Lesson Plan-Diversity at Work
Course Title: Business Information Management II
Session Title: Diversity at Work
Performance Objective:
 Upon completion of this lesson, students will understand diversity in the workplace.
Specific Objectives:
 Students will learn to accommodate cultural diversity of customers.
 Students will learn strategies for handling conflicts in a culturally diverse workplace.
 Students will learn how to be tolerant of different kinds of diversity.
Preparation
TEKS:
 130.115.c.1.C&D – monitor a business project; minimize a business project‟s errors
 130.115.c.2.B-D
demonstrate use of content, technical concepts, and vocabulary when analyzing
information and following directions; record information needed to present a report
on a given topic or problem; write internal and external business correspondence
that conveys information effectively using correct grammar, spelling, punctuation,
and capitalization
 130.115.c.3.B – organize information to use in written and oral communication
 130.115.c.4.A – Use informational texts, Internet websites, and technical materials
to review and apply information sources for occupational tasks
 130.115.c.5.A-C – prepare oral presentations to provide information for specific
purposes and audiences; identify support materials that will enhance an oral
presentation; prepare support materials that will enhance an oral presentation
 130.115.c.7.B&E – employ verbal skills when obtaining and conveying information;
use academic skills to facilitate effective written and oral communication
 130.115.c.9.A&B – apply factors and strategies for communicating with a diverse
workforce; demonstrate the ability to communicate and resolve conflicts within a
diverse workforce
English:
110.33.b.1.A&C – determine the meaning of grade-level technical academic English
words in multiple content areas (e.g., science, mathematics, social studies, the arts)
derived from Latin, Greek or other linguistic roots and affixes; infer word meanings
through the identification and analysis of analogies and other word relationships.
110.33.b.12.B-D – evaluate the interactions of different techniques (e.g., layout,
pictures, typeface in print media, images, text, sound in electronic journalism) used in
multi-layered media; evaluate the objectivity of coverage of the same event in various
types of media; evaluate changes in formality and tone across various media for
different audiences and purposes.
110.31.b.15.B – organized and accurately conveyed information, and reader-friendly
formatting techniques.
Accommodations for Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons
may be modified to accommodate your students with learning differences by referring to
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the files found on the Special Populations page of this website.
Teacher Preparation:
References:
1. www.hodu.com/cultural-bus.shtml
2. www.toyota.com/about/diversity/21stCenturyDivStrategy.pdf
3. http://mindtools.com/CommSkll/ActiveListening.htm
4. www.people-communicating.com/listening~exercises.html
5. http://highered.mcgraw-hill.com/sites/dl/free/0070876940/91744/Active_Listening.pdf
6. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&To
picRelationID=1812&ContentID=92853&Content=93808
7. http://www.thetimes100.co.uk/case-study--supply-chain-from-manufacturing-to-shelf-6-370-2.php
8. http://pubs.cas.psu.edu/freepubs/pdfs/ui335.pdf
Instructional Aids:
1. “Diversity at Work” PowerPoint presentation
2. “Corporate Diversity Strategy” Assignment #1
3. “Corporate Diversity Strategy” Rubric
4. “Active Listening” Assignment #2
5. “Active Listening” Rubric
6. “Logistics” Assignment #3
7. “Logistics” Rubric
Materials Needed:
1. Construction paper to cut into strips
2. Glue
3. Markers
Equipment Needed:
1. Computers for students to complete assignments.
2. Projector for PowerPoint.
Learner Preparation:
1. Ask students if they know what the term diversity means. Discuss the definition.
2. On the board or document camera write down “School” and “Work” as column
headings.
3. Have students provide suggestions of types of diversity found at school and at work.
There will be some similar responses as well as different types of diversity for both
school and work.
Lesson Plan
Introduction (LSI Quadrant I)
1. Create a handout of business product scenarios from the Hodu.com web site.
Assign students in pairs or groups, depending upon the size of the class, to one of
the scenarios. Have them provide a paragraph response discussing the scenario,
whether it was a culture or a language barrier, the negative consequences to the
company, and what could have been done differently. Student groups can then
present their summaries to the class.
