Managing Multicultural Fet College Essay Example

bias or prejudice between different cultures.

Umfolozi FET College faces similar challenges due to its multicultural composition. The reasons for diversity becoming a key aspect in managing an organization's human resources, as identified by Cascio (1995: 62), include the shift from manufacturing to service economy, globalization of markets, new business strategies that require teamwork, mergers and alliances that require different corporate cultures, and the changing labor market. The multiculturalism at Umfolozi College emerged as a result of the fourth reason. In 2001, the merger of 24 Technical Colleges in KZN into nine Further Education and Training (FET) Colleges was required by new legislation. This led to the creation of Umfolozi FET College, which incorporates Richtek Technical College, Eshowe and Esikhawini Teacher Training Colleges, Mandini Technical College, and eight skills training centers.

The Richtek Technical Training College had a predominantly white staff, while the other sites had predominantly black staff members. This created a significant challenge for leadership and management at the college, as they had to navigate a diverse workforce. It required understanding and redefining the newly merged organizational culture and implementing change. A multicultural leader who is willing to accept and embrace change is essential for this transformation. According to Dubrin (2007: 426), a multicultural leader is defined as someone with the skills and attitudes to effectively relate to and motivate people of different races, genders, ages, social attitudes, and lifestyles.

Dubrin (2007) defines attitudes and skills that promote and protect multiculturalism in the workplace, including various cultures, religions, and languages. However, creating mutual respect and harmony in this environment also comes with its own challenges. The following section explores these challenges in the multicultural workforce. This

paper will specifically focus on five challenges in the college work environment, although there are many more.

• Challenges with a Multicultural FET College include the integration of various campuses, which has been met with resistance from some staff members uncomfortable with mixing with people from different cultures.

The first challenge is a language barrier. Language presents the initial obstacle to effective communication and consequently results in the formation of cliques within the college environment. While South Africa has eleven official languages, certain campuses within the college are reluctant to accommodate other languages. For instance, at Richtek Campus, Afrikaans is the dominant language used in meetings and communication, both verbal and written. This practice excludes individuals who do not speak or understand Afrikaans.

Excluded employees face a language barrier, preventing their participation in constructive discussions and meetings. Lack of access to certain information hinders performance among these individuals. Additionally, IsiZulu is the preferred language in all skills campuses, leading to resistance in using other languages during meetings or correspondences. This language preference has caused conflict due to a lack of tolerance. Another challenge is the resistance to change, as some employees refuse to adapt and prefer maintaining traditional methods.

The FET Colleges had to transition from the old Nated Programmes (N1 – N6) to the new National Certificate (Vocational), causing difficulties for staff who were accustomed to the old programs. This has led to a decline in the throughput rate of college exams, impeding progress in teaching and learning. Additionally, resistance to change is evident in terms of gender, with males acting as the dominant force in decision making. Moreover, the college environment experiences religion-based resistance, as the majority

of employees are Christians and tend to discriminate against those who practice other religions.

The other form of resistance in the college work environment is based on ethnocentrism, in which certain groups perceive their culture as superior to all other cultures. Additionally, there is the challenge of implementing legislated decisions such as the Employment Equity Act and affirmative action policy. The Employment Equity Act's goal is to achieve workplace equity by promoting equal opportunities and fair treatment, eliminating unfair discrimination, and implementing affirmative action measures for designated groups (Africans, coloureds, Asians, women, and people with disabilities) to ensure their equitable representation in all occupational categories and levels. However, there is a high level of resistance, particularly among white males who believe that these policies amount to reverse discrimination against them (Grobler et al., 2006: 85).

Their argument is that these policies intentionally exclude them from potential employment opportunities. The fourth challenge revolves around stereotypes and preconceptions within the college work environment. Employees tend to identify a certain group and judge them collectively, disregarding the individual merits of each group member. According to Grobler et al. (2006: 77), a stereotype is a "fixed, distorted generalization about the members of a group." As a result of these assumptions, certain groups of employees are labeled in a particular way, neglecting their individuality. This has caused low morale and decreased motivation among staff.

