Learning from diversity: A theoretical exploration

• 成果类型: Article; Proceedings Paper
• 署名作者: Foldy, EG
• 署名单位: New York University
• 刊物名称: PUBLIC ADMINISTRATION REVIEW
• ISSN/ISSBN: 0033-3352
• 发表日期: 2004
• 页码: 529-538
• 关键词: work group processes; demographic diversity; ORGANIZATIONS; BEHAVIOR; POWER; LEGITIMATION; IDENTITY; people; GENDER; threat

摘要

Public-sector organizations tend to be more racially and ethnically diverse than private-sector organizations, leading to the challenge of enhancing heterogeneous work group effectiveness. Recent work suggests that a group's diversity perspective, or set of beliefs about the role of cultural diversity, moderates diverse group performance. One perspective, the integration and learning perspective, argues that heterogeneous groups function better when they believe that cultural identities can be tapped as sources of new ideas and experiences about work. However, simply holding the integration and learning perspective may not be sufficient. Research on general group learning has shown that it requires particular behaviors and cognitive frames. This article integrates recent work on diversity perspectives with long-standing research on team learning to propose a conceptual model of learning in culturally diverse groups. It suggests that both the integration and learning perspective and more generic learning frames and skills must be present.