2. Using the Active Listening Exercises from the people-communicating.com web site,
divide students into pairs to complete at least 2 of the exercises. Then have them
prepare a two-column table explaining what was easy and what was difficult about
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completing the exercises.
Important Terms for this Lesson:
Tolerance – sympathy or indulgence for beliefs or practices differing from or
conflicting with one's own
 Culture – an integrated pattern of human knowledge, belief, and behavior that
depends upon the capacity for symbolic thought and social learning, the set of
shared attitudes, values, goals, and practices that characterizes an institution,
organization or group
 Diversity - the inclusion of different types of people (as people of different races or
cultures) in a group or organization
 Logistics – moving products from one place to another in the most efficient way
possible
 Supply chain - a set of three or more companies directly linked by one or more of the
upstream and downstream flows of products, services, finances and information
from a source to a customer
Outline
Outline (LSI Quadrant II)
Instructors can use the PowerPoint presentation, slides, handouts, and the internet in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Types of Diversity
The workplace today is
A. Cultural-different ethnic
much different than in the
backgrounds
past due to globalization.
B. Age-„baby boomers‟ and „gen
Ask students how many
x‟ in the same workplace
of them have a job. On
C. Gender-males and females in
the board tally how many
traditional and non-traditional
of them would say that
Occupations
there are two or more
generations in their
workplace. Also tally
how many races may be
represented by the
employees or supervisors
they work with. Also,
record how many have
females as supervisors.
II. Communication Barriers
A. Language
Because there is so
B. Cultural Differences
much diversity at work
C. Poverty
today, many employees
D. Trust, Fear
may not have as much in
common with fellow
employees as in the past.
Ask students what the
benefits may be in being

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surrounded by these
differences and how they
can help overcome these
barriers.
III. Diversity Strategies
A. Know your own culture
1. understand your own
behaviors that may be
related to your culture
2. understand your own
similarities and differences
to other people from other
cultures
B. Develop listening skills
1. listen to understand
2. provide feedback after you
listen
C. Utilize non-verbal
communications
1. facial expressions (a smile
goes a long way)
2. gestures
IV. Tips for Effective Listening
A. Pay attention by making eye
contact
B. Show that you are listening
with your posture
C. Provide feedback to clarify
statements
D. Postpone judgment by not
interrupting
E. Respond appropriately by
showing respect to the
speaker
Discuss with students
things that are similar
and different among
people. Cut strips of
paper in different colors
and distribute six to each
student (number can be
changed depending on
number of students).
Have students write a
similarity to others in the
room on one end and a
difference from others in
the room on the other
end. These can be hair
color, eye color, birth
order, … Do this for all
six strips. Then have
them visit with others in
the room and choose two
of their strips and glue
them end-to-end with
other student‟s strips that
match with their strips.
Soon they will see a
chain emerge of their
similarities and
differences.
The teacher can have
students play the Gossip
game by giving a student
a sentence perhaps
relating to a skill they are
working on in class or a
business-related
sentence. The student
whispers it to the next
student and so on until
the last student says it
out loud to the class.
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V. Conflict Resolution Strategies
A. Stick to the facts
B. Sensitivity training
C. Keep discussions professional
D. Recognize
miscommunications
E. Personal comments not on
work time
F. Encourage the value of
diversity
The class can see how
the sentence changed
and write on the board
suggestions for making
the listening more
effective.
Provide students with a
conflict situation and
have them discuss, in
pairs, how to resolve the
situation. They can
present their situation
and their resolutions to
the class.
Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.
Application
Guided Practice (LSI Quadrant III):
 Using the PowerPoint presentation, the teacher will explain the importance of
understanding cultural diversity in the workplace.
 Divide the students into groups and have them select one of the nine principles
of Toyota‟s Diversity Strategy (use the above web site reference). They can
create a PowerPoint to include the following points: explanation of the principle,
summary of the main points, and benefits of the principle to Toyota, its
employees, and customers.
 Go to the McGraw web site to the Active Listening Exercises. Divide the
students into either pairs or groups of three (since there are three questions to
answer for the scenario). Have the groups respond to Vignette #1 using the
three types of responses mentioned. Students can present their summaries to
the class.
