「釋義」

學(xué)習(xí)-效能范式著重于整合組織中不同人群深層次的差異，例如人格、態(tài)度、信念和價(jià)值觀。

「應(yīng)用場景」

我們將這種方式稱為學(xué)習(xí)-效能范式。我們論證了培養(yǎng)一種以學(xué)習(xí)為導(dǎo)向的多樣化，也就是人們利用自身作為某個(gè)特殊身份群體的經(jīng)驗(yàn)重新看待工作任務(wù)、產(chǎn)品、業(yè)務(wù)流程和企業(yè)規(guī)范，有利于公司提高效能。

We called this approach the?learning-and-effectiveness paradigm.?We argued that cultivating a learning orientation toward diversity—one in which people draw on their experiences as members of particular identity groups to reconceive tasks, products, business processes, and organizational norms—enables companies to increase their effectiveness.

問題在于，差不多25年后，絕大多數(shù)企業(yè)在多樣性方面未能采用學(xué)習(xí)導(dǎo)向的方式，也沒有獲得多大益處。商業(yè)領(lǐng)袖和多樣化倡導(dǎo)者卻在推行一種基于經(jīng)驗(yàn)主義、簡單化且未經(jīng)證實(shí)的商業(yè)論證，曲解或者忽略了大量研究已證明的事情：在員工比例方面，增加傳統(tǒng)意義上弱勢群體的人數(shù)難以自動(dòng)產(chǎn)生收益。在其他方面如常不變的情況下，采用“添加多樣化，然后攪拌均勻”的方式無法刺激企業(yè)效能或財(cái)務(wù)表現(xiàn)產(chǎn)生飛躍。

The problem is that nearly 25 years later, organizations have largely?failed to adopt a learning orientation toward diversity and are no closer to reaping its benefits. Instead, business leaders and diversity advocates alike are advancing a simplistic and empirically unsubstantiated version of the business case. They misconstrue or ignore what abundant research has now made clear: Increasing the numbers of traditionally underrepresented people in your workforce does not?automatically?produce benefits. Taking an “add diversity and stir” approach, while business continues as usual, will not spur leaps in your firm’s effectiveness or financial performance.

以上文字選自《哈佛商業(yè)評論》中文版2020年11月刊《嚴(yán)肅對待多樣性》

羅賓·伊利（Robin J. Ely） 戴維·托馬斯（David A. Thomas）丨文

馬冰侖?丨編輯?