Individual Society and Nation

Module-1
Individual differences and personality

Why it is important to study Personality?

The more you know about personalities, the better you will be able to
understand why people do the things they do, and how to communicate
with them. People who design advertisements are experts at how people
think, and can come up with advertisements that help to sell their
products. Society's leaders are experts at making people want to follow
their way of doing things. If you understand other people, you are also
more likely to get along with them and not have wars. Studying your
own personality is also good. The more you understand about how
your mind works and how you think and feel, the better you are able to
control your mind and not just react blindly to what's going on around
you. The term personality comes from the Latin word persona meaning
"mask". Allport defined personality as "the dynamic organization within
the individual of those psychophysical systems that determine his
characteristic behavior and thought."

Structure of Personality

According to Allport, the basic units of personality are personal

dispositions.

Personal Dispositions
Allport distinguished between common traits, which permit inter-
individual comparisons,and personal dispositions, which are peculiar to
the individual. He recognized threeoverlapping levels of personal
dispositions, the most general of which are cardinaldispositions that are
so obvious and dominating that they can not be hidden from
other people. Not everyone has a cardinal disposition, but all people
have 5 to 10 centraldispositions, or characteristics around which their
lives revolve. In addition, everyone hasa great number of secondary
dispositions, which are less reliable and less conspicuousthan central
traits.

Personality theories

(a)Type and Trait approaches: This focus on people’s characteristics,

stubbornness,shyness and so forth and how these characteristics are
organized into systems;(b)Dynamic approaches: Focuses on on-going
interactions among motive, impulses and psychological
processes;(c)Learning and Behavioral approaches: emphasize the ways
habits are acquired through basic condition or learning
processes;(d)Humanistic approaches: emphasize the Self and the
importance of the individual’ssubjective view of the world.

Individual Differences
That people differ from each other is obvious. How and why they differ
is less clear andis the subject of the study of Individual differences (IDs).
Although to study individualdifferences seems to be to study
variance, how are people different, it is also to studycentral tendency,
how well can a person be described in terms of an overall within-
personaverage. Indeed, perhaps the most important question of
individual differences is whether people are more similar to themselves
over time and across situations than they are toothers, and whether the
variation within a single person across time and situation is lessthan the
variation between people. A related question is that of similarity, for
peoplediffer in their similarities to each other. Questions of whether
particular groups (e.g.,groupings by sex, culture, age, or ethnicity) are
more similar within than between groupsare also questions of
individual differences.Individual difference psychology examines how
people are similar and how they differ intheir thinking, feeling and
behavior. For example, people can be classified according tointelligence
and personality characteristics.
Defence Mechanisms
DENIAL
When a situation or fact becomes too much to handle, you may simply
refuse to experience it. By denying reality, you are essentially protecting
yourself from the having to face and deal with the unpleasant
consequences and pain that accompany acceptance. If you tell yourself:
“I’m just a social drinker,” or that “every couple eventually loses the
romance,” for example, you are utilizing denial as a defense mechanism.
And while this may alleviate any short term pain, in the long run, denial
can prevent you from making positive change and can have potentially
destructive ramifications.

REPRESSION
There is a fine line between denial and repression. But where denial
involves the outright refusal to accept a given reality, repression
involves completely forgetting the experience altogether. With
repression, your mind makes the decision to bury the memory in the
subconscious, thereby preventing painful, disturbing or dangerous
thoughts from entering awareness. This is often the case with child
abuse or other traumatic experiences that occurred early on in our
development. While repression, much like denial, may serve immediate
purposes, particularly if you were tormented by a painful experience, if
you do not eventually process and deal with the experience it can have
severe consequences later on.

DISPLACEMENT
Have you ever endured a stressful day at work, then come home and
taken out your frustration on your loved ones? What about a time where
you had an argument with your partner, then got in your car and found
your patience waning with every driver on the road?
With displacement, you transfer your emotions from the person who is
the target of your frustration to someone or something else entirely.
Subconsciously, you believe that to confront the source of your feelings
may be too dangerous or risky, so you shift the focus towards a target or
situation that is less intimidating or dangerous. While displacement may
protect you from losing your job, burning a bridge, or saying or doing
something that could irreparable damage, it will not help you handle the
emotions you are experiencing, and you will also end up hurting
someone completely innocent.

