Diversity in Organizations
MANA 4326.001
Fall 2011
Monday, Wednesday, Friday
1:00 pm – 1:50 pm
8/26/2011 – 12/9/2011
Instructor: Mr. J. Lambert
Office Room Number: College of Business Administration Building, Room 350E (glass double doors next to the southeastern corner stairwell.
Email Address:
Office Hours: every Wednesday, 2:00pm – 3:00 pm and also by appointment.
MANA 4326.001, Diversity in Organizations
Time and Place of Class Meetings: Monday, Wednesday, Friday, 1:00 pm – 1:50 pm from 8/25/2011 – 12/9/2011 in the College of Business Administration Building Room 147.
Each student has a university e-mail account (with a mavs.uta.edu extension). E-mail messages will be sent via students’ UTA account so check it regularly for instructions and on bad weather days. Weather alerts are also posted on the university web-page. The UTA help desk (817 272-2208) can help you with gaining access to your e-mail account. For grade inquiries you must e-mail from your UTA account.
Any changes to the syllabus will be announced in class.
REQUIRED TEXTS, READINGS, and MATERIALS:
Bell, M. P. 2011. Diversity in Organizations, 2nd Edition. Mason, OH: Southwestern Publishers.
Additional readings as assigned during the semester.
Bring a SCANTRON 880E to class each period for pop quizzes.
COURSE DESCRIPTION: The purpose of this class is to introduce students to theoretical and practical ideas about diversity in organizations, increase understanding of the concept of diversity in organizations, reduce discrimination, and increase fairness and equality to employees, applicants, and customers. It will improve students’ ability to address diversity as a manager and employee. We will learn about historical bases of diversity in the U.S. and in U.S. organizations, about inter- and intra-national diversity, about legislation related to diversity, and about trends in diversity from a variety of sources. This is not a diversity-training course, although some course concepts will be useful for those interested in diversity training.
We will not cover all material in the book, but students are responsible for the material in the chapters and should ask questions if items in the book are unclear. There is a lot of material, so be sure to keep up. Students are encouraged to contribute to discussions, give examples from personal experience, ask questions, and express opinions in class during the lectures, exercises and discussions. Learning to couch our individual experiences and anecdotal evidence against data is an important part of the diversity-learning experience.
Diversity in organizations is a broad topic, affected by many issues outside of organizations, including historical views of men’s and women’s roles (societal norms, socialization), legislation, demographic trends, and other issues. As historical foundations and perspectives provide the opportunity to level-set and increase understanding of present day issues, some of these issues will be covered as well. We will spend time investigating stereotypes and myths, and will use data to help dispel them. As each of us is diverse in many regards, we will have some individual experiences to share regarding the material. For those of you who are currently employed or have ever worked, make notes of examples in your workplace of the diversity concepts addressed in this course. Use what you’re learning to help your organization function better and to increase equality, diversity, and inclusion in the organization.
Standards of Classroom Behavior and Interactions
At times, some of the course material may make us uncomfortable, nervous, angry, guilty, or other emotions. It is therefore very important for us to be sensitive to and respectful of each other and the topic at all times. We are all different and contribute to the diversity in our workplaces. We are also all products of the environments in which we grew up, have visited, and currently live. We have been exposed to many images and messages that have shaped our beliefs, sometimes erroneously (e.g., stereotypes, prejudice, fears). In this class we will learn and grow from each other, as well as from the course content. Discussing topics and ideas does not mean we espouse them, nor does it mean we are racist, sexist, heterosexist, homophobic, or other hold ‘isms’. We will ground our discussions with data, and most importantly, we will be respectful of each other and the topic at all times. If the line of respect is crossed, I will ask for and appreciate your help in turning around and learning from the experience.
Other points about class conduct, learning, and interactions:
1. Together, we are here to learn about very complex issues that have plagued society, in one form or another, since the beginning of civilization.
2. We all have some prejudices or biases against some thing, group, or individual.
3. We all have experienced some level of prejudice.
4. We all have of some lack of knowledge concerning another group or class of people. No one in the class knows everything there is on issues related to diversity, so it is expected that we come to class with an open mind.
5. Learning about diversity issues occurs in a supportive environment, where there is a climate of openness and trust, thus, we will try to discuss honestly our experiences and feelings without fears of being judged, stereotyped, or categorized by our colleagues.
6. Some of the readings, discussions, and presentations in this course will trigger a wide range of emotions-- some of which may be painful or uncomfortable to explore, but exploring these feelings will probably be the greatest catalyst for our growth and development.
7. Students should view expression of alternative viewpoints as an inevitable, necessary, and important part of education about diversity in organizations. Part of a student's learning in this course involves awareness of and understanding of various viewpoints and gaining awareness about one's own point of view.
8. Many students notice that they become acutely aware of diversity issues in and outside of class over the semester. Some students mistakenly believe that they are becoming more prejudiced, etc. because of their class learning. What's actually happening is that students are becoming more aware of things that have always been present, but that they haven't been attuned to.
9. Respect people's confidentiality outside of this classroom. Please mask the identity of individuals who may have been involved in a conversation when discussing the class with those who are not enrolled.
Please turn off your cell phones and pagers before class! Cell phones must be put away; no texting (it’s obvious, and rude). No recording of classes is allowed. Please use laptops only for taking notes. Surfing the web and sending messages is distracting and rude to the professor and to the other students in the class.
Course Objectives
Upon completion of the course, students should have a thorough understanding of diversity in organizations. Specifically, students should:
1. be able to identify and explain the commonly studied areas of diversity and discuss their interactions with one another.
2. be able to discuss the legislation and acts that are related to diversity in organizations and explain the historical and current legal and social issues that affect today’s workers and organizations.
