来源类型 | Research Reports
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规范类型 | 报告
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DOI | https://doi.org/10.7249/RR1148
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ISBN | 9780833092700
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来源ID | RR-1148-OSD
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| Diversity Leadership in the U.S. Department of Defense: Analysis of the Key Roles, Responsibilities, and Attributes of Diversity Leaders |
| Maria C. Lytell; Kirsten M. Keller; Beth Katz; Jefferson P. Marquis; Jerry M. Sollinger
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发表日期 | 2016
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出版年 | 2016
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页码 | 178
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语种 | 英语
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结论 |
Certain Knowledge, Skills, Abilities, and Other Personal Characteristics (KSAOs) Are Required or Preferred for Diversity Leaders- Key roles and responsibilities for diversity leaders include strategic leadership (including leading diversity programs/initiatives), stakeholder engagement, tracking diversity trends, and human resources–related activities.
- To carry out responsibilities within those categories, diversity leaders would ideally have the following KSAOs: interpersonal skills; business expertise; leadership skills; equal employment opportunity (EEO) and military equal opportunity, affirmative action, and diversity knowledge and skills; a driven personality and commitment to diversity; analytical abilities and skills; critical thinking and problem-solving skills; and multicultural competence.
Some KSAOs Can Be Improved Through Training and Education- The scientific literature suggests that certain KSAOs identified as important for effective diversity leaders, such as personality and motivation, are very difficult to develop; interpersonal skills and leadership skills are somewhat difficult to develop; and problem-solving, communication, and technical skills (e.g., business procedures) are the easiest to develop. Those KSAOs less amenable to development should form the basis of selection of diversity leaders, while those KSAOs more amenable to development should be targeted for improvement as part of training and education.
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摘要 |
The study recommends three key steps for DoD's efforts to develop its future diversity leaders through education and training.
- Step 1: Determine whether there should be a separate professional development track for diversity and inclusion (D&I) personnel.
- Step 2: Once the decision about a professional development track has been made and professional track(s) defined, determine relevant training and education requirements. Development should focus on knowledge, skills, abilities, and other personal characteristics that are malleable and/or developable, such as equal employment opportunity and military equal opportunity knowledge. DoD must also calculate how many personnel need to be trained and educated and what types of training and education experiences they need at each career stage.
- Step 3: Determine the means for fulfilling training and education requirements by weighing several key factors (e.g., financial costs, quality of instruction, flexibility). Insourcing would require DoD to provide instruction, whereas outsourcing would involve non-DoD (external) providers, such as non-DoD governmental organizations, D&I experts from academia, and for-profit training vendors.
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主题 | Military Education and Training
; Organizational Leadership Development
; United States Department of Defense
; Workforce Diversity
; Workforce Management
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URL | https://www.rand.org/pubs/research_reports/RR1148.html
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来源智库 | RAND Corporation (United States)
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引用统计 |
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资源类型 | 智库出版物
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条目标识符 | http://119.78.100.153/handle/2XGU8XDN/108235
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推荐引用方式 GB/T 7714 |
Maria C. Lytell,Kirsten M. Keller,Beth Katz,et al. Diversity Leadership in the U.S. Department of Defense: Analysis of the Key Roles, Responsibilities, and Attributes of Diversity Leaders. 2016.
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