PROJECTION
Imagine you find yourself in a situation where you feel like a fish out of
water. You feel uncomfortable and a bit anxious. You start to see that
others are staring at you, with what you perceive as a critical,
judgmental eye. They do not say anything or do anything that is
objectively negative, but your insecurity about yourself causes you to
“project” your feelings onto others. And the feelings may even become
so intense that you caustically question, “What are you staring at?”

Most of us have found ourselves in a situation in which we project our

feelings, shortcomings or unacceptable impulses onto others. And the
reason we do so is because to recognize that particular quality in
ourselves would cause us pain and suffering. While projection can also
work in a positive way, when you project feelings of love, confidence
and care onto others, when it impacts us in a negative way, it only
compounds the stress and anxiety and prevents us from dealing with
the root of the emotions.

REACTION FORMATION
With reaction formation, you are going beyond denial and behaving in
the opposite way to which you think or feel. Typically, reaction
formation is marked by a blatant display. For example, the man who
preaches his disdain for homosexuality overtly may be a defense against
confronting his own homosexual feelings.

REGRESSION
In times of stress, you may find that your behavior becomes more
childish. This is known as regression. With regression, you revert back
to an earlier level of development and earlier, less demanding behaviors,
as a way of protecting yourself from having to confront the actual
situation. Imagine, for example, having an argument with your partner,
and instead of using conflict resolution tools, you stomp off, slam the
door and give your partner the cold shoulder. The problem with
regression is that you may regret letting your childish behavior become
self-destructive. And this can eventually cause even more problems than
you started out with.

RATIONALIZATION
In the simplest terms, rationalization occurs when you try to explain
your bad behavior away. Consider, for example, that you have an
irrationally angry reaction to a situation in front of someone you like
and want to respect you. Then to try to justify your behavior, you blame
someone else for provoking you. Even if that may be true, it is not the
actual reason for your outburst, it’s an excuse. Rationalization is a
particularly common mechanism for those with more sensitive egos.

SUBLIMATION
Sublimation occurs when you transform your conflicted emotions,
unmet desires or unacceptable impulses into productive outlets. It’s the
situation where you have a stressful day at work, so you go on a long
run to cool off. Or you have a fight with your partner, so turn to writing
music. When used to handle a situation you cannot effectively do
anything about, sublimation is actually a positive form of defense. But
when used routinely to avoid addressing an issue that must be resolved
to move forward, it can have a negative repercussions.

Myers-Briggs Theory
Myers-Briggs theory was developed by the mother-daughter
partnership of Katharine Briggs and Isabel Briggs Myers. It is an
adaptation of the theory of psychological types produced by Carl
Gustav Jung. It is based on 16 personality types, which Jung viewed as
stereotypes (Jung 1921, p. 405). They act as useful reference points to
understand your unique personality (Jung 1957, p. 304).
At the heart of Myers Briggs theory are four preferences. Do you prefer
to deal with:
People and things (Extraversion or "E"), or ideas and information
(Introversion or "I").
Facts and reality (Sensing or "S"), or possibilities and potential (Intuition
or "N").
Logic and truth (Thinking or "T"), or values and relationships (Feeling or
"F").
A lifestyle that is well-structured (Judgment or "J"), or one that goes with
the flow (Perception or "P").
In Myers Briggs theory, for each pair you prefer one style more than the
other. Jung also allowed a middle group where you like an equal
balance of the two. You combine the letters associated with your
preferences to get your Myers Briggs personality type. For example,
having preferences for E, S, T and J gives a personality type of ESTJ.
Although you have preferences, you still use all eight styles - in the same
way that most people are right-handed but they still use both hands.
Extraversion and Introversion - The first pair of styles is concerned with
the direction of your energy. If you prefer to direct your energy to deal
with people, things, situations, or "the outer world", then your
preference is for Extraversion. If you prefer to direct your energy to deal
with ideas, information, explanations or beliefs, or "the inner world",
then your preference is for Introversion.
Sensing and Intuition - The second pair concerns the type of
information/things that you process. If you prefer to deal with facts,
what you know, to have clarity, or to describe what you see, then your
preference is for Sensing. If you prefer to deal with ideas, look into the
unknown, to generate new possibilities or to anticipate what isn't
obvious, then your preference is for Intuition. The letter N is used for
intuition because I has already been allocated to Introversion.
Thinking and Feeling - The third pair reflects your style of decision-
making. If you prefer to decide on the basis of objective logic, using an
analytic and detached approach, then your preference is for Thinking. If
you prefer to decide using values - i.e. on the basis of what or who you
believe is important - then your preference is for Feeling.
Judgment and Perception - The final pair describes the type of lifestyle
you adopt. If you prefer your life to be plannedand well-structured then
your preference is for Judging. This is not to be confused with
'Judgmental', which is quite different. If you prefer to go with the flow,
to maintain flexibility and respond to things as they arise, then your
preference is for Perception.
When you put these four letters together, you get a personality type
code. Having four pairs to choose from means there are sixteen Myers
Briggs personality types.
To learn more about your personality, or Myers-Briggs and Jungian
typology, complete our free online personality questionnaire. It shows
how your unique personality relates to the 16 stereotypes. It also
matches your personality with careers and leadership positions, based
on unique research into career enjoyment adn what makes a good
leader.

