The success of diversity and inclusion is
seen in employees’ belief that can bring their whole self to work as a result of the diversity and
inclusion efforts that were sat in place and executive leadership and middle managers’ ability to
operate in an inclusive manner. Studying their sense of belonging could further add to this body
of work and give a well-rounded view of all stakeholders involved or impacted by diversity and
inclusion efforts.

134
Conclusion
In conclusion, this dissertation examined 11 knowledge, motivation, and organizational
influences critical to the DID when successfully implementing diversity and inclusion efforts.
The research questions that drove the design, theoretical framework, methodology, data analysis,
and recommendations of this promising practice study were
1. What are the knowledge and motivational assets that account for DID high achievement
of its goals in internal initiatives, external programs, and diversity in leadership?
2. What is the interaction between organizational culture and context, and stakeholder
knowledge and motivation?
3. What recommendations in the areas of knowledge, motivation, and organizational
resources may be appropriate for solving the problem of practice at another organization?
The 11 knowledge, motivation, and organizational influences were validated by the
qualitative data collection through interviews and document analysis. The recommendations for
this promising practice were identified and developed as a result of a detailed theoretical and
empirical literature review combined with the outcome of the data collection. Therefore, to
successfully implement and maintain diversity and inclusion efforts, the DID can use methods
identified in this study to aid in their performance goals.

135
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Appendix A
Guidance for Recruitment Material
Guidance for Recruitment Materials

Recruitment materials should contain:
● the name and address of the investigator or facility
● the condition under study or purpose of the research
● a statement that the subjects participation is voluntary
● the criteria to determine eligibility
● the time or other commitment required
● the location of the research
● the person to contact for further information
Note: Compensation cannot stand out from the surrounding font.
Recommendations on writing a recruitment email/letter:
● Provide a formal greeting at the start of the email/letter
● Make it clear who is requesting their participation and include a clear description of who
you (the investigator) are.
● Indicate that this request is part of research being conducted through the University of
Southern California
● Make it clear why “xx, yy and zz” are the specific target populations.
If this is a student study, it is recommended that you state something like “This survey is a
component of a doctoral dissertation by student Tommy Trojan through the University of
Southern California.” If you use “USC”, spell it out at the first use.
Make sure the formatting of the document is consistent, using the same font, space breaks
between paragraphs, etc. Potential participants may not open suspect email documents - we are
often advised not to click on links from suspicious emails, and emails of concern often include
strange formatting.
When you send emails to a lot of people, use the “bcc” function.
Example Recruitment Email/Letter:
Dear
My name is Shawna Hudson from the University of Southern California, and I am conducting a
research study focusing on successfully implementing diversity and inclusion programs into
corporate America. You may be eligible to participate in the study if you are a member of the
diversity and inclusion department at Northrop Grumman. Participation is voluntary. If you
agree, you will be asked to complete a phone interview.

The study procedures are anticipated to take no more than 45 minutes to complete.

142
If you have questions or would like to participate, please contact me at 323-872-6225 or
crhudson@usc.edu.

Thank you,
Shawna Hudson
Student at the University of Southern California

143
Appendix B
Information Sheet
INFORMATION SHEET FOR EXEMPT RESEARCH
STUDY TITLE: The Successful Implementation of Diversity Efforts in Corporate America: A
Study of Promising Practice
PRINCIPAL INVESTIGATOR: Cashawna Hudson
FACULTY ADVISOR: Dr. Kenneth Yates
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE
The purpose of this study is to identify the best practices needed to successfully implement
diversity and inclusion programs in a corporate company. The researcher will identify the
knowledge, motivation, and organizational influences needed to successfully implement
diversity and inclusion programs. These words can be defined as followed:
● Knowledge – What you, the team, and the organization knows
● Motivation – What you, the team, and the organization values
● Organizational Influences – How the culture of the organization help/hinder our efforts
We hope to learn the practices HAC has used to win multiple awards in diversity and inclusion.
You are invited as a possible participant because you work within the diversity and inclusion
department (the stakeholder of focus).
PARTICIPANT INVOLVEMENT
If you decide to take part, you will be asked to complete a 45-minute interview on diversity and
inclusion practices at HAC. Audio recording will be used to capture your word in its entirety to
conduct a qualitative analysis. At any time, you can decline to participate in this study.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.

