Unit VIII Project

BSL 4000, Managing Diversity in Organizations 1

Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to:

1. Summarize how changes in the demographic makeup of the U.S. population affect fair treatment of people with different ethnicities. 1.1 Distinguish which cultures and demographics make up society in the United States. 1.2 Diagnose the challenges of one dynamic culture group working in both an onsite and remote

environment with two other diverse cultural groups.

5. Examine workplace diversity data. 5.1 Identify demographic data in the workplace. 5.2 Explore the differences in culture, perspective, and experience.

Course/Unit Learning Outcomes

Learning Activity

1.1

Unit Lesson Chapters 1 and 3 Blandin, D. M. (1991). Unit I Project

1.2

Unit Lesson Chapter 1 Blandin, D. M. (1991). Unit I Project

5.1 Unit Lesson Chapter 3 Unit I Project

5.2

Unit Lesson Chapter 1 Blandin, D. M. (1991). Unit I Project

Required Unit Resources Chapter 1: Introduction, pp. 3-27 Chapter 3: Legislation, pp. 63-91 In order to access the following resource, click the link below. Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6),

181–185. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi n.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site

UNIT I STUDY GUIDE

Diversity in Perspective

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Unit Lesson The term diversity has about as many definitions as there are people that use the term. For the purpose of this course, we will use the textbook’s definition. Diversity is defined as actual or perceived differences among people in areas including race, ethnicity, sex, age, and other identity-based characteristics that impact their relationships and interactions (Bell, 2017). The term is often used to describe our differences rather than how we are similar. How, then, are diversity and discrimination so often used in the same sentence? Organizations talk about diversity training or cultural sensitivity training. Employees are mandated to attend these trainings on their differences in order to be considered all the same. Is this irony? The next several units will take a more in-depth look at this issue from different perspectives. Diversity will often be considered when we look at physical and cultural or religious characteristics. As this course is about diversity in organizations and managing diversity, perhaps we should then broaden our perspective to include the perceived differences among people in the workplace as to positions, departments, professional backgrounds, and experience. A marketing specialist is not a software engineer. An accounting manager is not a service call center manager. While the titles may appear similar, they require a very different understanding of the work they are doing. It is this uniqueness that makes us different and allows better collaboration for a greater end result. A human resources representative is likely not a good shop lead. The two will need to work together to fully understand the dynamics in play to create a better workplace and what is needed for continuous improvement including workplace environment, working conditions, equipment, processes, policies, procedures, and systems.

We started with a working definition of diversity. Over the course of our time, we will likely stretch our understanding of what diversity is and what it is not. Diversity is not a reason to capitulate on the differences and how to segregate individuals, classes, or cultures of individuals or groups. Diversity is not a reason to separate our society. Diversity in the United States will be different from how diversity is understood in Japan, Germany, Argentina, and Iran. The same holds true within the United States with how Californians view diversity versus how New Yorkers view it. How is Washington state’s view of diversity different from Mississippi’s? Do we all see and believe the same things? We do not. While we seek similarities, we also celebrate our uniqueness. As we look through the readings for this unit, several things may stand out or strike a nerve for you. Ideally, the course will challenge you to consider how you think about the people who surround you, the positions they hold, and how you interact with them. It is not enough to know there are distinctions; we must know how

Cooperation and unity handshake (Johnhain, n.d.)