Big Five Personality Model

Personality has a direct impact on the behaviors of employees at work.
People's behavior patterns can be broken into a Big Five Personality
Model (also known as O.C.E.A.N.), which will help companies
understand workplace behavior.

Openness
People who like to learn new things and enjoy new experiences usually
score high in openness. Openness includes traits like being insightful
and imaginative and having a wide variety of interests.
Conscientiousness
People that have a high degree of conscientiousness are reliable and
prompt. Traits include being organised, methodic, and thorough.
Extraversion
Extraversion traits include being; energetic, talkative, and assertive
(sometime seen as outspoken by Introverts). Extraverts get their energy
and drive from others, while introverts are self-driven get their
drive from within themselves.
Agreeableness
As it perhaps sounds, these individuals are warm, friendly,
compassionate and cooperative and traits include being kind,
affectionate, and sympathetic. In contrast, people with lower levels of
agreeableness may be more distant.
Neuroticism
Neuroticism or Emotional Stability relates to degree of negative
emotions. People that score high on neuroticism often experience
emotional instability and negative emotions. Characteristics
typically include being moody and tense.
OCEAN personality traits can help explain who we are but it is not our
total personality.

Module –II
Socialization

Human infants are born without any culture. They must be transformed
by their parents, teachers, and others into cultural and socially adept
animals. The general process of acquiring culture is referred to as
socialization.
Successful socialization can result in uniformity within a society.
A continuing process whereby an individual acquires a personal identity
and learns the norms, values, behavior, and social skills appropriate to
his or her social position. Learning the customs, attitudes, and values of
a social group, community,
or culture. Socialization is essential for the development of individuals
who can participate and function within their societies, as well as for
ensuring that a society's cultural features will be carried on through new
generations. Socialization is most strongly enforced by family, school,
and peer groups and continues throughout an individual's lifetime.
Socialization is important in the process of personality formation. While
much of human personality is the result of our genes, the socialization
process can mold it in particular directions by encouraging specific
beliefs and attitudes as well
asselectively providing experiences. This very likely accounts for
much of the difference between the common personality types in one
society in comparison to another.
For instance, the Semai tribesmen of the central Malay Peninsula
of Malaysia typically are gentle people who do not like violent,
aggressive individuals. In fact, they avoid them whenever possible. In
contrast, the Yanomamö Indians onthe border area between Venezuela
and Brazil usually train their boys to be tough andaggressive

How are People Socialized?

Socialization is a learning process that begins shortly after birth. Early

childhood is the period of the most intense and the most crucial
socialization. It is then that we acquire language and learn the
fundamentals of our culture. It is also when much of our personality
takes shape. However, we continue to be socialized throughout our
lives. As we age, we enter new statuses and need to learn the
appropriate roles for them. We also have experiences that teach us
lessons and potentially lead us to alter our expectations, beliefs,
and personality.
Socialization is the process by which children and adults learn from
others. We begin learning from others during the early days of life; and
most people continue their social learning all through life (unless some
mental or physical disability slows or stops the learning process).
Sometimes the learning is fun, as when we learn a newsport, art or
musical technique from a friend we like. At other times, social learning
is painful, as when we learn not to drive too fast by receiving a large fine
for speeding.
Types of Socialization

Natural socialization
occurs when infants and youngsters explore, play and discover the
social world around them.

Planned socialization

occurs when other people take actions designed to teach or train others
-- from infancy on. Natural socialization is easily seen when looking at
the young of almost any mammalian species (and some birds). Planned
socialization is mostly a human phenomenon; and all through history,
people have been making plans for teaching or training others.
Both natural and planned socialization can have good and bad features:
It is wise to learn the best features of both natural and planned
socialization and weave them in to our lives.