144
When the results of the research are published or discussed in conferences, no identifiable
information will be used.
Audio recordings will be automatically transcribed through the Ottr tool and locked under
password in an electronic device. You have the right to ask for transcripts at any time. After use
in the study the recording and transcript will be erased within the next 12 months. Personal
identities will be coded, and no identifying information will be shared. The company name has
been changed as well.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Cashawna Hudson, email:
crhudson@usc.edu phone: 323-872-6225
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

145
Appendix C
Interview Protocol
DID Interview Protocol Introduction:
Hi, My name is Shawna Hudson and I am a research doctoral student at the University of
Southern California. Would like to start by saying thank you for taking the time out of your day
to meet with me. As mentioned in my email communication, I want to take this time to ask you
a few questions related to my dissertation topic on the successful implementation of diversity and
inclusion programs in corporate America. The goal of this study is to understand how internal
programs, external initiatives, and diversity in leadership contribute to organizational
performance, profit, and people retention objectives. As part of this interview I will be taking
notes and recording our time together to make sure I capture your words. The recording and
notes will be transcribed to a locked, controlled computer and then destroyed. The entire
interview process will take about an hour and at the end. Before we begin, do you have any
questions, comments or concerns?

If there are no questions for me, I’d like to ask if you could tell me a little bit about
yourself and your career journey.

Thank you, you have a very interesting background. I asked you to come prepared to tell
me about a time when you achieved something great and you felt accomplished in your work as
it relates to diversity and inclusion.
Now let’s talk about you in the context of D&I:
1. What are the diversity and inclusion practices at HAC? (K)
2. Walk me through the implementation of your diversity programs. (K)
a. How does DID maintain and enhance participation in ERGs? (K)
b. Tell me the steps you take in your external diversity hiring and recruiting
practices? (K)
c. How does the DID ensure diversity in succession planning? (K)
2. What motivates you about D&I? (M)
3. Give me an example of how diversity and inclusion efforts have been useful to the
company (M)
4. Are there other diversity and inclusion efforts? If so, walk me through their
implementation (K)
I would like to go from a micro focus (you and your direct department) to stepping back and
having a macro focus (talk about your organization and D&I holistically)

1. Explain the relationship between D&I inclusion and organizational success? (K)
2. Tell me about a time when a leader championed a D&I effort? (O)
3. How does the organization allocate funding to support D&I efforts? (O)
4. What accountability channels does the organization have as D&I issues arise? (O)
5. Can you tell me ways of how people are supportive of diversity and inclusion? (O)

146
6. Tell me about the culture of the organization? as it relates to innovation? as it relates to
being open to the ideas of others? as it relates to the difference of people? (O)

Very interesting, so we have talked about D&I on a micro and macro level, addressing the work
you do in your department and the organization. Let’s look at D&I as it relates to the
industry/market. I have two more questions I would like to cover in our remaining minutes.

1. How do you monitor and plan towards achieving internal programs, external initiatives,
and diversity in leadership goals during market changes? (K)
2. How do you and the leaders incorporate the newest market trend and research on
diversity effort, improvements into the organization? (M)
INSERT NAME, I really want to thank you for your time that you have spent speaking with me
about your experience in D&I. I know that you are very busy but want to tell you that I truly
value this time that you have spent with me today.
I want to leave you with my contact information should you have any questions, think of
something that you would like to share, or just want to reach out and say hello.
Finally, if I have any follow up questions, what would be the best way of contacting you?
INSERT NAME, again thank you so much, and hope you enjoy the rest of your day.
Additional Questions
1. What are the effects you see in the HAC D&I program? (K)
2. How have your personal values influenced your contribution to DID’s efforts? (M)
3. What outcome do you see as a result of D&I programs? (K)
4. When changes in the market occur in D&I, how do the DID make adjustments in the
organization? (K)
5. How do you evaluate the effectiveness of D&I efforts on performance, profitability, and
people retention? (K)
6. How do you know what D&I efforts to implement based on the needs and culture of your
industry? (K)
7. How are your leaders in the organization displaying understanding of the different types
of diversity categories? (O)
8. How do you measure leadership buy-in and support of D&I efforts? (O)
9. How does the organization fund D&I efforts? (O)
10. Tell me about how the culture of the organization as it relates to diversity and inclusion
training. (O)
11. What type of training contributes to success in D&I? (O)
12. Describe your interest when it comes to implementing and maintaining diversity and
inclusion efforts? (M)
13. In what ways do the DID exceed annual D&I goals? (M)
14. What contribution does the Executive Leadership Team have on D&I goals? (M)
15. What do you attribute your success or failures in implementing D&I programs? (M)
16. How have you attributed to the success and/or failure of D&I programs, to include (a)
maintain and enhance participation in Employee Resource Groups, (b) hire external
people using diversity hiring practices, and (c) maintain and enhance diversity in the