Some employees treat colleagues at the same level of authority as subordinates. Managers may not promote employees from a perceived high-risk group or those seen as lowering the standards. Another challenge at the college is the existence of unwritten rules that only apply to certain employees within the organization.

This leads to inconsistent standards across different sections of the college. An example of this is the lack of inclusion of support staff in academic staff development and training. The college focuses on training and developing academic staff while neglecting those in support roles.

Within the college, there is a discrepancy between staff members who work at the main campuses and those at the skills campuses. Staff at the main campuses have more privileges and are considered to be superior. This shows that there is inequality in the way rules are applied. There are no clear rules on how staff development should be handled in a fair and equitable manner.

• Benefits of managing Multicultural FET College

One benefit of managing workplace diversity is that it encourages employees to be more creative and innovative. It allows them to find new ways or methods to deal with work-related issues.

In addition to fostering creativity and innovation, individuals from diverse cultural backgrounds learn effective collaboration strategies. The combination of diverse perspectives results in a wealth of creative minds working towards a shared goal. Consequently, this diversity also introduces a variety of skills that were previously lacking within the college. Another advantage is the improvement of marketing efforts and the reduction of cross-cultural differences in consumer behavior.

According to Dubrin (2007: 421), a multicultural group of decision makers can have an advantage in reaching a multicultural market. One member of a multicultural group can tailor a marketing strategy to show appreciation for the target audience. This approach has been successful at various campuses where multicultural groups have contributed to drafting the college's marketing strategy. It has resulted in positive outcomes. Additionally, promoting a diverse

and inclusive work environment encourages employees to come to work, leading to lower rates of absenteeism and turnover. According to Dubrin (2007: 421), effectively managing diversity can increase job satisfaction among diverse groups, reducing turnover and absenteeism costs. Treating employees fairly without discrimination creates a workplace where they feel at home.

By staying loyal to their employer, employees reduce the likelihood of seeking better job opportunities. Additionally, the college can provide more adaptable and responsive programs to its clients. This can be accomplished by allowing employees to utilize their diverse backgrounds and talents to generate innovative ideas for improving service. Additionally, enhancing service delivery may attract investments from both private and public sectors to the college. As a result, the college will be able to reach more communities and contribute to addressing the nation's critical needs.

• According to Griffin (1996: 432), a multicultural organisation is one that has achieved high levels of diversity, can fully utilize the benefits of diversity, and experiences few problems related to diversity.
• Jackson and Hardiman (1981) in Pope (1993: 203) also support this definition by stating that a multicultural organisation encompasses the contributions and interests of various cultural and social groups in its mission, operations, and service delivery. It actively works to eradicate social oppression within the organization and includes members from diverse groups as full participants, especially in decision-making processes that shape the organization. Furthermore, it also takes responsibility for broader social issues and supports efforts to eliminate all forms of social oppression while educating others about multicultural perspectives.
• However, Pope (1993: 201) argues that sometimes the term "multicultural" is used synonymously with "multiracial" and only refers to racial or ethnic diversity. Other
  

times, it is used more inclusively to encompass diverse groups such as students of color, LGBTQ+ students, international students, students with disabilities, and those with various religious beliefs.

The tool used to measure multiculturalism in an organization will be the second argument.

According to Griffin (1996: 433), not many organizations have truly become multicultural, but more and more organizations are heading in that direction. When an organization becomes multicultural, it exhibits six basic characteristics, as outlined by Griffin (1996: 435). These characteristics include pluralism, full structural integration, full integration of the informal network, no prejudice or discrimination, no gap in organizational identification based on cultural identity group, and low levels of intergroup conflict due to diversity. Pluralism encourages each group within the organization to learn about and respect other cultures. Full structural integration means that the diversity within the organization accurately reflects the external labor market of the organization (Griffin, 1996: 433).