Positive socialization

is the type of social learning that is based on pleasurable and exciting

experiences. We tend to like the people who fill our social learning
processes with positive motivation, loving care, and rewarding
opportunities.

Negative socialization

Occurs when others use punishment, harsh criticisms or anger to try to

"teach us a lesson;" and often we come to dislike both negative
socialization and the people who impose it on us. Our prior socialization
helps explain a gigantic chunk of which we are at present -- what we
think and feel, where we plan to go in life. But we are not limited by the
things given to us by our prior social learning experiences; we can take
all our remaining days and steer our future social learning in directions
that we value. Themore that we know about the socialization process,
the more effective we can be indirecting our future learning in the ways
that will help us most.

The following points highlight the five important agencies that have
contributed in the process of socialisation. The agencies are: 1. The
Family 2. The Peer Group 3. The School 4. The Books 5. The Mass
Media.
Agency # 1. The Family:
The family gets the baby first. Hence the process of socialisation begins
in the family. A child is born with some basic abilities that are
genetically transmitted through germplasm. These abilities and
capacities are shaped in ways determined by culture.
The mother with whom the relation of the child is the most intimate
plays a significant role in the process of moulding the child in the initial
stages. Subsequently, father and older siblings transmit to the child
many other values, knowledge and skill that children are expected to
acquire in that particular society.
Agency # 2. The Peer Group:
As the child grows older, his contemporaries begin to influence him. He
spends most of his spare hours outside his work and study schedule
with his peers in the playground and places outside his home. The
attraction of peers is virtually irresistible to him.
He learns from them and they also learn from him. With the passage of
time, the peer group influence surpasses at of parents significantly. It is
not surprising that teen age is the age of parent-child misunderstanding.
In the socialisation of the child, the members of the family, particularly
those who exercise authority over him, and the members of his peer
group exercise two different kinds of influence upon him. Both
authoritarian relationships (typified by the former) and equalitarian
relationships (typified by the latter) are equally significant to him.
He acquires the virtues of respect, constraint and obedience from the
first type of relationships, and the virtues of co-operation based on trust
and mutual understanding from the second.
Agency # 3. The School:
When the child comes to the school, his formal indoctrination into the
culture of the society begins. He is exposed to a wider background than
hitherto known to him. He is formally introduced to the lore and the
learning, the arts and the sciences, the values and the beliefs, the
customs and taboos of the society from a wider circle, his teachers play a
very significant role.
The child may admire, respect and love some of his teachers. The
impression which they make during this impressionable age lasts almost
throughout his life.
Agency # 4. The Books:
In literate societies another important agency of socialisation is the
printed word in books and magazines. Our cultural world—experiences
and knowledge, values and beliefs, superstitions and prejudices—is
expressed in words.
“Words rush at us in torrent and cascade; they leap into our vision as in
newspaper, magazine and textbook…… The words are always written
by someone and these people too—authors and editors and
advertisers— join the teachers, the peers and the parents in the
socialisation process”.
Agency # 5. The Mass Media:
Apart from newspapers which carry printed words, the two other mass
media, viz., the radio and television, exercise tremendous influence in
the socialisation process. They “assault our ears” and communicate
directly their messages and these messages also “contain in capsule form
the premises of our culture, its attitudes and ideologies”.
The role of television, in particular, is very significant. It communicates
directly to both our ears and eyes and thus leaves a strong impression.
In individual cases, of course, the importance of these influences varies.
Different people react to the same suggestion differently. Responses
vary in terms of their natural predilections. “Some of us respect
tradition; others fear the opinion of their peers; and still others prefer to
listen to the ‘thousand tongues’ of conscience”.
David Riesman has characterised the first group as ‘tradition-directed’,
the second as ‘other directed’ and the third as ‘inner-directed’. While
discussing the nature and impact of socialisation process, one cannot
afford to ignore these innate characteristics of human nature.

Module-III
Patriotism and National Pride

Every social group has its own notions of loyalty. The institution of
familyembeds loyalty to the family as a social group. When a son and
his wife and childrenseparate from the rest of the family or when
brothers divide their property, the neighbourhood reacts with sorrow
and not glee. Caste associations emphasize the benefits which come
from an active participation and cooperation between differentmembers
of the same caste. Tribal groups, too, emphasize similar benefits
fromcollaboration.The notion of patriotism is different from such forms
of group loyalty. The differencelies in its close affinity with the state.
Patriotism is not based upon kinship or of shared descent like in
families, castes and tribes. Patriotism is based upon the idea of a nation
and its central institution, the state.

