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The role of system thinking tools in enhancing diversity directors' insight into employee of color retention rates: a phenomenological study
Dissertation   Open access

The role of system thinking tools in enhancing diversity directors' insight into employee of color retention rates: a phenomenological study

Marquis Scott
Doctor of Education (Ed.D.), Drexel University
Jun 2024
DOI:
https://doi.org/10.17918/00010630
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Abstract

Diversity directors Minority professional employees Employee retention System thinking Critical Theory
In this study, the researcher examined how system thinking tools can aid diversity directors in understanding and addressing the retention rates of employees of color. Despite increasing awareness of diversity and inclusion's critical value, persistent challenges remain in retaining employees of color, particularly when efforts to promote inclusion are not thoughtfully embedded in organizational planning. Therefore, in this research study, the researcher sought to answer the following questions: What is the school diversity director's perception of factors that impact retention rates for employees of color in independent schools? What do the lived experiences of diversity directors in independent schools reveal about the effectiveness of system thinking tools in impacting employee of color retention rates? What do the lived experiences of diversity directors in independent schools reveal about the influence of system archetypes on employee of color retention rates? Informed by literature streams on factors impacting employee of color retention, system thinking tools, and system archetypes, this phenomenological qualitative study explored diversity directors' lived experiences in independent schools in New Jersey, New York, and Pennsylvania. In-depth interviews with eight diversity directors of color revealed three key findings: a) Independent schools acknowledged the significance of DEI programs but struggled to develop frameworks addressing challenges in building communities for employees of color. b) There was a need for guiding principles to counter organizational patterns adversely impacting employees of color. c) As DEI directors' roles and employee of color needs evolved, independent schools must update DEI strategies by adopting holistic approaches. Therefore, the researcher's primary recommendation in this research study is to integrate theoretical lenses from various disciplines to comprehensively explore the complex dynamics related to the retention rates of employees of color. These theoretical lenses could include Theory U (Scharmer, 2018), system archetypes (D. Kim, 2016), system theory (Patton, 2007), critical theories (Capper, 2018), and system thinking (Stroh, 2015). Furthermore, researchers and scholars could use the findings of this study to explore how utilizing interdisciplinary integration of theoretical lenses can benefit independent schools seeking to understand employee of color retention rates. Keywords: critical theory, diversity directors, employee of color, employees of color retention, and system thinking

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