Course: Management 4102-5116

Course: Management 4102-5116 Management of Diversity Fully Online

Term: A Term elearning.uwf.edu

Professor: Dr. Marian Schultz

Office: FWB Campus Bldg 4; office 464 Office: 314-6905 Phone: 897-3115 home Fax: 897-3130

Textbook: Management of Diversity: Understanding and Managing Diversity, 5/E, by Carol Harvey, M. June Allard. Publisher: Prentice Hall; Copyright: 2012;

Second required book: The Gift of Fear by Gavin DeBecker.

Course Description:

Roles, behaviors, career paths, motivational strategies, obstacles, and collegial reaction to managing diversity within the labor force are an integral aspect of the course. Personal assessment of communication styles and diversity in management styles will be developed. Discussions focus on diversity awareness and strategies to enhance productivity through team effort. Emphasis will be placed on proactive steps to integrate a diverse work force toward a more productive unit. Offered concurrently with MAN 5116; graduate students will be assigned additional work. Course Objectives:

 To understand the current role of women in management  To study management as it relates to gender, age, culture…  To participate in discussions analyzing gender, age, culture… as it relates to issues of promotion, careers, stress, managerial functions, recruitment, mentoring, conflict, motivation and discrimination  To discuss and better understand issues that pertain to the overall impact of diversity in the workforce and to develop proactive behaviors to respond to the need for increased productivity across the workforce  To be able to view situations from various perspectives, both male and female, as well as from different cultural perspectives.

 To acquire an appreciation for the differences that both men and women bring to the work environment and to learn how to intermingle them to result in a productive relationship

Learning Outcomes: Upon course completion, students will be able to:

1. Formulate how perception influences the management process and contributes to individual differences 2. Appraise the various theories of leadership, comparing and contrasting them, showing similarities and differences 3. Recognize how diversity impacts the overall effectiveness of the organization. 4. Examine group dynamics and differences, examining how they are interrelated. 5. To examine age, culture, gender as factors that impact performance 6. To describe effective means to understand disabilities and how they can affect interpersonal relations in the workplace. 7. To use the diagnostic approach to assessing the diversity of the workplace 8. Appreciate and learn how to rely on one’s own integration of clues within our immediate surroundings to be able to take accurate action 9. Analyze assigned team/group projects for oral presentation; develop feedback skills.

Methodology:

This course will utilize a elearning format relying on discussion boards, research, cases and teamwork. Students will be expected to read the material, participate in online discussions, participate in online and team assignments and complete online proctored exams.

Graded Requirements: Undergraduate Credit: Man 4102 1. Examinations (2) 200 total points (100 pts each exam) Exams will consist of multiple choice, short answer essay and case analysis.

2. Each week an article, or question, will be posted to the discussion board. Each student will be required to read and respond to the article. Additionally, each student will be required to respond to at least two other students postings. Quality postings are important. Individual postings should consist of a minimum of two paragraphs and replies to colleagues will be judged on “quality” 3. Project (100 points)  Two undergraduate individuals may pair up  This assignment may also be accommplished by a “team of one” if you are not feeling social  You may choose from the following options:  Visit a classroom in grade school, middle school, high school, or a university to assess classroom student- teacher interaction  Be a spectator at a corporate/business meeting  Be an observor at a university student meeting  Develop a survey instrument and collect the data from any of these settings  Develop a form to record the interactions communication  You may choose to deal with the issue of gender, age or culture  You will be assessing the type of interaction & frequency of interaction between the individuals involved, reinforcers used, negative cues provided, if any.  For example: female teacher, science class, middle school is the setting -- identify the group as well -- 10 females and 8 males in the class. You will observe and assess the verbal communication, nonverbal cues and report any other information that supports or is considered influential to the development of a growing/productive team relationship.  We are observing interactions to determine whether there are still issues with equality of gender, age, or culture  The team will develop a short paper reporting their findings  Typed, approximately 5 pages with recommendations for improving the relationship; APA 6th edition format required 4. Participation Consists of interaction on the discussion boards and replies to colleagues’ postings.