What is Patriotism?
The standard dictionary definition reads “love of one's country.” This
captures thecore meaning of the term in ordinary use; but it might well
be thought too thin.Stephen Nathanson (1993, 34–35) defines patriotism
as involving:
1.Special affection for one's own country
2.A sense of personal identification with the country
3.Special concern for the well-being of the country
4.Willingness to sacrifice to promote the country's good
Accordingly, patriotism can be defined as love of one's country,
identification with it,and special concern for its well-being and that of
compatriots.

Patriotism and nationalism

In the 19thcentury, Lord Acton contrasted “nationality” and patriotism
asaffection and instinct vs. a moral relation. Nationality is “our
connection with therace” that is “merely natural or physical,” while
patriotism is the awareness of our moral duties to the political
community (Acton 1972, 163). Patriotism involves pridein, or
endorsement of, one's country.

National Pride
What are the national pride of India?
National Flag :
The National Flag of India was designed by Pingali Venkayyaandand
adopted in its present form during the meeting of Constituent Assembly
held on the22 July 1947, a few days before India's independence from
the British on 15 August,1947. It served as the national flag of the
Dominion of India between 15 August 1947 and26 January 1950 and that
of the Republic of India thereafter. In India, the term "tricolour"refers to
the Indian national flag. In the national flag of India the top band is
of Saffroncolour, indicating the strength and courage of the country. The
white middle bandindicates peace and truth with Dharma Chakra. The
last band is green in colour shows thefertility, growth and
auspiciousness of the land. This Dharma Chakra depicted the "wheelof
the law" in the Sarnath Lion Capital made by the 3rd-century BC
Mauryan Emperor Ashoka. The chakra intends to show that there is life
in movement and death instagnation.

National Emblem :
The National Emblem features Four lions standing back to back on
a platform. There is a wheel in the centre of the platform. A bull stands
on the right of thewheel and a horse on its left. If you see the corners of
the base you'll spot the outlines of other wheels. The words Satyameva
Jayate ('Truth Alone Triumphs') from an ancient book the Mundaka
Upanishad are written below the picture in Hindi. National Anthem:

The National Anthem is the song Jana-gana-mana. It was written bythe

Nobel Prize winning poet, Rabindranath Tagore in Bengali, but it is the
Hinditranslation which is used officially. Tagore's poem Bharat Bhagya
Vidhata has fivestanzas but only the first stanza is the National Anthem.
The National Anthem wasadopted by the Constituent Assembly on 24
January 1950.The playing time of the National Anthem is 52 seconds.

National Song:
The song Vande Mataram, composed in Sanskrit by
BankimchandraChatterji is India's National Song.

The song was chosen because it had inspired many people during
India's struggle for freedom.

National Bird:
The Indian peacock (Pavo cristatus) is the National Bird of India.The
peacock is a swan-sized bird with a tail of colourful feathers.

National Animal:
The National animal is the majestic tiger ( Panthera tigris).The tiger is a
big 'wild' cat with a thick yellow coat of fur, marked with dark
stripes.It's strength and speed make it one of the most feared animals in
the jungle

National Flower:
The National Flower of India is the lotus. This beautiful flower isfound
on the surface of lakes and even dirty ponds especially during the rainy
season. Itsstem and roots are not visible as they stay under the water
.

The lotus is a popular symbol.Sometimes it is used to show how a good

thing can grow out of a bad place.

Module-IV
Human Rights, Values & ethics

Human rights
Refer to the "basic rights and freedoms to which all humans are
entitled." Examples of rights and freedoms which have come to be
commonly thought of as human rights include civil and political rights,
such as the right to life and liberty, freedom of expression, and equality
before the law; and economic, social and cultural rights, including the
right to participate in culture, the right to food, the right to work, and
the right to education. In the present age of democracy, there is
always a tendency to put all emphasis on the rights and to forget that
rights also imply duties. Every right carries with it a duty. If one has the
right to follow one’s own religion, it is one’s duty to allow others to
follow their own. Rights and duties are equally important and that is
why our Constitution has laid down certain duties for the citizens along
with rights. The inclusion of fundamental duties in the Constitution is
for the feeling of patriotism and to give solidarity to the nation. These
duties are incorporated with the purpose to help the citizens follow a
code of conduct, which would strengthen the nation, protect its
sovereignty and integrity and promote the ideas of harmony. The late
PrimeMinister Indira Gandhi mentioned, “If people keep the
fundamental duties in their mind, we would soon witness peaceful and
friendly relations.”

