MANAGING A DIVERSE WORKFORCE
MGMT 34600
Vickie L. Allen
Assistant Professor
Department of Business Administration
Office: 30 Fontbonne Hall
Phone: (651) 690-8875
Office Manager: Nancy Haas (651)690-6616
Cell Phone: (952)-210-7634
E-mail: vlallen@stkate.edu or vickie0707@aol.com (email preference)
* denotes special class sessions
Office Hours:
Thursday 4pm-5:30pm or by appointment
Sunday 10am-11:30am (WEC Sunday)
When I dare to be powerful, when I use my voice in
service to my vision, then it becomes less important
whether or not I am afraid. Audre Lorde
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Course Description
This course provides a hands-on approach to understanding how to work with people
from different cultures, generations, genders, social economic backgrounds, sexual
orientations and ages. Students are asked to examine their own values and perspectives,
to become aware of their own biases, and through examining different cultural
orientations, to work towards greater understanding and acceptance of difference.
The course focuses on the impact of diverse cultures on the work environment and
management practices that enhance the full utilization of human diversity. Students learn
about belief systems, attitudes, conditioning and how these cognitive processes interact
with the management of a diverse workforce. The management functions, organizational
behavior, change and productivity are examined in relation to issues of diversity. Anyone
planning to work outside the home, regardless of discipline or field, can benefit from this
course.
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Course Objective
Managers and professionals in today’s economy are challenged to create work
environments that address the needs and respond to the opportunities of a diverse
workforce. Managers and leaders must move beyond their own cultural frame of
reference to promote strong intercultural communication and create cultural synergy in
the workplace. They must recognize and take full advantage of the productivity potential
inherent in a diverse population. To ensure the student is successful at interacting with a
diverse workforce, this experiential-based class will address the following:
 Discuss the concepts, trends, philosophy and definition of a diverse workforce.
 Analyze how different cultures define and evaluate effective performance.
 Understand concepts and dynamics of prejudice, stereotypes, cross-cultural
communication and how they work.
 Analyze models for understanding the behavior of employees from diverse
backgrounds
 Assess one’s own belief about work values and those of others
 Develop strategies, goals, and action plans to address diversity issues
 Empower employees to maximize the potential of diversity in relationships with
others
 Negotiate outcomes with cultural differences in mind
Upon completion of the course, students will demonstrate mastery in the above
topic areas.
Required Texts

Race, Class and Gender in the United States by Paula S. Rothenberg.
Publication Date: September 11, 2009 | ISBN-10: 142921788X | ISBN-13: 978-1429217880 |
Edition: Eighth Edition

White Priviledge by Paula S. Rothenberg Publication Date: February 9, 2011 | ISBN-10:
1429233443 | ISBN-13: 978-1429233446 | Edition: Fourth Edition
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Optional Texts

The Reflective Woman College of St. Catherine 7th Edition

The Color of Wealth: The Story Behind the US Wealth Divide by Meizhu Lui , Barbara
Robles , Betsy Leondar-Wright
Learning Strategies and Teaching Style
Learning strategies will emphasize experiential exercises, group discussion, case studies
and special reading assignments. Lectures, videos and exercises will be used to enhance
understanding of important concepts introduced in the text and readings.
My teaching style revolves around the use of case studies as the primary learning tool for
the following reasons:
A. To develop critical thinking and reflective learning in the student
B. To improve the student’s organizational skills - as case studies are sometimes very
dense in information, the key is to condense this information into logical sections and
organize them so that a clear picture of the problem/issue can be understood.
Course Requirements and Evaluation
This course is designed to help you develop critical thinking, reading and visual skills; oral and
written communications skills; and group interaction skills. The course also is designed to help
you broaden your concept of leadership and develop skills for tapping into or unleashing your
own creative leadership. Because of our emphasis on collaborative practice, we want to break
down worn-out ideas of leadership as a “gift one is born with” and replace it with the idea that
leaders are created by focusing on their strengths and through utilizing their voice to create
change.
Consistent class attendance is expected of all students. I expect you to read carefully all reading
assignments, participate in small group discussions about each reading assignment, and come to
class prepared to discuss the day’s readings. If we have in-class assignments, this work cannot be
made up. Papers and other assignments turned in after the end of class on the due date will be
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marked down half of a letter grade for every late day. No work that is more than one week late
will be accepted without a valid written medical excuse or notice of death in the family.
Grades for the course will be determined from the following assignments:

Participation & Attendance
20%

Journals & Experiential Journeys
10%

Group Case Discussion and Analysis
30%

Team Research Project
40%
Criteria for Grading
Students who have engaged in the following are the most likely candidate to earn an “A”
in the course:
A. Engaged in an honest personal self-examination.
B. Identified areas of potential personal bias.
C. Demonstrated personal growth and commitment to transcend personal biases.
D. Shown insight and growing sensitivity to issues related to diversity in written
assignments and oral communication.
E. Completed all assignments in a timely manner using college level writing
standards.
F. Followed the requirements for each assignment as described in the syllabus.
G. Regularly attended class, participated in discussions and turned in written weekly
summaries of what was learned during the previous class session for each class
session.
Assignment Details

All assignments are expected to be turned in on the date in which they are due.
Exceptions will only be made for extenuating circumstances and these must be
approved by the instructor prior to the Saturday in which the assignment is due.