Graduate Requirement: Man 5116 1. Two fully online exams will be scheduled; each exam worth 100 points

2. One Research Paper  Typed APA 6th ed. format, complete citations  It should be 15 pages in length (not including references, title pages or appendixes)  Paper is due by April 1 7 am central time  Surveys may be included as a type of research with approval  Topic will be assigned and posted during the second week of class 3. Participation is critical; grad students will be required to participate each week with the undergrad students, additionally 4. Each Graduate student will choose two chapters of the second book entitled “The Gift of Fear”. You will develop a powerpoint to highlight the key points of the chapters. These will be posted for the class to review. Additionally, the student will post discussion questions for the class and facilitate discussion. Discussion on the second required book will begin following the midterm exam. All powerpoints should be posted NLT to the close of the midterm exam. (date will be posted for each of the chapters). The boards will be identified by a start date and end date. Undergraduate students Grad students

Evaluation Items Midterm Examination 30% 30% Final Examination 30% 30% Participation in weekly 10% 10% discussions Undergraduate Team 20% Project/Presentation or 20% Research Paper for graduate students Dropbox assignments and the Powerpoint covering two chapters for “The Gift of 10% Fear” book (Graduate 10% students only)

Dropbox assignments (undergraduate only) Total 100% 100%

Grading:

Work Standards: Final Grade 93 - 100% A It is an objective of the University that students develop appropriate 90-92% A- communication skills and technological 88-89% B+ awareness as part of their preparation for 84-87% B professional careers. In this respect, all course 80-83% B- work will employ style and quality representative of 78-79% C+ collegiate standards. Substandard papers may require additional effort 74-77% C to bring it to acceptable standards. Late 70-73% C- submission of assignments could result 68-69% D+ in a lowered grade. 64-67% D 60-63% D- Below F Special Needs Assistance:

Students with special needs must inform the instructor within the first week of the course term of any personal circumstances that may require special consideration in meeting course requirements or adhering to course policies. Students with special needs who require specific examination-related or other course-related accommodations should contact Barbara Fitzpatrick, Director of Student Disability Resource Center, [email protected], (850) 474-2387. Student Disability Resource Center will provide the student with a letter for the instructor that will specify any recommended accommodations.

Academic Conduct Policy:

Expectations for Academic Conduct/Plagiarism Policy As members of the University of West Florida, we commit ourselves to honesty. As we strive for excellence in performance, integrity – both personal and institutional – is our most precious asset. Honesty in our academic work is vital, and we will not knowingly act in ways to erode that integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share community resources in ways that are responsible and that comply with established policies of fairness. Cooperation and competition are means to high achievement and are encouraged. Indeed, cooperation is expected unless our directive is to individual performance. We will compete constructively and professionally for the purpose of stimulating high performance standards. Finally, we accept adherence to this set of expectations for academic conduct as a condition of membership in the UWF academic community.

UWF policies are in effect. Academic honesty is required of all members of a learning community. The University does not tolerate plagiarism on tests, examinations, papers, or other course assignments. Students who engage in such dishonesty will be given failing grades. If you are uncertain about proper documentation of sources, please e-mail me. Remember, if you directly quote or paraphrase someone else's words you must provide the full citation through a footnote.

Attendance

All students are required to accomplish the coursework through the desire2learn (elearning) modules, posting assignments as requested. Student activity will be tracked through the desire2learn course management software. The Distance Learning course is designed so that students can move through the twelve modules of content in a timely fashion, demonstrating personal responsibility for learning the material. The discussion boards will be opened each Monday morning at 7 am central time and will close the following Monday morning at 7 am central time. Do not wait until the last minute and do not ask for a board to be reopened. Each week there will be a new case, discussion question or article to read and respond to as a team. Since there will be so many posts, we will be working in teams to respond to each week’s topic. The undergraduate students may also use this in order to accomplish the project. No late postings will be accepted. No credit will be given for late posts or late assignments. Each module begins on Monday 7 am and ends the following Monday at 7 am central time.

Assignments for each week must be posted or submitted to the dropbox (as identified in the syllabus) no later than Sunday morning at 7:00 am central time. Early submissions are always welcome. When it is a team post, only one person from the team needs to post for the team. Be sure to identify the names of those who participated in the weekly discussion.

Module 1 Week of January 7

READ the following articles in section I for the first week assignments: 1. Understanding Attribution Theory by Using Visual Literacy p. 5 2. Thriving in a Multicultural Classroom p. 12 3. Body Ritual Among the Nacirema p. 22

DISCUSSION BOARD Assignments: 1. Post an introduction of yourself to your classmates. Complete the exercise “I AM” on p. 8 and be sure to include this with your introduction.