Our Constitution lays down that it shall be the duty of every citizen of
India
•To abide by the Constitution and respect its ideals, the national flag
and the national anthem.

•To cherish and follow the noble ideas, which inspired the national
struggle for independence.
•To uphold and protect the sovereignty, unity and integrity of India.
•To defend the country and render national services when called upon
to do so.
•To promote the harmony and the spirit of common brotherhood
among all the people of India transcending religious, linguistic and
regional or sectional diversities, to renounce practices derogatory to the
dignity of women.
•To value and preserve the rich heritage of our composite culture.
•To protect and improve national environment including forests, lakes,
rivers and wildlife and have compassion for living creatures.
•To develop scientific temper, humanism and the spirit of inquiry and
reform.
•To safeguard public property and to abjure violence.
•To strive towards excellence in all spheres of individual and collectivea
ctivity, so that the nation constantly rises to higher levels of endeavour
andachievement. Nothing can be got without paying the price. If we
want certain rights, we willhave to perform certain duties also.
Every right implies a duty. These duties make us notonly good citizens
but also responsible citizens.Fundamental duties have put the
fundamental rights in the right perspective. Theyhave balanced one
thing with the other. Fundamental duties have been added to make
thecitizens patriotic and make them realize the importance of protecting
the sovereignty andintegrity of their country

•Fundamental duties have been incorporated in the Constitution of Indi

a to promote the ideas of harmony in the land of diversities and to
strengthen thenation.

Values
When we think of our values, we think of what is important to us in our
lives (e.g., security, independence, wisdom, success, kindness, pleasure).
Each of us holds numerous values with varying degrees of importance.
A particular value may be very important to one person, but
unimportant to another. are conceived of as guiding principles in life
which transcend specific situations may change over time, guide
selection of behaviour and events and which are part of a dynamic
system with inherent contradictions.
Values
the moral principles and beliefs of a person or group Milton Rokeach
(1973; 1979)
“an enduring belief that a specific mode of conduct or end-state
of existence is personally or socially preferable to an opposite
or conversemode of conduct or end-state of existence”.
•Values are beliefs. But they are beliefs tied inextricably to emotion, not
objective, cold ideas.
•Values are a motivational construct. They refer to the desirable goals
peoplestrive to attain.
•Values transcend specific actions and situations. They are abstract
goals. Theabstract nature of values distinguishes them from concepts
like norms andattitudes, which usually refer to specific actions, objects,
or situations.
•Values guide the selection or evaluation of actions, policies, people, an
devents. That is, values serve as standards or criteria.
•Values are ordered by importance relative to one another. People’s
valuesform an ordered system of value priorities that characterize them
asindividuals. This hierarchical feature of values also distinguishes them
fromnorms and attitudes.Ethics is Investigation into the basic concepts
and fundamental principles of humanconduct. It includes study of
universal values such as the essential equality of all menand women,
human or natural rights, obedience to the law of land, concern for
healthand safety and, increasingly, also for the natural environment.

Module-V
Managing Diversity
Diversity refers to any perceived difference among people: age, race,
religion,functional specially, profession, sexualorientation, geographic o
rigin, and lifestyle,tenure with the organization or position and any
other perceived difference. Diversityis more than equal employment and
affirmative action.

Elements of Diversity
•Age
•Gender
•Ethnicity
•Race
•Physical Ability
•Sexual Orientation
•Physical Characteristics
•Income
•Education
•Marital Status
•Religious Beliefs
•Geographic Location
•Parental Status
•Personality Type

Diversity:
The uniqueness of all individuals; includes everyone.

Diversity management
R. Roosevelt Thomas defined managing diversity as “a comprehensive
managerial process for developing an environment that works for all
employees.”
Diversity management is about full utilization of people with different b
ackgrounds and experiences.
Effective diversity management strategy has a positive effect on cost
reduction,creativity, problem solving, and organizational
flexibility.Ensuring that diversity is made visible and fruitful remains a
central concern of diversity management.