[MUSIC] Welcome to Module Four, Communication and Inclusive Leadership in the Workplace. We're going to explore a variety of communication practices related to the six signature traits of inclusive leaders. By the end of this module, you will be able to describe inclusive communication behaviors, connect traits of inclusive leadership with inclusive communication behaviors, and identify types of communication behaviors that facilitate inclusive leadership. Communication skills are crucial for leadership business. Professor Nitin Nohria asserted communication is the real work of leadership. In addition, author Melanie Meador observed how leaders communicate, no matter the audience or the subject matter, can validate or undermine their commitment to inclusion. As I explained in the lesson on the signature trait commitment, one way that inclusive leaders demonstrate their commitment is by frequently making statements about that commitment to inclusion and diversity. An article in Forbes explains that communicating inclusion diversity priorities is the key to creating momentum. Showing your employees that you are listening and taking action based on feedback, the authors offer the following advice. Encourage activities that bring people together. Have conversations about your organizational values and raise awareness on how they demonstrate inclusive behaviors. Ensure that all types of communications, including internal and external communications, have inclusive language and demonstrate your inclusive culture. Actively push for diversity and tell stories that celebrate inclusion while at the same time highlighting the company's efforts to create an inclusive culture. Another way that leaders can demonstrate their commitment is by being proactive about communicating with members of non dominant groups. Remember that our definition of inclusion is processes that help everyone in the workplace feel valued and respected. Inclusive leaders understand that everyone includes non-dominant and dominant groups, they also know that sometimes it is important to center their attention on non-dominant groups. I believe that leaders can benefit from understanding communication challenges that some members of non dominant groups my face. This will prepare them to interact effectively with a variety of individuals in a range of contexts. It also can help them to promote the value of workplace diversity. Let's look at a few communication topics that are especially relevant to members of non-dominant groups in the workplace. To fit into the dominant contexts, members of non-dominant groups may engage in code switching. Code switching involves adjusting one style of speech, appearance, behavior and expression to try to fit in and be accepted in the workplace. A wealth of research exists on African Americans in code switching in the workplace. Key findings include for black people and other racial minorities, downplaying membership in a stigmatized racial groups helps increase perceptions of professionalism and the likelihood of being hired. For instance, a black person may avoid discussing race related incidents in society even when they care about them. Avoiding negative stereotypes associated with black racial identity, for example, incompetence, laziness, or angry black woman, helps black employees to be seen as leaders. Expressing shared interests with members of dominant groups promotes similarity with powerful organizational members. This raises the chance of promotions because individuals tend to affiliate with people they think are like them. Research reports that coat switching can take its toll. When article states that seeking to avoid stereotypes is hard work and can deplete cognitive resources and hinder performance, fainting commonality with coworkers also reduces authentic self-expression and contributes to burnout. The authors encourage leaders to address issues external to the workplace that might affect black employees work experiences. This can demonstrate that leaders care about those black employees. Recall that CEO Tim Ryan took this approach after inviting employees to discuss their feelings and experiences related to escalating racial tensions in the United States. Second, factor is accommodations. Most workplaces are required by law to provide accommodations for persons with disabilities. Examples of accommodations include service animals in the workplace, fragrance-free policies, assistive technologies such as screen magnifiers, workspace modifications, accessibility services such as sign language interpreting for people who are deaf. Or modifications to the existing digital assets to make these iaccessible or interoperable with assistive technologies. Research shows that people with disabilities in general do not experience the same access to work opportunities as their counterparts without disabilities. Depending on the workplace culture, a person with a disability may hesitate to request accommodations due to concerns that others may view them as incapable. In addition, coworkers or others may hesitate to offer help because they don't want to stigmatize that person. Others in the workplace also may unconsciously or consciously believe that the person is not competent. As a result, they may not fully value or respect that person's contributions or concerns. A University student, on the autism spectrum, told me that he stopped asking for testing accommodations. For example, more time or a quiet place to take a test, he felt demoralized after one of his professors made a joke about him when he requested accommodations. He also stopped disclosing his identity to faculty or students because he thought they would pity or devalue him. Pronouncing names correctly. One author asserted that learning to pronounce a colleague's name correctly is not just a common courtesy, but it's an important effort in creating an inclusive workplace, one that emphasizes psychological safety and belonging. She described recurring challenges for herself and other persons who do not have Anglo-Saxon names. For instance, when she followed up with a prospective employer who did not hire her, he admitted that her hard to pronounce name on her resume was a factor for him and not calling her back for an interview. This illustrates what I described in the spotlight on implicit bias related to resume studies on how applicants names affected hiring decisions. She offered suggestions to help persons pronounce names correctly. For example, ask the person to pronounce it and actively listen. In addition, she shared recommendations for persons like her to help them anticipate and manage instances where others might miss pronounce their name. She said that she gently corrects people by saying. Great to see you again. My name is pronounce Ruchika like your cheek. These are just a few communication challenges that members of non-dominant groups might face. I describe more of these in other lessons. Inclusive leaders can be proactive about these communication challenges by learning about them. This will help leaders to develop their cultural intelligence. They can consult research and subject matter experts as well as colleagues who are members of non-dominant groups and they can apply what they learn as they cultivate inclusion in their workplaces. This will help members of non-dominant groups feel valued and respected and it will model how everyone in the workplace can communicate inclusively. Each lesson in this module provides information and ideas for how to communicate inclusively. Topics include interpersonal communication, listening, micro-affirmations, microaggressions feedback, an inclusive meetings. Next, let's explore interpersonal communication, or how we talk to ourselves. See you then.