3. demonstrate understanding of factors related to the management of diversity in organizations.
4. understand and be able to express the importance of diversity in organizations to all workers, regardless of level, job, or organization.
5. be able to explain research results relevant to key areas of diversity in organizations.
6. be able to describe and dispel common myths and misperceptions about diversity in organizations.
If you allow it, you may well learn more interesting and useful information in this class (that will help you both inside and outside of work) than you have in any other class you’ve taken in the past.
FORMAT: The course will include readings, cases, in-class exercises and outside assignments, film, and interaction. Students must come to class prepared, having read all assigned readings and supplemental materials as required, and completed all assignments in the proper format. Have all assigned material completed on time. We will discuss readings, assignments, and current events in class. We will not cover all the material in the book; however, you are responsible to keep up with and will be tested on the material and chapters.
This will be a rigorous and demanding course, but hopefully also enjoyable, interesting, and useful. Having taken previous introduction to management, organizational behavior, sociology, and/or psychology courses is helpful to students.
Writing Center: The University of Texas-Arlington has a writing center in the Central Library where students may obtain assistance with their writing projects. They will not write the paper for you, but they can help you become a better writer. Do not hesitate to use them if you need to, and start working with them early enough in the semester to see results. See this for information: http://www.uta.edu/owl/index.htm on the writing center.
COURSE REQUIREMENTS and GRADING:
A grade of A (90%), B (80%), C (70%), D (60%), or F (<60%) will be earned based on on-time and quality completion of deliverables, in-class quizzes, exam grades, and attendance.
The following assignments and possible point amounts are tentative. Changes will be announced in class.
Descriptions of major assignments with due dates:
Assigned materials are to be read or completed prior to class and you must be prepared to participate in class discussion.
Course Assignments:
Interview Assignment: 30 points- Due Monday, November 21, 2011.
Students are to locate three individuals who belong to a different racial or ethnic group than themselves. One interviewee should be younger, another the same age, and another older than you. Ask if you may talk with them for about 30 to 40 minutes for a course assignment. Be prepared and be professional. If doing the assignment in person, be sure to dress professionally.
The first page of the report should be a cover page with your name on it, the name of the assignment (“interview assignment”), and the date on it.
Put the following mandatory items in the following numbered fashion on the second page of your report and for each interview you conducted:
1. Name of interviewee.
2. Race and ethnicity of the interviewee
3. Age of interviewee.
4. Company for which the person works or used to work.
5. Phone number or contact information for the person.
6. Length of time in the position.
7. Education, training, or certifications.
For items 8, 9, and 10 develop your own questions for the interviewee. You may wish to ask
· their thoughts about race in America.
· if they have ever encountered any form of prejudice or discrimination.
· had they ever thought about how life would be if they were another race or ethnicity
· how would they describe their interactions with those from different racial groups.
· have they ever been harassed by law enforcement.
· do they believe that racism will ever cease to exist.
· how diverse is the place for which they work.
· do they feel included at work where they can be their whole selves racially or ethnically.
· etc. Unique and worthwhile questions may receive extra credit.
List the question you are asking and number those items in your report as 8, 9, and 10 etc.
In addition to reporting what the interviewee said, you need to integrate it with course material. Put the names of the course concepts and the page #s where the material is discussed in italics below each item. For example
Relevant course material: “We discussed xyz on page 123 of chapter ##. What the interviewee said is directly supportive of the course materials. She does abc and what the interviewee said is similar to…” or, “This contradicts with…”
Final Team Project: 50 points - Mandatory assignment due beginning Wednesday, December 7, 2011
You and your assigned group will search for newspaper and reputable magazine articles on a business that is undergoing a challenge as it pertains to managing diversity or workplace discrimination. The articles can be old or current. If they are old you must also present to the class an update on the issue currently during your presentation. Your job will be to present the business and pose possible solutions for the business using strategies you learned in class and from the text. A rubric for the team and individual members is attached as a guideline for what is expected. Dress professionally and pretend as if you are presenting to the board of directors of the company. Please email me your presentation the the day before you present no later than noon. A presentation of about 10 – 15 minutes will be due along with copies of articles used and a list of references. You may select from the following list of companies but are not limited to them: Walmart, Cracker Barrell, Coca-cola, Denny’s.
Additional Extra Credit Assignment: Due before Monday, December 5, 2011.
There is an opportunity to earn additional extra credit by preparing a written assignment on the film entitled “Confederate States of America” which can be found on Netflix. We will watch it in class only if time permits. The assignment will be worth 5 points. The assignment should be no longer than 2 pages typed, double- spaced, using 12 point Times New Roman or Arial font. Your goal is to not summarize the movie, but to 1) identify and explain the negative ramifications the movie speculates could have occurred if slavery in the U.S. remained legal, and 2) Try to find comparison between the pro-slavery U.S. economy depicted in the movie with today’s U.S. economy or in other countries, and 3) use references from the textbook, lectures, or reputable journal articles to support your recommendations (approximately 3- 4 paragraphs; a paragraph for each of the three objectives).
15 points:
Spelling and grammar 1 pt
Ramifications 5 pts
Comparisons 5 pts
Application of concepts learned with referenced material 4 pts
Total 15 pts
Participation and attendance: Extra credit worth 5 points
Participation is calculated based upon interaction during class activities and class discussion and is subjective. Each student will create a paper name decal so as to be identified and observed by the instructor. If I can recall your face from discussions by the end of the semester then you will receive an extra credit of 5 points for participation. In order to assist me in recalling your participation, I recommend that a student actively participates in all class activities, and provides relevant input during discussions. I will also be monitoring your team to discover if a team member has not been present for team discussions about your team project.