2. Each team should use their private discussion board to discuss the first question on page 20: What was one of your earliest experiences concerning race? Describe it, how you felt and how the experience was handled. If you could rewrite it, how would you change it and how it was handled? Create a single word document (approx 1-2 pages) summarizing your group discussion. p. 20 (team post)

3. Each team should discuss and create a post for the following discussion questions on p. 25: 1, 2, 3, 6, 8, 9, and 11.

4. Diversity on the Web assignment p. 27 (team posting to discussion board) NACIREMA EXTENDED: Each team should identify one for the team and answer #3. Use the sample provided on p. 28 as a model. Module 2 Week of January 14

READ 1. Increasing Multicultural Understanding: Uncovering Stereotypes p. 29 2. White Privilege and Male Privilege p. 32 3. Emotional Connection of Distinguishing Differences and Conflict p. 41 4. Best of the Best p. 48 5. Pitney Bowes Case: a legacy of diversity management p. 50 6. Exploring Diversity in your Organization p. 57

DROPBOX Submissions: The following exercises should be completed and uploaded to the dropbox no later than Sunday morning by 7:00 am central time. Each assignment is identified as either an “individual” or “team” submission.

1. Team submission to the dropbox: p. 30 Worksheet A: Each member of the team fills in the form to create a single team document with five distinct inputs for each category.

2. Team submission to dropbox Diversity on the Web: p. 47 Team chooses a major class action lawsuit from the list in the book on p. 47. Develop a timeline of events that led to the lawsuit. Do events indicate escalating conflict as illustrated by Parker’s triangle? What actions or interventions could have been taken to prevent these conflicts from escalating into costly lawsuits?

3. Team submission to the dropbox: p. 57. Each team will complete Option A on exploring diversity on your college campus

READ 1. Understanding Primary Aspects of Diversity, Race and Ethnicity p. 60 2. World View of Cultural Diversity p. 61 3. We have an African American President: How could Racism still be a Major Problem? P. 71 4. To be Asian in America p. 83 5. Inventing Hispanics: A Diverse Minority Resists Being Labeled p. 90

DROPBOX 1. Individual Submission. p. 70 C0mplete the writing assignment on p. 70 integrating the 7 interview questions. Approximately 2 pgs in length. 2. Team Submission p. 79 Go to the internet address provided on p. 79 and take the test on Native Americans. Discuss the scores on your private discussion board and submit a team summary of scores and be sure to answer the questions listed for the writing assignment. DISCUSSION BOARD 1. p. 69 Is it important that the United States always lead in the areas of technology, medicine, education and standard of living? 2. The United States ranks 29th in the world in infant mortality; 22nd in adolescent science literacy, 20th in adolescent mathematics literacy, and 57th in education expenditures. What are the implications of these for: work life? Your children’s work life? The future in the United States of healthcare, business, education…? 3. Why are Asian Americans often not thought of as a minority group? 4. What are the common stereotypes about Hispanics? How could these stereotypes affect career mobility for Hispanics? What role has the media (TV, newspapers, movies, music…) played in the perpetuation of these stereotypes?

READ 1. Immigration: Cultural Transmission Today p. 94 2. Negotiating: The Top Ten Ways that Culture Can Effect Your Negotiation p. 111 3. Coca Cola Company: Then and Now p. 119 (Diversity on the Web on p. 128 provides the annual report to review the actions taken by coca cola; there is no submission required for this one)

DROPBOX 1. Team submission: Diversity on the Web p. 110. Visit the site listed to learn about the U.S. citizens traveling out of the country, and visitors and immigrants to the U.S. Research the four questions provided.

DISCUSSION BOARD 1. Each team chooses 1 from pgs 105-107; there are five different choices

Module 5 Week of February 4

READ 1. Understanding Primary Diversity: Gender, Sexual Orientation, Age, and Physical and Mental Challenges p. 131 2. Women in Leadership Positions: Why aren’t they there yet? p. 132 3. The Paradox of Male Privilege p. 142

DROPBOX 1. Diversity on the Web p. 151. The team should prepare approximately 2 pages to define Robert Bly’s Mythopoetic Men’s Movement, the Promise Keepers and the National Organization for Men against Sexism. Submit the paper to the dropbox by Sunday morning at 7:00 am central time. DISCUSSION BOARD 1. Team will read discussion question #3 and as a team develop a response for the discussion board. Remember that each week the postings are due no later than Sunday morning at 7:00 am central time. Only one member of the team needs to post for the team.