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to communicate, interact, engage, and embrace people with diverse characteristics in the work environment, meeting places, and alliances—whether they be vendors, clients, or stakeholders (Thomas, 1991). The lessons will not follow the textbook precisely. The intent of the various resources offered in the course is to provide a broad perspective, even invite controversy in a safe setting in which these topics can be discussed in order to understand why we think and act the way we do. The textbook will provide many excellent studies and research opportunities along with practical exercises. The lessons should mix these well and invite some challenging ideas and concepts. The exercises, assessments, and assignments should offer a challenge to present the application of these concepts, as we understand them, in a practical manner that encourages us to grow, develop, and advance in the field. A historical perspective of fairness regarding different ethnicities is a lesson in U.S. history as well as world history. The reality is that by understanding the past and present perspectives, we can then impact the future of diversity and its application at all levels. We can look at U.S. history and how those of different cultures and nationalities were treated in their societies, communities, and the workforces. We can look at industry, manufacturing, and farming (such as the use of Africans in farming along with the Chinese building the railroads). We have a history of children working in factories—sometimes inside the machinery while it was running or completing repairs or maintenance. There is a history of immigrants migrating from other countries to a land of opportunity and prosperity or to escape oppression in their home countries. People of all nations and cultures have come to the Great Melting Pot to escape cultural, religious, or economic persecution and to have the chance at a better life. Along with these unique ways of entering the country and the workforce, individuals as well as groups of people from different nations, backgrounds, and lifestyles have immigrated to the United States. These groups brought their own culture and creativity. They brought their innovations and understandings of the world from their own perspectives—not necessarily that which would be representative of the nation they called their homeland. It is these individuals, families, groups, and organizations that are still coming today that make a country, a workplace, and society diverse. The United States has a history of welcoming people of all walks of life and backgrounds. Some were brought here against their will. Others left their homes, their families in the dark of night, and all that they knew to come to America and do anything because they knew they could better their lives. We are a nation of diverse interests and backgrounds. We can look at world history and study the conquerors of the past who would invade a nation or territory for conquest, for slaves, for treasure, and for religion. It seems the names and the geography have changed over time, but persecution, discrimination, and diversity of ideas, values, and beliefs are all still in play today. We can look at the history of the last 30 years with Georgians, Syrians, Kuwaitis, and Afghanis all being freed from the oppressive governments or religions that, in the eyes of a Westerner, are mistreating their people. History continually demonstrates that we as humans do not always learn the lessons being taught the first time. As George Santyana has been quoted many times, “Those who cannot remember the past are condemned to repeat it.” Time after time, we have learned that oppressing a people, class, or gender does not produce the desired results in the long term. There will be uprising and unruliness as the oppressed speak out or others speak out for them. We would do well to learn from the messages of the past. We see the same traditions with workers in manufacturing, outsourcing, and offshore enterprises that are free from the laws of one country in order to provide their product or service more economically and efficiently. We send work to nations where the standard of living is far less than in a typical Midwestern U.S. community. We may raise the standard from what the factory or office workers know in that country yet maintain a lower standard of living from what the same employee would get in the United States. If we are to look at the historical perspective of diversity, we really should consider the bigger picture as has been laid out in this lesson. Diversity in society and in organizations is a pressing concern today just as it has been for the last 50-plus years and as it likely will be for the next 50-plus years. If we are to change, the process starts with us today in this course. Let’s begin.

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References Bell, M. P. (2017). Diversity in organizations (3rd ed.). Cengage Learning. Johnhain. (n.d.). Handshake regard cooperate connect unite [Image]. Pixabay.

https://pixabay.com/en/handshake-regard-cooperate-connect-1830762 Thomas, R. R. (1991). Beyond race and gender: Unleashing the power of your total workforce by managing

diversity. AMACOM.

Suggested Unit Resources In order to access the following resources, click the links below. The following article offers some different perspectives on diversity from the view of European business schools. Nonet, G., Kassel, K., & Meijs, L. (2016). Understanding responsible management: Emerging themes and

variations from European business school programs. Journal of Business Ethics, 139(4), 717–736. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.proquest.com.library resources.columbiasouthern.edu/docview/1843032096?accountid=33337

In the following article, the concept of diversity being driven by clients and customers enhances the notion of diversity being good for overall business. Ross, L., & Morales, J. (2016). Can clients best drive agency diversity? PRWeek, 19(11), 20.

https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.proquest.com.library resources.columbiasouthern.edu/docview/1841957742?accountid=33337