147
succession planned for directors and vice presidents to include females and people of
color. (M)
17. Describe your confidence level in your ability to make and implement diversity efforts in
the department and in the organization? (M)
18. Describe your confidence level in your team’s ability to make and implement diversity
efforts in the department and in the organization? (M)

148
Appendix D
Observation and Document Analysis Protocol
Observation and Document Analysis Protocol
Observation Form and Document Analysis
Date: ________________ Observer: ___________ Organization:________
Start Time: ___________ End Time: ___________ Type: Document/Meeting
Subject/Content: ___________________________________________________
Attendees (or) Document Authors: ____________________________________

Knowledge (Influences and Method of Assessment)

# Influence Observation/
Document
Analysis
Observed?
0 = no
evidence,
1= some
evidence,
2=strong
evidence
Comments/Evidence
/Questions

149
1 DID knows D&I
best practices.
Declarative
(Factual)

OBSERVATION
Video
conferences
Meetings
Sector DID
DOCUMENTS
Reports
Web site
Brochures
Communication
strategy
documents and
slides
Project plan for
diversity and
inclusion.

2 DID knows the
effects of best
practices on D&I.
Declarative
(Conceptual)

150
3 DID know how to
(a) maintain and
enhance
participation in
Employee
Resource Groups,
(b) hire external
people using
diversity hiring
practices, and (c)
maintain and
enhance diversity
in the succession
planned for
directors and vice
presidents to
include females
and people of
color.
Procedural

4 DID implement,
maintain, and
adjust D&I
efforts based on
monitoring
market trends.
Metacognitive

Motivation (Influences and Method of Assessment)

151
# Assumed
Motivation
Influence
Observation/
Document
Analysis
Observed
?
0 = no
eviden
ce, 1=
some
eviden
ce,
2=stro
ng
eviden
ce
Comments/Evidence
Questions
1 Self-Efficacy:
Members of the
DID are confident
they can take the
steps to (a)
maintain and
enhance
participation in
Employee
Resource Groups,
(b) hire external
people using
diversity hiring
practices, and (c)
maintain and
enhance diversity
in the succession
planned for
directors and vice
presidents to
include females
and people of
color.
OBSERVATI
ON
Video
conferences
Meetings
Sector DID

152
2 Collective
Efficacy:
Collectively the
DID team are
confident and can
(a) maintain and
enhance
participation in
Employee
Resource Groups,
(b) hire external
people using
diversity hiring
practices, and (c)
maintain and
enhance diversity
in the succession
planned for
directors and vice
presidents to
include females
and people of
color.

153
3 Expectancy Value
Theory (Utility
Value) – DID
members value
the practice of (a)
maintain and
enhance
participation in
Employee
Resource Groups,
(b) hire external
people using
diversity hiring
practices, and (c)
maintain and
enhance diversity
in the succession
planned for
directors and vice
presidents to
include females
and people of
color.

154
4 Expectancy Value
Theory (Intrinsic
Value) –
Members of the
DID are
interested in (a)
maintain and
enhance
participation in
Employee
Resource Groups,
(b) hire external
people using
diversity hiring
practices, and (c)
maintain and
enhance diversity
in the succession
planned for
directors and vice
presidents to
include females
and people of
color.

5 Goal Orientation:
DID and
Executive
Leadership Team
in the
organization do
more than the
bare minimum to
meet diversity
goals set annually,
to include
considering the
newest market.

155
6 Attribution:
Members of the
DID team
attribute the
success and
failure of the D&I
programs, to
include (a)
maintain and
enhance
participation in
Employee
Resource Groups,
(b) hire external
people using
diversity hiring
practices, and (c)
maintain and
enhance diversity
in the succession
planned for
directors and vice
presidents to
include females
and people of
color.

Organizational (Influences and Method of Assessment)

# Assumed
Organization
Influences
Observation
Document
Analysis Item

2 Resources (time;
finances; people)
Verify project
documentation
and observe in
meetings ...
Observed?
0 = no
evidence,
1= some
evidence,
2=strong
evidence
Comments/Evidence
/Questions

156
1 (Cultural Models)
The organization has
a culture of open-
mindedness and
accepting of
individual differences.
OBSERVATION
Meetings
Leadership
ERG
Workcenters

DOCUMENTS
Reports
Web site
Brochures
Communication
strategy
documents and
slides
Project plan for
diversity and
inclusion.