READ 1. Are we Equal Yet? Making sense of Lesbian, Gay, Bisexual and Transgender Issues in the workplace p. 152 2. Generational Diversity in the Workplace p. 162

DROPBOX 1. Individuals complete the writing assignment on p. 169 to interview someone from an age group different from your own. Submit a 2 page paper that provides a narrative format of what you learned from the interview

DISCUSSION BOARD 1. Team will provide an example of some type of event that you have witnessed in your life that illustrates the contradictions and mixed messages that surround LGBT people. P. 160 # 2 2. How old should you be to drive a bus? Exploring Ageism p. 172 Each team should put together a table representing the team’s input for this activity. It should be interesting to see the team posts to the discussion board.

READ 1. The Best Buy Case: Committed to the inclusion of People with Disaiblities p. 175. Go to http://ourstories.iambestbuy.com and watch the video “Focusing on Abilities” (no submission required) 2. Sexual Harassment – Who is Right and who is Wrong? P. 185 (discussion board assignment) 3. The Cracker Barrel Restaurants p. 187

DROPBOX 1. No assignment for this week 

DISCUSSION BOARD 1. Musical chairs p. 173 (For this activity we will just let individuals post and I will provide the answer by the end of the week. It is also interesting to see what happens when you invite others to decide. 2. Diversity on the Web p. 174 Each team will receive a disability that will be applied to the two job postings the team selects. I will email the disability to each team. One member should post the team’s response. 3. Sexual Harassment… p. 185. Each team should discuss the 10 scenarios and determine whether they represent sexual harassment. Post your team response with explanations.

READ 1. Understanding Secondary Aspects of Diversity: Social Class, Religion, Appearance/Weight, and Military Service 2. Social Class: The Fiction of American Meritocracy p. 199 3. Does Social Class Make a Difference p. 213 (post exercise to the discussion board) 4. Religion in the U.S. Workplace p. 216 5. Appearance and Weight Inclusion Issues in the Workplace p. 230

DROPBOX 1. No dropbox submission this week 

DISCUSSION BOARD 1. As a team, complete the chart on p. 214 regarding the experiences of Justin and Clark and then provide the team responses for the discussion questions 1-4 on p. 214. Post as a single word document. 2. The team should summarize the input regarding the discussion questions #1 and #3 on p. 236 regarding airline seating and television response to weight and appearance. One team post to the discussion board. Additionally, submit the #2 question on p. 239 under diversity on the web. This activity requires a little research into the implications of a policy that people have to declare their weight before boarding a plane.

Prepare for the midterm exam this week…. The midterm will be opened on February 28th at 7 am central time and close on March 2nd at 11 pm central time. All exams must be proctored. For those who wish to take their exams at one of the campuses where there is no fee, you may schedule a time with specific individuals at each of the designated campuses. Tammy Keely in the Management Department (474-2310) generally sets aside specific times to use the computer lab so contact her early so you can reserve a seat in the computer lab. Tom Schwingle is located at the FWB campus and will work with you to schedule a time for your proctored exam. Do not expect personnel to come in on weekends to proctor exams, or to stay beyond their scheduled hours. Debbie Cluff will work with anyone who needs to take an exam at the Eglin AFB campus, 678-3727. For those who do not have daytime hours and prefer to take exams at odd hours and understand that fees are generally charged for proctoring services, you will be working with proctorU to take your exam. You will need to schedule your exam early and must have access to a webcam. Be sure to have your identification with you when you come in to take your exam. The exam is not an open book exam. The fee for using Proctor U is 22.50.

Module 9 Week of March 4

READ 1. Military Veterans p. 240 2. Choosing the Board p. 245 3. Fairfax Metropolitan Hospital: The Candidate p. 247 4. Managing Diversity: Ethical, Legal, Communication, and Marketing Issues p. 251 5. The Ethics of Workplace Diversity p. 252 6. Ethics and Diversity: Legal Applications in the Workplace p. 264

DROPBOX 1. Each team should choose two cases from the Ethics and Diversity reading on p. 264. Use the three questions posted on p 264 as the basis for your discussion. Only one team submission to the dropbox by Sunday, 7:00 am central time

DISCUSSION BOARD 1. p. 242 The team should discuss the first and second discussion questions: How could some of the misperceptions about military veterans in the workplace be changed and why do military veterans sometimes face discrimination in the workplace. Post the team response to the discussion board. 2. Choosing the Board Activity on p. 245 The team should discuss and identify the four nominees that their team would choose. Provide the rationale. One team post to the discussion board.

Module 10 Week of March 11 SPRING BREAK

READ 1. Media Messages: The Shaping of Culture p. 279 2. Improving Interpersonal Communication in Today’s Diverse Workplace p. 289 3. Changing Consumer Markets: The Business Case for Diversity p. 300 4. The UBS Diversity Case p. 318 5. Leadership, Employee Resource groups, and Social Responsibility: What Organizations Can Do to Manage Diversity p. 329 DROPBOX 1. The team should complete the media exercises #1 (either a or b), #2, and #3 (either a or b) One team submission to the dropbox by Sunday 7:00 am central time

DISCUSSION BOARD 1. Team should answer the following question found on p. 313: How could individualism and collectivism impact consumer buy decisions? Post a single team response that summarizes group discussions.

READ 1. Work Life Balance Issues: Changing when and How the Work Gets Done p. 339 2. Diversity Training: Ideological Frameworks and Social Justice Implications p. 348 3. Diversity Awards: What do they Mean? P. 355 4. The U.S. Air Force Academy Case p. 383

DROPBOX DISCUSSION BOARD 1. The team should discuss the discussion question #5 on p. 345: In spite of people living longer and healthier lives, stereotypes about older workers being hard to manage and slow to adapt to new technologies still persist. How do the media contribute to and reinforce these perceptions? 2. After reading the U.S. Air Force Academy Case, the team should summarize question #6 for the discussion board. Given the unique military culture of this organization, what recommendations would you suggest at this point in time?

SECOND BOOK: GIFT OF FEAR ALL ASSIGNMENTS WILL BE TO THE DISCUSSION BOARD. NO REQUIREMENTS FOR THE DROPBOX

Module 13 Week of April 1 Assignment 1. Read the first two chapters of the Gift of Fear. Questions will be posted on the discussion board Assignment 2: Read The Gift of Fear chapters 3-4 and answer discussion board questions Assignment 3: Read The Gift of Fear chapters 5-6 and respond to discussion board questions Module 14 Week of April 8 Assignment 1: Read The Gift of Fear Chapters 7-8 and respond to discussion board question Assignment 2: Read Gift of Fear Chapters 9-10 and respond to discussion board question

Module 15 Week of April 15 Assignment 1: Read The Gift of Fear Chapters 14-15 and respond to discussion board question

Module 16 Week of April 22 The final exam will be available from April 26 (7 am, central time – April 30, 11:00 pm central time. The exam will consist of multiple choice and essays It is not a comprehensive exam.

Please schedule a time with your proctor during the work week schedule or with Proctor U.

Dr. Marian C. Schultz (current photo included)

Dr. Schultz holds an Associate degree and a Bachelor’s degree from the University of Detroit Mercy, a Master’s degree from Pepperdine University, and a Doctorate from the University of Southern California. She has taught various business courses for The University of Hawaii, Chaminade University and Hawaii Pacific College while living in Hawaii. While in San Antonio she taught in the Marketing and Management Department for The University of Texas at San Antonio. She taught full time for St. Mary’s University School of Business and Administration. In addition to her teaching, she is also actively involved in consulting work for businesses such as Pace Foods of San Antonio (known for their taco & picante sauce), The Winning Edge, 149th Tactical Fighter Group of the Texas Air National Guard, First City Bank, and Health America and Eglin AFB. Dr. Schultz is a professional member in the Academy of Management, American Educational Research Association, American Society for Training and Development, Council on Employee Responsibilities & Rights, Association of Management, Economic and Business Historical Society, Association of Business Communication, and the Atlantic Economic Society. She has presented her research regionally, nationally and internationally. Her publications and research include such topics as Stress, Comparable Worth, Crisis Management, Diversity Training, Leadership, Humorology, Aviation Management, Crew Rest, Gender Diversity and Power. Dr. Schultz is a tenured professor and joined the Management faculty of The University of West Florida as an Associate Professor in the Fall of 1989. She was promoted to full professor in Spring of 2008.