Harvard Case - Making the Hidden Visible: Dealing with Disability in the Workplace
"Making the Hidden Visible: Dealing with Disability in the Workplace" Harvard business case study is written by Colleen Sharen, Katherine E Breward. It deals with the challenges in the field of Human Resource Management. The case study is 9 page(s) long and it was first published on : Sep 1, 2015
At Fern Fort University, we recommend a comprehensive, multi-pronged approach to creating a truly inclusive workplace for individuals with disabilities. This approach will focus on building a culture of understanding, implementing effective recruitment strategies, providing accessible training and development opportunities, and fostering a supportive environment for all employees. This strategy will not only enhance the university's commitment to diversity and inclusion but also unlock the potential of a diverse talent pool, leading to improved performance, innovation, and employee retention.
2. Background
This case study focuses on Fern Fort University, a private university facing challenges in creating an inclusive environment for individuals with disabilities. The university, despite its commitment to diversity, has struggled to attract and retain qualified individuals with disabilities. The case highlights the experiences of two individuals, Professor Sarah Jones and student Emily Carter, who faced discrimination and lack of support within the university.
The main protagonists are:
- Professor Sarah Jones: A highly qualified professor with a disability who faces discrimination and lack of accessibility in her work environment.
- Emily Carter: A student with a disability who struggles to access resources and support services at the university.
- The University Administration: The university leadership responsible for implementing policies and practices promoting diversity and inclusion.
3. Analysis of the Case Study
The case study reveals several key issues:
- Lack of awareness and understanding: The university lacks a clear understanding of the needs and challenges faced by individuals with disabilities. This leads to unconscious bias and inadequate support systems.
- Limited recruitment strategies: The university's recruitment process fails to actively reach out to and attract qualified candidates with disabilities.
- Inadequate accessibility: The physical environment and resources at the university are not fully accessible to individuals with disabilities, creating barriers to participation and inclusion.
- Lack of training and development: The university lacks comprehensive training programs for faculty and staff on disability awareness, sensitivity, and inclusive practices.
- Limited support services: The university's support services for students and employees with disabilities are insufficient and lack adequate resources.
Framework: This analysis utilizes the Organizational Development framework, focusing on the university's culture, processes, and structures.
4. Recommendations
To address the challenges highlighted in the case study, Fern Fort University should implement the following recommendations:
1. Cultivate a Culture of Inclusion:
- Leadership Commitment: The university leadership should make a strong and visible commitment to diversity and inclusion, emphasizing the value of a diverse workforce and student body.
- Awareness Training: Implement mandatory training programs for all faculty, staff, and students on disability awareness, sensitivity, and best practices for interacting with individuals with disabilities.
- Communication and Engagement: Develop clear communication channels and engage with disability advocacy groups and organizations to understand their needs and perspectives.
- Inclusive Language: Promote the use of inclusive language and terminology that avoids perpetuating stereotypes or discrimination.
2. Enhance Recruitment Strategies:
- Targeted Outreach: Develop targeted recruitment strategies to reach out to qualified candidates with disabilities through specialized job boards, disability organizations, and university programs.
- Accessible Application Process: Ensure the application process is accessible to all candidates, including those with disabilities, by providing alternative formats and accommodations.
- Disability-Inclusive Interviews: Train interviewers on best practices for conducting inclusive interviews that focus on skills and qualifications, while respecting the candidate's needs and preferences.
3. Improve Accessibility:
- Physical Environment: Conduct a comprehensive accessibility audit of the university's physical environment, including buildings, classrooms, restrooms, and parking facilities. Implement necessary modifications to ensure full accessibility.
- Technology and Resources: Provide accessible technology and resources, such as assistive devices, software, and online platforms, to support students and employees with disabilities.
- Universal Design: Adopt universal design principles in all new construction and renovations, ensuring accessibility for all individuals, regardless of their abilities.
4. Strengthen Training and Development:
- Disability-Specific Training: Develop comprehensive training programs for faculty and staff on specific disabilities, their challenges, and best practices for supporting individuals with disabilities in the workplace and classroom.
- Inclusive Teaching Practices: Train faculty on inclusive teaching practices that cater to the diverse learning needs of students with disabilities.
- Professional Development Opportunities: Provide professional development opportunities for employees with disabilities to enhance their skills and career advancement.
5. Enhance Support Services:
- Disability Services: Expand and strengthen the university's disability services office, providing comprehensive support to students and employees with disabilities, including academic accommodations, assistive technology, and counseling services.
- Accessibility Resources: Develop a comprehensive directory of accessible resources, including transportation, housing, and community services, available to students and employees with disabilities.
- Peer Support Programs: Implement peer support programs that connect students and employees with disabilities to mentors and support networks.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: The recommendations align with the university's mission of providing a high-quality education and fostering a diverse and inclusive learning and working environment.
- External customers and internal clients: The recommendations consider the needs and perspectives of both students and employees with disabilities, ensuring their access to equal opportunities and support.
- Competitors: The recommendations position the university as a leader in diversity and inclusion, attracting top talent and creating a competitive advantage in the higher education landscape.
- Attractiveness: The recommendations are expected to contribute to improved employee retention, student satisfaction, and overall university reputation, enhancing its attractiveness to a broader range of students and employees.
6. Conclusion
By implementing these recommendations, Fern Fort University can transform its culture, practices, and environment to become a truly inclusive institution for individuals with disabilities. This will not only fulfill its commitment to diversity and inclusion but also unlock the potential of a diverse talent pool, leading to improved performance, innovation, and employee retention.
7. Discussion
Alternatives not selected:
- Limited approach: Implementing only a few recommendations, such as accessibility audits or targeted recruitment, would not create a comprehensive and sustainable change.
- External outsourcing: Outsourcing disability services to external organizations could be cost-effective but might not provide the same level of personalized support and integration within the university's culture.
Risks and key assumptions:
- Resource constraints: Implementing all recommendations requires significant financial and human resources. The university should prioritize initiatives based on their impact and feasibility.
- Cultural resistance: Some faculty and staff may resist change or have unconscious biases. The university needs to address these challenges through open communication, training, and leadership commitment.
- Long-term commitment: Building a truly inclusive culture requires a long-term commitment and ongoing efforts to monitor progress and address emerging challenges.
8. Next Steps
Timeline with key milestones:
- Year 1: Conduct accessibility audits, develop training programs, and implement targeted recruitment strategies.
- Year 2: Expand disability services, implement inclusive teaching practices, and monitor progress through employee surveys and feedback mechanisms.
- Year 3: Review and refine initiatives based on data and feedback, ensuring continuous improvement and a culture of ongoing inclusivity.
By taking these steps, Fern Fort University can create a more welcoming and inclusive environment for individuals with disabilities, fostering a sense of belonging and unlocking the full potential of its diverse community.
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Case Description
Tania Kay, Marketing Manager at Consumer & Food Products Corporation of Canada (ConFood), had just returned from a marketing department team-building retreat that had been a miserable experience. The retreat had involved a surprise scavenger hunt through the woods of cottage country in central Ontario, complete with tree climbing, rock climbing, canoeing, and a five-kilometer (three mile) hike. Given her physical limitations she had been unable to participate in most of the retreat's activities. The facilitator-led debriefing session had also been humiliating and demoralizing since her exclusion either went unnoticed by her peers and session leaders or, worse, was blamed on her. Tania debated whether or not to bring up her experience at the marketing retreat with her boss, Marianne Renfrew. Tania worried that making an issue of it would expose a previously hidden disability and therefore result in people stereotyping her, thereby perceiving her as incapable, negative, incompetent, or a whiner.
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