From Awareness to Action: A Situational Judgment Framework for Assessing Inclusive Leadership Competencies in Engineering Education


Authors : Arnab Sen

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/3x6bw3cu

Scribd : https://tinyurl.com/mh6yusur

DOI : https://doi.org/10.38124/ijisrt/25nov1416

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Abstract : Purpose This paper proposes a transformative framework for diversity, equity, and inclusion (DEI) training within engineering education and practice, shifting the pedagogical focus from passive knowledge acquisition to active competency assessment. It critiques the prevalence of "check-the-box" diversity training in technical fields, which largely fails to mitigate bias or foster genuine inclusion due to its disconnection from technical realities. Instead, this research introduces a Situational Judgment Test (SJT) model designed to evaluate how engineering leaders navigate complex, real-world equity scenarios. The study aims to bridge the gap between abstract DEI concepts and the high-stakes decision-making required in high-reliability organizations (HROs), specifically addressing the intersectional nuances of the Global South.  Design/Methodology/Approach The study employs a qualitative content analysis and reconstruction of 50 specific workplace scenarios, derived from a Critical Incident Technique (CIT) review of anonymous engineering failures, exclusion reports, and discrimination grievances in the technology sector. These scenarios—originally structured as static knowledge checks—are re-engineered into dynamic "work tasks" and categorized into a taxonomy of four core competencies: Structural Equity Engineering, Interpersonal Allyship and Micro-Interventions, Inclusive Design and Accessibility, and Strategic Authenticity. The methodology integrates psychometric principles of SJT development with critical diversity studies to ensure content validity and ecological relevance.  Findings The analysis reveals that effective DEI intervention in engineering requires a paradigmatic shift from defining terminology (e.g., "what is intersectionality?") to applied problem-solving (e.g., "how to restructure a promotion rubric to mitigate affinity bias"). The paper presents a validated matrix for assessing leadership responses to critical issues such as invisible disabilities, caste and gender intersectionality in recruitment, and the dangers of groupthink in safety-critical environments. The findings suggest that "inclusive intelligence" can be operationalized and measured akin to technical competencies, moving beyond self- reported attitudes to demonstrated behavioral intent.  Originality/Value This paper bridges the disciplinary gap between organizational behavior theory and engineering education. It contributes to the literature by converting standard DEI curricula into complex, scenario-based work tasks that address the specific "say- do" gap in technical leadership. Furthermore, it integrates a critical perspective on the "myth of meritocracy" prevalent in engineering cultures, specifically addressing the intersectional nuances of caste and gender within the Indian context, thereby expanding the discourse beyond Western-centric frameworks.

Keywords : Situational Judgment Tests, Inclusive Leadership, Engineering Education, Diversity Competency, Structural Equity, Groupthink, Intersectionality, Caste.

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Purpose This paper proposes a transformative framework for diversity, equity, and inclusion (DEI) training within engineering education and practice, shifting the pedagogical focus from passive knowledge acquisition to active competency assessment. It critiques the prevalence of "check-the-box" diversity training in technical fields, which largely fails to mitigate bias or foster genuine inclusion due to its disconnection from technical realities. Instead, this research introduces a Situational Judgment Test (SJT) model designed to evaluate how engineering leaders navigate complex, real-world equity scenarios. The study aims to bridge the gap between abstract DEI concepts and the high-stakes decision-making required in high-reliability organizations (HROs), specifically addressing the intersectional nuances of the Global South.  Design/Methodology/Approach The study employs a qualitative content analysis and reconstruction of 50 specific workplace scenarios, derived from a Critical Incident Technique (CIT) review of anonymous engineering failures, exclusion reports, and discrimination grievances in the technology sector. These scenarios—originally structured as static knowledge checks—are re-engineered into dynamic "work tasks" and categorized into a taxonomy of four core competencies: Structural Equity Engineering, Interpersonal Allyship and Micro-Interventions, Inclusive Design and Accessibility, and Strategic Authenticity. The methodology integrates psychometric principles of SJT development with critical diversity studies to ensure content validity and ecological relevance.  Findings The analysis reveals that effective DEI intervention in engineering requires a paradigmatic shift from defining terminology (e.g., "what is intersectionality?") to applied problem-solving (e.g., "how to restructure a promotion rubric to mitigate affinity bias"). The paper presents a validated matrix for assessing leadership responses to critical issues such as invisible disabilities, caste and gender intersectionality in recruitment, and the dangers of groupthink in safety-critical environments. The findings suggest that "inclusive intelligence" can be operationalized and measured akin to technical competencies, moving beyond self- reported attitudes to demonstrated behavioral intent.  Originality/Value This paper bridges the disciplinary gap between organizational behavior theory and engineering education. It contributes to the literature by converting standard DEI curricula into complex, scenario-based work tasks that address the specific "say- do" gap in technical leadership. Furthermore, it integrates a critical perspective on the "myth of meritocracy" prevalent in engineering cultures, specifically addressing the intersectional nuances of caste and gender within the Indian context, thereby expanding the discourse beyond Western-centric frameworks.

Keywords : Situational Judgment Tests, Inclusive Leadership, Engineering Education, Diversity Competency, Structural Equity, Groupthink, Intersectionality, Caste.

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