Introduction

This Assignment report critically assesses the following by looking at the future implementation of a more inclusive approach to the character of Line Manager. While  Ashikali, Groeneveld and Kuipers (2021) stated that enhancing the purposes to increase inclusivity is laudable, consideration should be given to both the calculated connections and the problems that may emerge from such changes.

Impact of Implementing a More Inclusive Approach

Inclusion goes far beyond diversity by seeking to engage diverse groups in the inner workings of organisational processes (Nilholm, 2021). For instance, this demands not just recognition but modification of essential work processes, which might essentially transform regular processes and interact with personnel.(DLMM07-Cross Cultural Management)

Further, Paseka and Schwab  (2020) pointed out that culture within an organisation plays a paramount role in influencing the effectiveness of integration policies. For example, Bunbury (2020) reported that a dynamic culture may be more amenable to change, whereas such changes can also cause tension among staff due to the culture change. (Cross Cultural Management)

On the other hand, Villafuerte and Mosquera (2020) argued that a static culture might lack the dynamism needed for real diversity therefore challenging the ability of culture to facilitate change approaches exclusively. On the positive side, Mulcahy  et al. (2024) asserted there is evidence that diversity improves organisational decision-making and employee commitment.

The downsides must be considered in terms of implementation. Moreover, Finkelstein, Sharma and Furlonger  (2021) concluded that diverse cognition results in enhanced solution finding yet leaves the decision-making duration longer and generates clashes when not well controlled. (Cross Cultural Management)

Potential Drawbacks

The downsides of shifting towards a more inclusive method are non-trivial:

Resistance to Change: According to Dover, Kaiser and Major  (2020), policy and cultural shifts can make some workers uneasy and may lead to a short term reduction in morale and productivity. 

Resource Intensiveness: Hasan, Le and Hoque (2021) stated that the human and financial capital required for staff development, policy change, and monitoring the effectiveness of inclusion can be significant. 

Equity Challenges: Agran et al. (2020) described that attempting to pursue equality may create conflicts and lead to perceptions of unfairness as different groups perceive their special circumstances as not being implemented correctly. (Cross Cultural Management)

Conclusion

While the shift toward integrating a mathematical approach may be very effective theoretically, many difficulties could threaten the stability and productivity of the existing configuration. In addition, risks of disruption, additional costs, and internal opposition should be weighed against the expected gains.

However, a stepwise or more gradual approach as used in this study could be more appropriate to reduce such risks and avoid disruptive changes to the organisation.(Cross Cultural Management)

References

Agran, M., Jackson, L., Kurth, J.A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H. and Wehmeyer, M., 2020. Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 45(1), pp.4-13.

Ashikali, T., Groeneveld, S. and Kuipers, B., 2021. The role of inclusive leadership in supporting an inclusive climate in diverse public sector teams. Review of Public Personnel Administration, 41(3), pp.497-519.

Bunbury, S., 2020. Disability in higher education–do reasonable adjustments contribute to an inclusive curriculum?. International Journal of Inclusive Education, 24(9), pp.964-979.

Dover, T.L., Kaiser, C.R. and Major, B., 2020. Mixed signals: The unintended effects of diversity initiatives. Social Issues and Policy Review, 14(1), pp.152-181.(Cross Cultural Management)

Finkelstein, S., Sharma, U. and Furlonger, B., 2021. The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), pp.735-762.

Hasan, M., Le, T. and Hoque, A., 2021. How does financial literacy impact on inclusive finance?. Financial innovation, 7(1), p.40.(DLMM07-Cross Cultural Management)

Mulcahy, R., Fleischman, D., English, P., Florence, E., Scheepers, R. and Sofia Roennberg, M., 2024. Promoting sport organisations inclusivity initiatives: tailored message frames and audience selection to drive change and attitude towards team. Sport Management Review, 27(3), pp.432-454.(DLMM07-Cross Cultural Management)

Nilholm, C., 2021. Research about inclusive education in 2020–How can we improve our theories in order to change practice?. European Journal of Special Needs Education, 36(3), pp.358-370.

Paseka, A. and Schwab, S., 2020. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European journal of special needs education, 35(2), pp.254-272.

Villafuerte, J. and Mosquera, Y.M., 2020. Teaching English language in Ecuador: A review from the inclusive educational approach. Journal of Arts and Humanities, 9(2), pp.75-90. (DLMM07-Cross Cultural Management)