2 (Cultural Models)
The organization
needs to have leaders
that have taken
cultural sensitivity
training to
understand the
different types of
diversity categories.

3 (Cultural Setting)
The organization have
leaders that
understand and
champion the
different types of
diversity categories.

157
4 (Cultural Settings)
The organization
allocates funding to
support cultural
training, internal
programs, external
initiatives, and
leadership diversity
structures that will
enable interaction,
acceptance, and
inclusion of diversity.

5 (Cultural Settings)
The organization has
accountability
channels (corporate
social responsibility:
DID, ethics
department, HR
metrics) for diversity
and inclusion if issues
arise.

158
Appendix E
Immediate Evaluation Tool
Immediate Evaluation Tool (Levels 1 and 2)
Please use the following rating scale to circle the number that best correlates with how you
feel about each statement.
1 = Strongly Disagree (SD)
2 = Disagree (D)
3 = Neutral (N)
4 = Agree (A)
5 = Strongly Agree (SA)
Statement SD D N A SA
1. The training held my interest 1 2 3 4 5
2. I found value in the training 1 2 3 4 5
3. I am confident I can apply what I learned 1 2 3 4 5
4. I understand diversity and inclusion best practices 1 2 3 4 5
5. I know how to apply diversity and inclusion best practices 1 2 3 4 5
6. The facilitator was engaging 1 2 3 4 5
7. I can describe internal, external, and leadership diversity and
inclusion best practice
1 2 3 4 5
8. I am confident in my team’s ability to enhance diversity practice in
the organization
1 2 3 4 5
9. I know how to apply market trend data to current diversity and
inclusion practices in the organization
1 2 3 4 5
10. I know how to set diversity and inclusion goals that aid in the
organization’s strategic business plan
1 2 3 4 5

Please answer the following open-ended questions.

159
Open-Ended Question Participant
Answer
1. What part of the training was most beneficial?

2. What part of the training was least beneficial?

3. List three key takeaways concerning diversity and inclusion best
practices.

4. How will you apply what you learned on the job?

5. How will you teach others what you learned in training?

160
Appendix F
Delayed Evaluation Tool
Delayed Evaluation Tool (Levels 1, 2, 3, and 4)
Please use the following rating scale to circle the number that best correlates with how you
feel about each statement.
1 = Strongly Disagree (SD)
2 = Disagree (D)
3 = Neutral (N)
4 = Agree (A)
5 = Strongly Agree (SA)
Statement SD D N A SA
1. I have applied what I learned in training on the job 1 2 3 4 5
2. Looking back, the training was a good use of my time. 1 2 3 4 5
3. I remain confident about my knowledge of the diversity and inclusion
best practices
1 2 3 4 5
4. The organization has improved as a result of the diversity and
inclusion effort the DID implemented
1 2 3 4 5
5. I have applied diversity and inclusion best practices in my daily work 1 2 3 4 5
6. My team have enhanced the diversity and inclusion practice in the
organization
1 2 3 4 5
7. I can still describe the internal, external, and leadership diversity and
inclusion best practice
1 2 3 4 5
8. I remain confident in my team’s ability to enhance diversity and
practice in the organization
1 2 3 4 5
9. I have applied market trend data to current diversity and inclusion
practices in the organization
1 2 3 4 5
10. I have set diversity and inclusion goals that’s aiding in the
organization’s strategic business plan
1 2 3 4 5

161
Please answer the following open-ended questions.
Open-Ended Question Participant
Answer
1. How have you applied market trend data to the current diversity and
inclusion strategy?

2. How has the training made you better?

3. How have your team performance enhanced as a result of the training

4. How have you applied what you learned on the job?

5. How have you taught others what you learned in training?

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Hudson, Cashawna (Shawna) R. (author)

Core Title The successful implementation of diversity and inclusion efforts: a study of promising practice

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/12/2020

Defense Date 05/05/2020

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

Tag diversity and inclusion,employee resource groups,engagement,ERGs,hiring,OAI-PMH Harvest,organizational leadership,performance,Profit,recruitment,retention,Training

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Robles, Darline (committee member), Sparangis, Themistocles (committee member)

Creator Email crhudson@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-326562

Unique identifier UC11665933

Identifier etd-HudsonCash-8662.pdf (filename),usctheses-c89-326562 (legacy record id)

Legacy Identifier etd-HudsonCash-8662.pdf

Dmrecord 326562

Document Type Dissertation

Rights Hudson, Cashawna (Shawna) 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...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA