University of Southern California s5

University of Southern California Marshall School of Business Center for Management Communication BUCO 333: Communication in the Working World: Managing Diversity and Conflict Fall, 2014

Professor: Dr. Sharoni Little

Office: ACC 407 Office Hours: Tuesday and Thursday, 11:00-11:50 am, and by appointment

E-Mail: [email protected]

Telelphone: (213) 821-1159

TEXTS AND REQUIRED READINGS:

Bucher, R. D (2015). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities, 4th edition. Upper Saddle River: Prentice Hall.

Course Readings and additional assignments.

COURSE DESCRIPTION AND GOALS

Communication in the Working World: Managing Diversity and Conflict fulfills the University of Southern California's diversity requirement. Studying cultural diversity from a communication perspective is particularly important for students whose careers will require them to work with and represent people of diverse cultural backgrounds. This course introduces you to fundamental issues related to managing cultural diversity at both the individual and organizational levels.

The primary goal of Communication in the Working World: Managing Diversity and Conflict is to help you develop practical communication strategies and tools for understanding and addressing diversity and equity issues. Specifically, you will examine the compelling “business case for diversity,” and the importance of inclusive excellence. To accomplish this goal, the course is divided into three broad components:

1) Foundations/ Awareness: Introduces you to a basic vocabulary for analyzing the historical, social, legal, and political perspectives influencing our understanding of diversity. It will also introduce you to core concepts and perspectives that are crucial to cultivating an understanding of the working world as a diverse space.

2) Critical Studies/Understanding: Builds on the Foundations/Awareness component through critical examination of different aspects of cultural diversity in the working world. These include, but are not limited to: race, ethnicity, gender, sexual orientation, age, disability, culture, and social class. It will also investigate the influence of systemic societal oppression and conflict on the working world.

3) Competencies/Action: Builds on Foundations/Awareness and Critical Studies/Understanding components through practical applications of your understanding of cultural diversity and the need to achieve equitable outcomes in a diverse and global world. Examines the role of leadership in achieving such outcomes.

FULFILLING THE DIVERSITY COURSE REQUIREMENT

BUCO 333 examines cultural diversity in the working world. While race and gender will be the two foundational diversity elements for this course, ethnicity, sexual orientation, age, disability, culture, social class, and other pertinent issues will also be discussed. The course begins with a discussion of the historical, social, legal, and political precedents that have been instrumental in orchestrating and perpetuating racial and gender oppression and conflict in the U.S. in particular, and the world in general. The course uses your understanding of the influence institutional structures impose on all social interaction to cultivate an understanding of the complexities of cultural diversity in the global marketplace, and to develop your ability to humanely address it. 2

Learning Objectives

In addition to its fundamental goal of helping you develop practical communication tools for understanding and addressing diversity issues, BUCO 333 will help you meet these specific learning objectives for each course component:

Foundations/Awareness Learning Objectives  You will know how to recognize different communication styles and modes of expression that are shaped by history, law, social practice, economics, and the politics of communication interactants.

 You will know how to be introspective in assessing how the self (and knowledge of the self) relates to issues of diversity.

 You will be exposed to the historical and legal precedents of diversity practices to cultivate your ability to differentiate between Affirmative Action, Equal Employment Opportunity Laws, and diversity.

 You will recognize and overcome barriers to diversity and equity including prejudice, stereotyping, and discrimination.

 You will view the management of diversity, equity and conflict as a business strategy for organizational effectiveness.

Critical Studies/Understanding Learning Objectives  You will consider communication as fundamental to understanding the diverse working world.

 You will understand the importance of effective cross cultural communication in various contexts, especially those that can result in intersectional conflict (i.e.:gender/race, class/race, sexual orientation/religion).

 You will understand the components of communication competence and their importance in managing and leading a culturally diverse working world.

 You will understand the complex identities of individuals in the working world, including, but not limited to: race, culture, ethnicity, gender, education, sexual orientation, age, and physical disabilities.

Competencies/Action Learning Objectives  You will be equipped with tools and skills for effectively managing the ethical dimensions of cultural diversity and conflict.

 You will develop your leadership skills and ability to work humanely with other people.

 You will adapt your communication behavior to the various expectations of differing interpersonal communication styles.

 You will develops and demonstrate your competency for managing diversity and conflict through effective communication strategies.

 You will refine your oral, written and interpersonal communication skills.

PREREQUISITE KNOWLEDGE FOR BUCO 333

2 To successfully participate in this course, you should be willing and able to articulate your ideas clearly and coherently both in writing and speaking. You should keep an open mind and be self-reflexive/introspective about issues of diversity. Finally, you should understand that communication does not occur in a vacuum, and acknowledge that historical, legal, political, and societal precedents inform all human interaction.

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COURSE SIGNIFICANCE AND RELEVANCE

Communication involves the study of interactions between persons. It is relevant to virtually every area of our daily lives. Moreover, where cultural isolation was once the norm, today continual interaction among cultures is commonplace. In the working world, knowledge of diversity issues is absolutely crucial. Communication provides a context for all forms of knowledge. Every interaction involves culturally based assumptions about another's social, political, economic, occupational, linguistic, religious, and racial/ethnic group memberships. In turn, these are affected by beliefs and attitudes about age, gender, sexual orientation, physical appearance, and other characteristics. When cultures differ and conflict occurs, you cannot always rely on the sharing of these assumptions. Consequently, to achieve successful communication with persons from other cultures, you must be aware of the fact that your messages may be interpreted in quite unexpected and different ways and, if possible, organize both what you say and how you say it, accordingly.

Our purpose is not to give you a large compendium of dos and don'ts in managing cultural diversity; rather, we will study the subject to help you learn how to identify the communication and conflict concepts that lead to the dos and don'ts. We will examine communication in the working world and strategies for managing diversity, equity and conflict by studying how social structures that are informed by cultural bias lead to misunderstandings and understandings. The communication challenges that occur when messages are misinterpreted reveal issues that are not immediately apparent in successful discourse. When a misunderstanding is recognized, it provides a reason for conducting a cultural analysis, which involves a study of communication codes. We will identify possible sources of significance for cultural communication codes and themes in the working world.

Throughout the semester, you will be exposed to communication situations pertaining to cultural diversity in the working world. Class discussions will be focused on similarities and differences in communication and understanding why differences between people may lead to differences in communication styles, patterns, expectations, and conflict. You will build on your exposure to these communication conceptions through class assignments that require you to link theory with practice and compare perception to reality.

GENERAL POLICIES

Fostering Community: Because sharing and respecting different viewpoints and experiences is critical to a productive learning environment, we will adhere to the following principles:

 We will be a learning community where everyone is a learner as well as a resource.  We will not single out individuals to be spokespersons for members of their own race, gender, religion, or some other category we may assume they represent.  We will listen to understand before we agree or disagree.  We will respect all points of view; name-calling or personal attacks will not be tolerated.  If we find something offensive, we will politely inform others of our feelings.

Attendance Your attendance and punctuality are necessary. Class discussions and course assignments require daily participation. You are allowed two unexcused absences for the semester. In cases of compelling personal reasons (death in the family, hospitalization, etc.), absences may be excused. You must present documentation of some kind in order to excuse an absence. You will be marked absent for the day if you are more than ten minutes late to class, or if you leave before class is over without proper notification. (This means that just as you would do in a professional setting, you should keep me apprised of all unavoidable schedule conflicts). All attendance issues must be resolved within twenty-four hours of their occurrence. This means you cannot wait until the end of the semester to decide that an absence earlier in the semester should have been excused. 3 4

Add/Drop Process Explanation http://www.usc.edu/dept/publications/cat2011/academic/policies.html In compliance with USC and Marshall’s policies classes are open enrollment (R-clearance) through the first week of class. All classes are closed (switched to D-clearance) at the end of the first week. This policy minimizes the complexity of the registration process for students by standardizing across classes. I can drop you from my class if you don’t attend the first two sessions. Please note: If you decide to drop, or if you choose not to attend the first two sessions and are dropped, you risk being not being able to add to another section this semester, since they might reach capacity. You can only add a class after the first week of classes if you receive approval from the instructor

Emergency Preparedness/Course Continuity Explanation: In case of emergency, and travel to campus is difficult, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies.

Important Numbers Center for Management Communication 213-740-0627 USC Emergencies 213-740-4321 USC Emergency Info Line 213-740-9233 USC Information Line 213-740-2311 Blackboard Address https://blackboard.usc.edu

Blackboard All class assignments, announcements, and additional course materials will be posted on Blackboard. You should regularly check for any new announcements or postings.

Return of Graded Assignments All assignments will require a minimum ten-day grading period. Professor Little will expedite the grading process as quickly as possible.

Policy Regarding Late Assignments In business, you are expected to complete your projects on time. If an assignment is due, it must arrive on time (in the classroom or in my mailbox), regardless of whether you are able to attend class.

Technology Use: Please note that communication devices such as cell phones and tablets which are capable of sending and or receiving electronic communication and all entertainment devices such as iPods or other MP3 players are to be turned off and kept off throughout the class session. Receiving or sending communication during class disrupts the learning environment. Laptops can be used only with the express permission of the professor. When you are permitted to use your laptop for note-taking, Internet connections are prohibited. There will be no use of laptops during examinations.

Students with Disabilities Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30am-5:00pm, Monday through Friday. To contact the DSP office, call (213) 740-0776.

COURSE STRATEGY You should consider BUCO 333 as a microcosm of the world – in the sense that the class represents the “coming together” of a diverse group of people who are charged with accomplishing a number of tasks. Thus, our goal is to develop strategies to successfully manage diversity in the personal, cultural, social, historical, economic, and political contexts that inform our local and global societies. We believe such strategies are critical to effective leadership and essential for organizational effectiveness. Since leaders are charged with communicating inclusively, creating 4 productive teams, identifying and resolving conflict, and making sound decisions, they must learn how to successfully guide and value a diverse workforce. It is our hope that you will emerge from BUCO 333 as an informed and skilled future leader.

COURSE REQUIREMENTS For the duration of the semester, we will function as teams of organizational consultants who are responsible for identifying the knowledge, motivations, and skills that foster competence and leadership in managing a diverse workforce.

Major assignments for this course are listed below and posted on Blackboard. Additional assignments and all in-class exercises and homework are at the discretion of Professor Little. See the list of Major Assignment Due Dates.

Requirements for Foundations/Awareness Component

Personal Cultural Analysis: You will research your own culture, ethnicity, and race, and write a three-page paper in which you discuss your cultural background and history. You will make a brief oral presentation to the class.

Cultural Interactions: To gain an opportunity to engage and learn about different cultures, you will observe and participate in two cultural activities. For each of these experiences, you will write a summary and reflection paper sharing your thoughts and insights gained and what we can learn about diversity, equity and inclusion both socially and in business.

 Museum of Tolerance Visit: You will visit the Museum of Tolerance and choose an exhibit to discuss how it addresses diversity, equity, inclusion, and conflict.

 Shane’s Inspiration: On Sunday, September 21, 2014 we will attend and volunteer for the Shane’s Inspiration 5K walk and roll at Griffith Park.

Requirements for Critical Studies/Understanding Component Souljourners , Diversity in the Workplace Analysis and Informational Interview: Partner with Joint Educational Project to examine the role of religion in cultural and organizational diversity contexts. Explore disparate experiences via research and cultural interactions. You will also research various industries and companies to identify current diversity and equity leadership positions and organizational departments that address the strategic and practical implementation of diversity practices and policies and conduct an informational interview with an organizational leader.

Exam: At the end of the semester, you will be given an exam to assess your knowledge, awareness, and understanding of the critical concepts discussed in class.

Requirements for Competencies/Action Component Group Organizational Diversity and Inclusion Analysis: As a group, you will identify a Fortune 500 company to research and assess their organizational diversity and inclusion efforts. Your final deliverable will discuss the nature of the organization, its history, customer and workplace diversity, and key initiatives addressing diversity and inclusion.

GRADING: Points

Personal Cultural Analysis and Presentation 40 Souljourners Organizational Assessment/Informational Interview 40 Shane’s Inspiration 35 Museum of Tolerance 35 Exam 75 Group Organizational Diversity and Inclusion Analysis 75 Total 100% 300 * * * * Academic Dishonesty: Cheating and plagiarism are grounds for an automatic “F” in the course. This includes submitting someone else’s work (in whole or part) as your own, failing to document sources, and presenting “grossly edited” work that does represent your writing. For more information on the University’s sanctions, see http://web- 5 6 app.usc.edu/scampus/). For an overview of the University’s policies concerning academic integrity, including what constitutes plagiarism, see http://breeze.usc.edu/academicintegrity. Course Outline

PART I: FOUNDATIONS/AWARENESS

Week 1: INTRODUCTION: CONCEPTUALIZING DIVERSITY 8/26- General introduction to the course; Distribute and discuss syllabus and course policies. 8/28 Examines the organization as a diverse environment and the ethical dimensions of diversity.

Readings: D C: Chs. 1,2 & 5 Blackboard: Course Documents

The Business Case for Diversity Federal Laws Prohibiting Job Discrimination…

Films: The Office; Skin Deep

Discussion: 1. What is diversity? What is equity? 2. Is there a need for diversity in the workplace? Why? Why Not? 3. What is the importance and role of communication in a diverse world?

Week 2: DIVERSITY, EQUITY, AND INCLUSION: MAKING THE BUSINESS CASE 9/2- Understanding the “Business Case for Diversity.” What are the strategic issues surrounding diversity, 9/4 equity, and inclusion in the workplace?

Readings: D C: Chapters 1, 2 &5 continued

Blackboard: Course Documents The Business Case for Diversity USC’s Financial Business Services Supplier Diversity webpage: https://fbs.usc.edu/depts/diversity

Discussion: 1. What is the “business case for diversity”? 2. What is workplace diversity? Customer diversity? Supplier diversity? 3. What, if any, is the relationship between organizational effectiveness, leadership and managing diversity? 4. What, if any, are the ethical dimensions of diversity—socially, organizationally, globally?

Week 3: DIVERSITY, EQUITY, AND INCLUSION: MAKING THE BUSINESS CASE. Continued 9/9- Examines the role of leadership in valuing and achieving strategic diversity, equity, and inclusion 9/11 goals.

Readings: D C: Chapter 8

Discussion: 1. What is leadership? What is diversity-conscious leadership? 2. What are the core skills of culturally competent, diversity-conscious leaders? 3. Is diversity-conscious leadership an attempt to be politically correct?

Week 4: FOUNDATIONS/AWARENESS: HISTORICAL AND LEGAL PRECEDENTS 9/16- Examines historical and legal precedents of systemic oppression and conflict that undergird managing

6 9/18 diversity in the working world; Examines the differences between Affirmative Action, Equal Employment Opportunity Laws, and Diversity.

Readings: Blackboard: Course Documents Affirmative Action: History and Rationale University of California v. Bakke University of Michigan Cases: Gratz and Hamacher v. Bollinger Grutter v. Bollinger et al. Fisher v. University of Texas

Film: The Shadow of Hate

Discussion: 1. What are some of the historical and social underpinnings of systemic oppression that inform diversity in the working world? 2. In what ways have some of the historical and social underpinnings of systemic oppression permeated the working world? 3. What are the historical and legal precedents for diversity practices? 4. What is the difference between Affirmative Action, Equal Employment Opportunity Laws, diversity, and multiculturalism?

Due: Experiential Learning Center: September 16, 2014 (Meet in Bridge Hall ELC) Due: Shane’s Inspiration 5K Walk: Sunday, September 21, 2014 (Griffith Park)

Week 5: FOUNDATIONS/AWARENESS: STEREOTYPING, PREJUDICE AND DISCRIMINATION DEVELOPING DIVERSITY CONSCIOUSNESS 9/23- Examines various dimensions of difference that influence individual and group identities in the 9/25 working world, especially variables attributable to diversity, (including race, gender, class, ethnicity, national origin, culture, religion, age, education, sexual orientation, etc.). Discuss leadership strategies for achieving diversity consciousness.

Readings: D C: Chapters 3-4 Additional reading: http://info.marshall.usc.edu/faculty/critthink/Supplemental %20Material/Reducing%20Bias.pdf http://info.marshall.usc.edu/faculty/critthink/Supplemental%20Material/Evaluating%20Claims %20Evidence%20%20%20Risks.pdf

Discussion: 1 What communication strategies are useful in minimizing stereotyping? 2 How does stereotyping affect business practices such as marketing? 3. How is prejudice communicated and enacted in the workplace? 4. What are some specific communication strategies that are useful for detecting and undermining discriminatory practices?

Films: Blue-eyed Crash Due: Personal Cultural Analysis and Artifact Presentation, September 23th & 25th, 2013

Week 6: FOUNDATIONS/AWARENESS: STEREOTYPING, PREJUDICE AND DISCRIMINATION DEVELOPING DIVERSITY CONSCIOUSNESS (Continued) 9/30- Examines various dimensions of difference that influence individual and group identities in the

7 8 10/2 working world, especially variables attributable to diversity, (including race, gender, class, ethnicity, national origin, culture, religion, age, education, sexual orientation, etc.). Discuss leadership strategies for achieving diversity consciousness.

Readings: D C: Chapters 3-4

Discussion: 1. What communication strategies are useful in minimizing stereotyping? 2. How does stereotyping affect business practices such as marketing? 3. How is prejudice communicated and enacted in the workplace? 4. What are some specific communication strategies that are useful for detecting and undermining discriminatory practices?

Films: Blue-eyed Crash

PART II: CRITICAL STUDIES/UNDERSTANDING: CAN WE ALL GET ALONG?

Week 7: RACE, ETHNICITY, AND “WHITENESS”: EXAMINING HISTORY 10/7- Examines the historical, cultural, political and economic aspects of “race.” Discusses the notion of 10/9 “whiteness” and its relationship to the discussion of diversity.

Readings: Blackboard: Course Documents History of Racism and Immigration Timeline The Social Construction of Race Becoming Hispanic Racial Formation How White People Became White The Model Minority How Jews Became White Folks *Additional readings on current issues may be assigned

Discussion: 1. What are the historical constructions of race? 2. What is the notion of “whiteness” and its relationship to understanding diversity?

Film: Eyes on the Prize Due: Shane’s Inspiration Cultural Interaction Reflection, October 7, 2014

Week 8: GENDER: IS THE GLASS CEILING A MIRAGE? 10/7- Examines some of the ways in which gender issues affect diversity competency. 10/9 Examines how the notion of the "glass ceiling" has been a symbolic representation of gender discrimination in the workplace.

Readings: D C: Chapter 7 Blackboard: Course Documents

The Glass Ceiling: An Introduction Timeline of Key Events in Women’s History The Equal Pay Act of 1963 The Glass Ceiling Act (Title II of Civil Rights Act of 1991) The Lily Ledbetter Fair Pay Act of 2009 The Equal Employment Opportunity Act (1972) -Amendment for Sexual Harassment Title IX of the Education Amendments of 1972 Title IX: A Sea Change in Gender Equity in Education Facts About Pregnancy Discrimination Facts About Sexual Harassment Gender Equity in the USC Athletics Department 8 Shall Women Be Equal Before the Law The Power of Talk…

Film: Nine For IX: Venus Vs.

Discussion: 1. Does the “glass ceiling” actually exist? If so, to what extent? 2. What are some of the popularized perceptions of gender discrimination? 3. Is there a need for diversity based on gender? 4. How are these differences enacted and communicated?

Week 8: GENDER: IS THE GLASS CEILING A MIRAGE?, continued 10/14- Gender and leadership; Communication styles in the workplace. 10/16 Readings: Blackboard: Course Documents Additional readings: http://info.marshall.usc.edu/faculty/critthink/Supplemental%20Material/TacklingCaseAnalysis .pdf

Film: Nightline: Gender and Communication

Discussion: 1. Does the “glass ceiling” actually exist? If so, to what extent? 2. What are some of the popularized perceptions of gender discrimination? 3. Is there a need for diversity based on gender? 4. How are these differences enacted and communicated?

Due: Souljourner, Diversity in the Workplace Analysis and Informational Interview, October 16, 2014

Week 9: SEXUAL ORIENTATION 10/21- Examines some of the ways in which sexual orientation is an organizational 10/23 diversity and equity issue.

Readings: History Timeline: Transitions in Western Perspectives on Same-Sex Sexuality Facts About Discrimination based on Sexual Orientation… Contradictions and Mixed Messages… NCLR: The California Domestic Partnership Law Don’t Ask, Don’t Tell (Original Policy, 1993) Don’t Ask, Don’t Tell Repeal Act of 2010

Film: The Life and Times of Harvey Milk (88 minutes)

Discussion: 1. Have most organizations adopted a "Don't ask, Don't tell" policy” 2. For organizations, what are some of the consequences of “asking and telling”? 3. How have various organizations and industries dealt with a complex compendium of social perspectives surrounding sexual orientation?

Week 10: AGEISM, SOCIAL CLASS, RELIGION, PHYSICAL AND MENTAL ABILITY 10/28- Examines organizational issues surrounding age, class, and religious discrimination, and 10/30 Examines the influence of the Americans with Disabilities Act on the working world. Readings: Blackboard: Course Documents Abelism Timeline Americans With Disabilities Act of 1990 9 10 Americans with Disabilities Act Amendments Act of 2008 The Americans with Disabilities Act: A Primer for Small Business Questions & Answers About Persons with Intellectual Disabilities in the Workplace… The Genetic Information Non-Discrimination Act of 2008 (GINA)

Film: When Billy Broke His Head

Discussion: 1. From a communications perspective, what are some of the social practices that foster ageism in the working world? 2. Why is social class a variable of workplace diversity? 3. What are some communication strategies for managing ageism, classism, and religious discrimination? 4. What are some of the ways in which organizations have adopted the Americans with Disabilities Act? 5. What are some of the continuing challenges to complying with the spirit of the Americans with Disabilities Act?

Due: Museum of Tolerance Cultural Interaction Reflection, October 30, 2014

Week 11: THE GLOBAL MARKETPLACE: INTERNATIONAL BUSINESS 11/4- Examines the global marketplace as a diverse environment and discusses the core knowledge, skills, 11/6 and abilities needed to lead in an ever-changing and evolving global world.

Readings: D C: Chapter 7

Blackboard: Course Documents Defining Diversity in a Global Context Managing A Diverse Workforce in the Global Context

Discussion: 1. What are some of the challenges of “thinking globally” and “acting locally”? 2. Why is globalization a diversity, equity, and inclusion issue? 3. What are specific organizational strategies for navigating and leveraging a global workforce? 4. How has technology impacted diversity and globalization?

Week 12: THE GLOBAL MARKETPLACE: INTERNATIONAL BUSINESS (Continued) 11/11- Understanding Organizational Diversity, Equity, and Inclusion Strategies 11/13

PART III: ACTION: ORGANIZATIONAL VISION— ACHIEVING DIVERSITY COMPETENCY

Week 13: DEMONSTRATING DIVERSITY COMPETENCY 11/18- Due: Exam, November 18, 2014 11/20 Organizational Assessment and group projects

Week 14: DEMONSTRATING DIVERSITY COMPETENCY 11/25- Due: Final group presentations and written deliverable, November 25, 2014 11/27 Thanksgiving Holiday: November 27, 2014

Week 15: COURSE SUMMARY 12/2- Course Summary 12/4

PLEASE NOTE: This syllabus is our contract for the semester. However, because students have different learning styles, I reserve the right to adjust the syllabus. Remember that flexibility is a virtue, especially in a professional setting. Various circumstances, including, class needs and unforeseen emergencies may necessitate changes. 10 Thus, if I determine that the class needs more (or less) emphasis on a particular area, I will adjust the syllabus accordingly, to the extent that I am allowed to do so within the constraints of the overall objectives for BUCO 333.

Welcome to the class!!!