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Home Uncategorized Inclusive Leadership Assignment Report: Evaluating Line Manager Responsibilities for Diverse Workplace Culture

Inclusive Leadership Assignment Report: Evaluating Line Manager Responsibilities for Diverse Workplace Culture

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This formative assessment has been designed to give you as the learner an opportunity to practice the assessment technique which is the basis for assessment 1 (due in week 5). This is a developmental opportunity for you and the cohort will receive generic feedback from the tutor with a reflection of how best to develop your assessment techniques to support assessment 1 (due in week 5).

Task

The HR Business Partner has approached you and suggested that as a Line Manager you consider the potential impact of the implementation of a more inclusive approach to the Line Manager Role. To complete this you would need to consider the following:

  • What is inclusion and how does it differ from diversity?
  • How culture impacts on inclusion and whether this can be predicted due to culture being viewed as either a static or dynamic feature of people and organisations.
  • What potential impact can inclusion have on workplace outcomes and what are the potential drawbacks to you as a Line Manager?

Taking the above into account, write a 500 word report for the attention of the HR BP detailing your consideration of the impact of implementing a more inclusive approach to your role.

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The structure of the Report should be:

  • Introduction (where you briefly state the purpose of the briefing note)
  • The impact of implementing a more inclusive approach to the role of the Line Manager (this should include the potential benefits and drawbacks of the proposal)
  • Conclusion (this will cover your reflections on the potential benefits versus the drawbacks of a more inclusive approach)
  • Bibliography (not included in the word count)

Guidelines

This assignment should be submitted no later than 13:00 on Monday of next week (UK Time). Your submission should be 500 words in length (+/- 10%).

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