Course:
Term:
Professor:
Office:
Management 4102-5116
Management of Diversity
Fully Online
A Term elearning.uwf.edu
Dr. Marian Schultz
Eglin AFB Education Center
Phone: 678-3727 office; 897-3115 home
Textbook:
Management of Diversity: Understanding and Managing Diversity , 4/E , by Carol Harvey, M. June Allard. ISBN: 0-13-144154-X Publisher: Prentice Hall;
Copyright: 2009;
Second required book: The Gift of Fear by Gavin DeBecker.
Recommended Texts:
Managerial Excellence Through Diversity by Mary C. Gentile, Waveland Press, 1996
Women at Work, by Dayle Smith
Making Sense of Managing Culture by Cray & Mallory, 1998.
Intercultural Business Communication, Chaney & Martin, second edition 2000

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 seminar format. Students will be expected to read the material, participate in online discussions, participate in online and team assignments and complete online 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 studentteacher 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 will go over the details of the project in class.
 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 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 format, complete citations
 It should be 15 pages in length (not including references, title pages or appendixes)
 Paper is due by opening date of the final exam, (to be posted) unless other arrangements have been made with instructor
 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. Submit one discussion question for each chapter. The class will

discuss your question, or your question may be enhanced for class 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.
5.
Undergraduate students will be posting two articles that support either your chapter, or one of the discussed chapters to enhance discussion.
Evaluation Items
Midterm Examination 30%
Final Examination
Participation in weekly discussions
Undergraduate Team
Project/Presentation or
Research Paper for graduate students
Powerpoint covering two chapters for “The Gift of
Fear” book (Graduate students only)
30%
10%
20%
Grad students
30%
30%
10%
20%
10%
Choose one of the cases listed in the book; read and answer the discussion questions (Coca Cola,
Cracker Barrel, AF
Academy, Pitney Bowes
(undergraduate only)
Total
10%
100% 100%

Grading:
Final Grade
94 - 100% A
90-93%
88-89%
84-87%
A-
B+
B
80-83%
78-79%
74-77%
70-73%
68-69%
B-
C+
C
C-
D+
64-67%
60-63%
Below
D
D-
F
Work Standards:
It is an objective of the University that students develop appropriate communication skills and technological awareness as part of their preparation for professional careers. In this respect, all course work will employ style and quality representative of collegiate standards. Substandard papers may require additional effort to bring it to acceptable standards. Late submission of assignments could result in a lowered grade.
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, SDRC@uwf.edu
, (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 module begins on Monday 7 am and ends the following
Monday at 7 am central time.
Module 1 Week of August 24
Objectives:
 A Framework for Understanding Individual Perspectives of Diversity
(Section I) p. 1-7
 Diversity p. 9-10
 Redefining Diversity p. 11-14
Assignment 1: Diversity on the Web p. 8: go to the website and take the race and gender tests. Then go to the discussion board and indicate what you have learned about yourself after taking the test.

Assignment 2: Diversity on the Web p. 14 Read the article. What did you learn about the best approach for today’s manager? Why? Post to the Discussion
Board.
Assignment 3: I am…. p. 15 Do not submit this assignment, but include the three descriptors you chose as most important when you provide your introduction to the class
Module 2 August 31
Objectives:
 To understand prejudice and stereotypes
 To understand the three approaches to diversity require additional management and communication skill
Assignment 1: Read Increasing Multicultural Understanding p. 16
Complete Uncovering Stereotypes p. 17-18; write 1 paragraph summarizing the two tables. Post to the discussion board.
Assignment 2: Read Nacirema Extended. Complete Diversity on the Web . Post to the Discussion board.
Module 3
Objectives:
September 7
 To focus on global diversity
 To understand the emotional impact on diversity
 To understand your organization and its focus on diversity
Assignment 1: Read Exploring Diversity in your Organization p. 25
You may choose Option A or Option B to complete. Post to the discussion board.
Assignment 2: Read Emotional Connection of Distinguishing Differences and
Conflict p. 28 Answer discussion question #3 p. 34 and post to the discussion board.
Assignment 3: Read White Privilege and Male Privilege p. 35 Answer discussion questions 1, 2, 4 on p. 44. Post to the discussion board.
Module 4 September 14
Objectives:
 To understand the impact of social class and social identity
 To understand the global view of cultural differences
Assignment 1: Read “A Framework for Understanding Social Identity…” p. 45
Assignment 2: Diversity on the Web p. 55. Choose one of the four items and summarize what you found. Post to the discussion board.