 Discuss with students the concept of logistics and supply-chain management,
i.e., how a product gets from point A to point B using the Kellogg‟s example from
the times100.co.uk web site. Provide students, in pairs, with a strip of paper that
has a product name on it and have the student prepare a document (a bulleted
list, table, or outline) that identifies the same steps: Primary sector, Secondary
sector, Tertiary sector, and consumers. Also discuss with students how cultural
diversity applies to logistics and supply-chain management as it relates to their
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products, i.e., how many products are multi-national, that is, their components
are sometimes from foreign countries and are transported to other countries as
well.
Independent Practice (LSI Quadrant III):
 Corporate Diversity Strategy Assignment #1
Each student can select a corporation and create a PowerPoint utilizing all nine of
Toyota‟s Diversity Strategies and applying them to that corporation. They should
use the company name as a slide master and create effects and timings as well.
 Active Listening Assignment #2
Students can be in pairs for this assignment but each will complete the assignment
on his or her own. Using the McGraw-Hill Active Listening Exercises, students will
prepare a table summarizing each of the remaining three vignettes (the first was
done in Guided Practice). The table should by clearly labeled with column headings
and thoroughly answer all three questions for each vignette.
 Logistics Assignment #3
Students will select a product and prepare a SmartArt diagram outlining the steps
involved in supply chain management as it pertains to that product. Then they will
each prepare a short report detailing each of the steps. Use the Kellogg‟s example
as a guide. The report should also address how the cultural diversity related to the
product‟s manufacturing or distribution is addressed, for example, whether or not
their components are from foreign countries or how the products are shipped
worldwide. Also, create an advertisement for the product that is translated into
another language using Word‟s translation feature or using another source to
translate.
Summary
Review (LSI Quadrants I and IV):
Q: Why is the workplace so much more diverse than in the past?
A: Due to advances in technology, the world seems to have become “smaller” due to
globalization. Many businesses have employees and customers internationally.
Q: Why is understanding diversity important to a business?
A: If employees understand the different types of diversity within their business, they
are happier and more productive as employees. This increased morale expands to
creating satisfied customers. Understanding the diversity of customers also helps
companies know what products and services they will like as well.
Q: What kinds of diversity exist in a business?
A: Ethnic, language, gender, and age are the main types, but there are many other
differences including religion.
Q: What are three ways to handle conflicts at work which may result from diversity
issues?
A: Employees should practice sensitivity training, discussions should revolve around
facts more than emotions, and benefits of diversity should be stressed.
Evaluation
Informal Assessment (LSI Quadrant III):
1. Instructor will observe students during Independent Practice.
2. Instructor will assist students as needed.
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Formal Assessment (LSI Quadrants III and IV):
Use the assigned rubrics to evaluate the four Independent Practice Assignments.
Extension/Enrichment (LSI Quadrant IV):
1. Invite a speaker from a local business to discuss their diversity initiatives or
strategies with students as well as how that business has benefitted from having a
diversified workforce. The class can create a poster together with each student
including one of the comments from the speaker.
2. Invite a speaker from LULAC, NAACP, or SBA to speak to students about business
opportunities for various types of diversities whether they be ethnic, age, or genderrelated. Have students each write a summary of the speaker‟s presentation.
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Business Information Management II – Diversity at Work
Independent Practice Assignments
Corporate Diversity Strategy Assignment #1
Each student can select a corporation and create a PowerPoint utilizing all nine
of Toyota‟s Diversity Strategies and applying them to that corporation. They
should use the company name as a slide master and create effects and timings
as well.
Active Listening Assignment #2
Students can be in pairs for this assignment, but each will complete the
assignment on his or her own. Using the McGraw-Hill Active Listening
Exercises, students will prepare a table summarizing each of the remaining three
vignettes (the first was done in Guided Practice). The table should by clearly
labeled with column headings and questions thoroughly answered for each
vignette. Appearance should be professional and pleasing.
Logistics Assignment #3
Students will select a product and prepare a SmartArt diagram outlining the steps
involved in supply chain management as it pertains to that product. Then they
will each prepare a short report detailing each of the steps. Use the Kellogg‟s
example as a guide. The report should also address how the cultural diversity
related to the product‟s manufacturing or distribution is addressed, for example,
whether or not their components are from foreign countries or how the products
are shipped worldwide. Also, create an advertisement for the product that is
translated into another language using Word‟s translation feature or using
another source to translate.
