PSY FPX 8711 Assessment 4 Intervention Proposal

Assessment 4 Intervention Proposal

Name

Capella university

PSY FPX 8711 Principles of Industrial/Organizational Psychology

Prof. Name

Date

Intervention Proposal

In contemporary organizational settings, fostering an inclusive environment has become imperative for sustaining productivity and promoting employee well-being. This proposal aims to outline an intervention strategy tailored to enhance diversity management and leadership effectiveness within the workplace.

Understanding the Need

In today’s multicultural workplaces, effective leadership necessitates a nuanced understanding of diverse perspectives and cultures. Research by Aritz and Walker (2014) underscores the significance of accommodating varied leadership styles in multicultural groups to optimize collaboration and performance. Similarly, studies by Stoermer et al. (2016) emphasize the influence of national culture on inclusion climate, highlighting the need for culturally sensitive interventions.

Proposed Intervention

The proposed intervention encompasses several key components:

1. Leadership Development: Drawing from insights by Gemeda and Lee (2020), the intervention will offer leadership training tailored to address the diverse needs and cultural nuances within the organization. This training will focus on enhancing leaders’ multicultural competence, emotional intelligence (Drigas & Papoutsi, 2018), and transformational leadership skills (Steinmann et al., 2018).
2. 360-Degree Feedback: Implementing a 360-degree feedback mechanism, as suggested by Garavan et al. (1997), will enable comprehensive performance evaluation and foster a culture of accountability and continuous improvement.
3. Cultural Awareness Workshops: Organizing workshops and seminars on multicultural competence, as advocated by Kite (2015), will facilitate cross-cultural understanding and promote inclusivity within the workplace.
4. Structured Interviewing: Incorporating structured interviewing techniques, in line with recommendations by the Public Service Commission of Canada (2009), will help mitigate unconscious biases in the recruitment and selection process.
5. Post-Training Evaluation Plan: Following Kirkpatrick and Kirkpatrick’s (2013) framework, the intervention will include a robust post-training evaluation plan to assess the effectiveness of the implemented strategies and identify areas for further improvement.

Conclusion

In conclusion, this intervention proposal offers a multifaceted approach to enhancing diversity management and leadership effectiveness within the organization. By fostering a culture of inclusivity and equipping leaders with the necessary skills and awareness, the proposed intervention aims to drive organizational success in today’s increasingly diverse work environments.

References

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. http://www.apa.org/ethics/code/ Aritz, J., & Walker, R. C. (2014). Leadership styles in multicultural groups: Americans and East Asians working together. International Journal of Business Communication, 51(1), 72– 92. https://doi.org/10.1177/2329488413516211 Aysola, J., Barg, F. K., Martinez, A. B., Kearney, M., Agesa, K., Carmona, C., & Higginbotham, E. (2018). Perceptions of factors associated with inclusive work and learning environments in health care organizations: A qualitative narrative analysis. JAMA network open, 1(4), e181003. https://doi.org/10.1001/jamanetworkopen.2018.1003 Badawy, M., Abd El-Aziz, A., Idress, A., Hefny, H., Hossam, S. (2016). A survey on exploring key performance indicators. Future Computing and Informatics Journal,1(1-2),47-52. https://doi.org/10.1016/j.fcij.2016.04.001

PSY FPX 8711 Assessment 4 Intervention Proposal

Drigas, A. S., & Papoutsi, C. (2018). A new layered model on emotional intelligence. Behavioral Sciences, 8(5), 45. https://doi.org/10.3390/bs8050045 Garavan, T.N., Morley, M. and Flynn, M. (1997), “360-degree feedback: its role in employee development”, Journal of Management Development, 16(2), 134- 147. https://doi.org/10.1108/02621719710164300 Gemeda, H. K., & Lee, J. (2020). Leadership styles, work engagement and outcomes among information and communications technology professionals: A cross-national study. Heliyon, 6(4), e03699. https://doi.org/10.1016/j.heliyon.2020.e03699 Girndt, T. (1997) An intervention strategy to managing diversity: Discerning conventions, European Journal of Work and Organizational Psychology, 6(2), 227- 240. DOI: 10.1080/135943297399213 Kite, M. E. (2015). Multicultural competence. Psychology Teacher Network. http://www.apa.org/ed/precollege/ptn/2015/02/multicultural-competence Kirkpatrick, J. D., & Kirkpatrick, W. K. (2013). Creating a post-training evaluation plan. T + D, 67(6), 26-28. http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftradejournals%2Fcreating-post-training-evaluation-plan%2Fdocview%2F1401388385%2Fse -2%3Faccountid%3D27965 Landy, F. J., & Conte, J. M. (2016). Work in the 21st century: An introduction to industrial and organizational psychology (5th ed.). Wiley. Lowman, R. L. (2016). Ethical and professional standards in the practice of consulting psychology. In An introduction to consulting psychology: Working with individuals, groups, and organizations. 111–133). American Psychological Association. https://doi.org/10.1037/14853-007

PSY FPX 8711 Assessment 4 Intervention Proposal

McKenna, J. (2021). Industrial and Organizational Psychology Practices. Capella University, Student Database. McKenna, J. (2021). Outline of a coaching plan. Capella University, Student Database McKenna, J. (2021). Workplace Diversity: How it affects employee performance and productivity. Capella University, Student Database. Ogbeiwi, O. (2017). Why written objectives need to be really SMART. British Journal of Healthcare Management. 23, 324-336. 10.12968/bjhc.2017.23.7.324. Public Service Commission of Canada. (2009). Structured interviewing. www.psc-cfp.gc.ca Sanger, M. R., Nei, D. S., Ferrell, B. T., & Yang, F. (2017). Agency, conscientiousness, and leadership emergence in Asia: How managers in countries with and without British influence differ from each other. Consulting Psychology Journal: Practice and Research, 69(4), 296–314. https://doi.org/10.1037/cpb0000101 Steinmann, B., Klug, H., & Maier, G. W. (2018). The path is the goal: How transformational leaders enhance followers’ job attitudes and proactive behavior. Frontiers in Psychology, 9, 2338. https://doi.org/10.3389/fpsyg.2018.02338 Stoermer, S., Bader, A. K., & Froese, F. J. (2016). Culture matters: The influence of national culture on inclusion climate. Cross-Cultural & Strategic Management, 23(2), 287-305. http://dx.doi.org.library.capella.edu/10.1108/CCSM-11-2014-0135 Swartz, T., Palermo, A., Masur, S., Aberg, A. (2019). The science and value of diversity: Closing the gaps in our understanding of inclusion and diversity. The Journal of Infectious Diseases, 220(2), S33–S41. https://doi.org/10.1093/infdis/jiz174 Whitmore, J. (2009). Coaching for Performance: Growing human potential and purpose: The principles and practice of coaching and leadership (4th ed.) Nicholas Brealey

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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