The complete integration of the informal network assists the organization in eliminating "barriers to entry and participation in an organization" (Griffin, 1996: 433), as well as removing any prejudice and discrimination so that "no traces of bias exist, and prejudice is eliminated" (Griffin, 1996: 433). Griffin (1996) has argued that only a few organizations will encompass all six characteristics due to barriers caused by a lack of involvement and understanding from senior leadership or management. Dealing with a multicultural FET College poses challenges for leaders and managers, but there are various methods for creating a truly multicultural organization.

Leaders and managers must ensure the elimination of discrimination and the consistent application of fair treatment in

the workplace. Legislation should be enforced without any double standards. According to Human (2001: 5), understanding diversity management reveals that it supports strong business practices, such as evaluating and managing individuals based on job-related and performance-related criteria. This approach should incorporate opportunities for individuals to express important aspects of themselves, such as language, religion, diet, and domestic differences. Recognizing the advantages of a diverse workforce is essential. Although it may present challenges, there are more positive outcomes associated with effectively managing diversity.

Dubrin (2007: 436) proposes six approaches to creating a multicultural work environment, which include holding managers accountable for diversity, implementing minority recruitment and retention programs, conducting diversity and intercultural training, promoting the development of employee networks, and avoiding group characteristics when hiring for person-organization fit. Cascio (1995: 83) further supports the idea of incorporating diversity concerns into various business strategies such as recruitment, selection, placement, succession planning, performance appraisal, and rewards, in order to maximize the potential of all employees. In addition to these strategies, leaders should embrace transformational leadership by effectively communicating their commitment to change and developing strategies to address resistance. Furthermore, leaders must create an inclusive environment that empowers all employees without any form of discrimination or favoritism.According to Griffin (1996: 435), the management of diversity within an organization can be achieved by both individuals and the organization itself. On an individual level, this involves demonstrating empathy, tolerance, and a willingness to communicate. On an organizational level, it entails implementing policies, practices, diversity training, and creating a diverse culture. In conclusion, the creation of a multicultural college presents numerous challenges for leaders and managers.

Despite the challenges, leaders and managers have the

opportunity to convert them into organizational benefits. It is crucial for organizations to conduct diversity training with all employees, including managers, to understand its importance. Leaders and managers should also grasp the concept of stereotyping and its impact in the workplace. Implementing diversity in various ways is necessary to create an inclusive environment for all employees. Leaders should foster an atmosphere where individuals are recognized as unique and treated accordingly. Effective management of diversity is essential for a successful organization, as its mismanagement can be detrimental.

Diversity is the foundation for how leaders and managers interact with their employees, clients, and the public. By effectively managing diversity, organizations can attract highly skilled employees who contribute to improved service delivery. Improved service delivery attracts and reaches a larger client base. It is important to give each employee the opportunity to showcase their unique talents, as this fosters creativity and innovation. Ultimately, this helps the organization gain a competitive advantage and provide effective service.

1. Leaders and management should ensure equal treatment for all employees in regards to recruitment, training, and promotions, regardless of race, gender, religion, culture, or disability.
2. References:
   1. Cascio, W. F. 1995. Managing Human Resources. 4th Ed. McGraw-Hill, Inc.
   2. USA. Dubrin, A.

J. 2007. Leadership - Research Findings, Practice, and Skills. Houghton Mifflin Company, Boston. Griffin, R. W.

1996. Management. 5th Ed. Houghton Mifflin Company, Boston. Grobler, P., Warnich, S.

Carrell, M. R., Elbert, N. F., Hartfield, R. D.

Human Resource Management in South Africa, 3rd Edition. Human, L. PEOPLE DYNAMICS: Winning at the diversity game, Volume 19, Number.

8, September 2001. Mayer, B. The dynamics of conflict resolution: A practitioner’s guide.

San Francisco. Jossey-Bass, Inc.

The following text, which includes and their contents, can beand unified as:

Multicultural-Organisation Development in Student Affairs: An Introduction. Journal of College Student Development, May 1993, Vol. 34: 201- 205.