.
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Business Information Management II – Verbal Communication in Business
Corporate Diversity Strategy Rubric
Assignment #1
Student Name: __________________________________
CATEGORY
20
Required Elements Presentation
includes all nine
strategies, slide
master and
timings.
Appearance
Exceptional use
of design
principles-balance
of white space,
text, and graphics
15
Presentation
missing slide
master or
timings.
Mechanics
No grammar or
punctuation errors
1-2 grammar or
punctuation
errors
Comprehension of
Material
Excellent grasp of
each strategy as
applied to the
corporation
selected
1-2 of the
strategies were
not applied
successfully
3-4 of the
strategies
missed the mark
Slide Transitions
Slide transitions
and effects were
appropriate and
enhanced the
presentation
Transitions and
effects were
appropriate but
did not add to
the quality of the
presentation
Some
transitions
and/or effects
were missing
from the
presentation
Adequate use of
design
principles
10
Presentation
missing 1-2 of
the strategies,
slide master,
and timings.
Presentation
appears
ordinary and
lacks several
design
principles
3-4 grammar or
punctuation
errors
Total Score ________
Maximum 100 Points
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5 or less
Presentation
missing 3 or
more strategies,
slide master,
and timings.
Presentation
appears
unprofessional
and utilizes no
principles of
design
More than 4
grammar or
punctuation
errors
Examples used
were not
original, shows
no
understanding
of material
Transitions and
effects either
not present or
totally
inappropriate
and
unprofessional
Business Information Management II – Verbal Communication in Business
Active Listening Assignment Rubric
Assignment #2
Student Name: __________________________________
CATEGORY
20
Required Elements Table contains
column headings
and cells contain
thorough
information for all
three vignettes
Appearance
Appearance is
professional and
formatting is
pleasing to the
eye
15
Table missing
column
headings and
information is
adequate for
three vignettes
Appearance is
neat, formatting
is adequate
Mechanics
No grammar or
punctuation errors
1-2 grammar or
punctuation
errors
Sufficiency of
Information
Excellent amount
of information
provided in
answers to all of
the vignettes
Examples related
to topic
All answers show
excellent
understanding of
topic
Adequate
amount of
information
provided to
answer
questions
Answers show
adequate
comprehension
of topic
10
Table contains
little information
5 or less
Information not
presented in
table form and
information
incomplete
Appearance is
slightly
unprofessional
with only
occasional
formatting
3-4 grammar or
punctuation
errors
Appearance is
unprofessional
and unattractive
Little information
provided in each
answer
1-2 answers
show little
understanding
of topic
Total Score ________
Maximum 100 Points
10
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More than 4
grammar or
punctuation
errors
Answers are
sketchy at best
More than 2
answers show
little to no
understanding
of topic
Business Information Management II – Verbal Communication in Business
Logistics Rubric
Assignment #3
Student Name: __________________________________
CATEGORY
20
Required Elements Both SmartArt,
report, and
advertisement
are complete
15
Both SmartArt,
report, and
advertisement
are present but
adequate
SmartArt
Appearance
Report
Appearance
Mechanics
Examples related
to topic
SmartArt is
creative and
professional in
appearance
Report appears
neat and
professional with
all sections
organized
No grammar or
punctuation errors
in either
document
All examples
match the
appropriate step
in the supply
chain,
multicultural
issues addressed
5 or less
SmartArt,
report, and
advertisement
are missing
entirely
SmartArt is neat
but ordinary in
appearance
10
SmartArt,
report, or
advertisement
are missing,
information
presented in
another format
SmartArt
contains too
little information
Report is neat
but slightly
disorganized
Report not
formatted
properly
Report not
present
1-2 grammar or
punctuation
errors total in
both documents
Supply chain
and multicultural
issues
addressed but
not thoroughly
3-4 grammar or
punctuation
errors in both
documents
Either supply
chain steps or
multicultural
implications not
discussed or
mentioned
More than 4
grammar or
punctuation
errors
Assignment
shows little to
no
understanding
of topic
Total Score ________
Maximum 100 Points
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SmartArt not
present