Assignment 3: Read “A World View of Cultural Diversity. Answer discussion questions, 3, 4 & 5. Post to the discussion board.
Module 5 September 21
Objectives:
 To focus on the impact of culture on negotiation strategies
 To understand the transmission of cultural values
Assignment 1: Read Cultural Transmission Today p. 79 Answer questions 1 & 2 on p. 89. Post to the discussion board
Assignment 2: Read Negotiating on p. 92 and Negotiation BWA Discovers… on p. 99
Assignment 3: Complete Diversity on the Web p. 104. Choose one country and a classmate as a partner to research the information. Only the Briefing Paper section. Post to the Discussion Board.
Module 6 September 28
Objectives:
Assignment 1: Read Interpreting Intercultural Communication p. 106
Assignment 2: Read Women in the workforce on p. 119
Assignment 3: Read Women in Leadership Positions on p. 120
Assignment 4: Read Power of Talk on p. 132. Complete discussion question #2 and post to the discussion board
Assignment 5: Read and complete “Is this Sexual Harassment” on p. 146 c complete the exercise and post it to the discussion board.
Module 7
Objectives:
October 5
To focus on the role of male privilege
To determine whether male privilege still exists
Assignment 1: Read Negative Consequences of Male Privilege on p. 148 and respond to #3 discussion question on p. 153. Post it to the discussion board.
Assignment 2: Read Does Social Class Make a Difference. Complete p. 155 exercise on Justin and Clark. Post response to the discussion board.
Assignment 3: Read Social Class Diversity and answer discussion question #1 on p. 169.

Module 8
Objectives
October 12
 To understand the power associated with harassment
 To examine the affect of control and power in the diverse workplace
Assignment 1: Read Generational Diversity on p. 172. Complete Diversity on the
Web p. 183 #1. Post it to the discussion board.
Assignment 2: Read Organizational Innovations for Older Workers on p. 184
Assignment 3: Read Religion, Culture and Management in the New Millennium on p. 192.
Assignment 4: Read Religion and Work on p. 201
Assignment 5: Complete musical Chairs exercise on p. 204. The response will be posted at the end of the week.
Assignment 6: Complete Diversity on the Web on p. 205. The specific disability will be assigned. Form DYADS to complete this exercise.
Module 9
Objectives:
October 19
 To understand the role of personal instinct on choices
 To understand the impact of the media and printed messages on choices.
 The gift of Fear beginning discussions
Post Chapter 1-2 (by professor)
Assignment 1. Complete Impact of media on p. 242; exercises 1-4. Assignment should be uploaded to the dropbox by November 23. Be sure to add a paragraph about what you learned through the activity.
Assignment 2. Read the first two chapters of the Gift of Fear. Questions will be posted on the discussion board.
Module 10 October 26
Assignment 1: Read The Gift of Fear chapters 3-4
Assignment 2: Graduate students post ppt of chapters 3-4
Assignment 3: Professor will post discussion board question

Module 11 November 2
Assignment 1: Read The Gift of Fear chapters 5-6
Assignment 2: Graduate Student post ppt of chapters 5-6
Assignment 3: Respond to discussion board question
Module 12 November 9
Assignment 1: Read The Gift of Fear Chapters 7-8
Assignment 2: Graduate Student post the ppt of chapters 7-8
Assignment 3: Respond to discussion board question
Module 13 November 16
Assignment 1: Read Gift of Fear Chapters 9-10
Assignment 2: Graduate Student post the ppt of chapters 9-10
Assignment 3: Respond to discussion board question
Module 14 November 23
Assignment 1: Read The Gift of Fear Chapters 14-15
Assignment 2: Graduate Student post the ppt of chapters 14-15
Assignment 3: Respond to discussion board question/article
Module 15 November 30
Assignment 1: Prepare for the final exam
Assignment 2: Respond to the discussion board question
Module 16 December 7

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 various business courses for The
Chaminade University and living in Hawaii. While in San
Marketing and Management of Texas at San Antonio. She
University School of Business
California. She has taught
University of Hawaii,
Hawaii Pacific College while
Antonio she taught in the
Department for The University taught full time for St. Mary’s and Administration. In addition to her teaching, she is consulting work for businesses
Antonio (known for their taco &
Edge, 149 th Tactical Fighter also actively involved in such as Pace Foods of San picante sauce), The Winning
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.