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 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 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
discussions
Undergraduate Team
Project/Presentation or
Research Paper for
graduate students
Dropbox assignments and
the Powerpoint covering
two chapters for “The Gift
of Fear” book (Graduate
students only)
Dropbox assignments
(undergraduate only)
Total
10%
10%
20%
20%
10%
10%
100%
100%
Grading:
Work Standards:
It is an objective of the
develop appropriate
and technological
their preparation for
this respect, all course
and quality
collegiate standards.
require additional effort
standards. Late
assignments could result
Final Grade
93 - 100%
A
90-92%
88-89%
84-87%
AB+
B
80-83%
78-79%
74-77%
70-73%
68-69%
BC+
C
CD+
64-67%
60-63%
Below
D
DF
University that students
communication skills
awareness as part of
professional careers. In
work will employ style
representative of
Substandard papers may
to bring it to acceptable
submission of
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 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 did NOT participate in the weekly discussion.
Module 1 Week of January 6
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 13
READ
1.
2.
3.
4.
5.
6.
Increasing Multicultural Understanding: Uncovering Stereotypes p. 29
White Privilege and Male Privilege p. 32
Emotional Connection of Distinguishing Differences and Conflict p. 41
Best of the Best p. 48
Pitney Bowes Case: a legacy of diversity management p. 50
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
Module 3 Week of January 20
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?
Module 4
Week of January 27
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
available
Module 5 Week of February 3
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 (p. 139) 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.
Module 6
Week of February 10
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.
Module 7 Week of February 17
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.
Module 8 Week of February 24
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 27th at 7 am central time and close on March 1st 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 3
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 10 SPRING BREAK
Module 11 Week of March 17
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.
Module 12 Week of March 24
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 March 31
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 7
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 14
Assignment 1: Read The Gift of Fear Chapters 14-15 and respond to discussion
board question
Module 16 Week of April 21
The final exam will be available from April 25 (7 am, central time – April 29,
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.