All assignments must be turned in at the beginning of the class that they are due.
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
All assignments must be typed, double spaced using 12 point font and stapled

Please be sure to proofread your assignments. Papers may be docked for too
many grammatical errors.

Late assignments will be reduced by ½ grade for each day late (unless student has
prearranged an exception).

The first page of your paper should contain your name, name of course and title of
the assignment. All assignments not done in class must be typed.
You are urged to make a copy of written work prior to submitting.
Class Participation & Attendance (20% of grade)
Consider each class like a business meeting. You are required to:

Attend every class: only 1 excused absence for the semester- anything beyond 1
could result in a failing grade

Prepare fully for each class (readings and assignments)

Arrive on schedule and stay until completion to avoid class disruption (cell
phones must be off or on vibrate only when in “emergency” contact situations)

Participate energetically and respectfully in class discussions and exercises

Meet assignment due dates
Journals (10% of grade)
Each student is to keep a journal of his/her learning progress regarding managing
diversity and diversity related issues. The purpose of the journal is to document your
evolving and expanding awareness regarding related issues.
Journals should include:
1. Topics discussed in class or readings from the text.
2. Personal biases toward specific cultures or groups of people and how you are
transforming your biases.
3. Examples of both appropriate and inappropriate ways of handling diversity issues
you have observed on the job.
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4. Personal behaviors you have engaged in that enhance the management of
diversity at work (and in life in general).
5. Personal behaviors that you have engaged in that have hindered inclusiveness and
management of diversity.
6. Growing awareness of what it means to be “other”.
7. How you have interacted with “others” in the past and ways you see yourself
changing?
8. How you relate to your own “otherness”?
9. Ways you and/or co-workers have handled discriminatory humor at work and
socially.
10. Action Plan for bringing diversity management into your work environment and
your life. Your action plans need to include at least six specific steps you plan to
take. This final item is due on the last day of class.
Journals should be written on a weekly basis: minimum of a page a week and no more
than two or three pages a week. The goal of your writing is quality not quantity. If
you convey significant learning in 1 page then you have fulfilled the assignment.
Journals must be typed, dated, and kept in a folder with pockets.
Conveying significant meaning in your journal means that you focus on subjects
related to diversity and managing diversity and that you go directly to the point and
discuss:
1. What happened or what you are thinking about?
2. How you or someone else reacted to a situation or idea?
3. Your thoughts about the situation or idea
4. How your views are evolving regarding the incident or issue?
5. Unique struggles you are having with the issue
6. How are you learning to manage diversity more effectively?
Your journals will be turned in three times during the semester
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Case Study & Discussion (20 % of the grade)
The case method has been accepted as a critical method for training students, managers
and leaders. In preparation for the discussion component of the class, the group will be
asked to answer the following questions as a component of the group discussion:
1. What are the facts of the case and what are the implications of these facts?
2. What are the possible courses of action one might take and of these
possibilities, what course you recommend and why?
3. What actions would you take to implement your recommendation?
You should be prepared to fully answer any of these questions in class for each
assigned case
Grading:
60%
Content of discussion (depth and quality of analysis)
40%
Presentation of the material (engaging the class in thought provoking
discussion)
A superior effort will connect your case study with the concepts discussed in class
and presented in the required textbooks.
Team Research Project (Final Project – 40% of grade)
The purpose of this team research project is to provide students with a team experience
that will broaden their exposure to critical diversity issues in addition to gaining
experience creating and sustaining a functioning team. Each team will agree on a
research topic, not to be duplicated by other teams, from the list below, or a topic
suggested by the team and pre-approved by the instructor.
Topics:

The Glass Ceiling
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
Affirmative Action

Highlight a specific company’s approach to diversity

Job Discrimination

Diversity Failures

Gay & Lesbian issues in the workplace

African Americans and Corporate America

The Generation Gap: X, Y and Z

Intercultural Conflict

Non-verbal Communication: Differences among cultures

Ageism & Baby Boomers

Classism: The Hidden Truths
Each team will give a 20-minute overview of their findings. They will also engage the
class in an interactive exercise (skit, demonstration, discussion, role play, etc.) that will
last no more than 10 minutes. Each team will provide the rest of the class with copies of
the PowerPoint presentation (6 slides maximum) and bibliography.
Each team will submit the following packet to the instructor on the last day of class:
1. A team charter – A short (one page) document that lists the team members and
outlines the research project topic, team objective, and team norms & ground
rules
2. A summary of the key research findings (5-8 pages)
3. An annotated bibliography of research sources (minimum of 10 references)
4. An outline of the interactive exercise used in class (objective, timing, roles,
process)
5. A copy of the PowerPoint presentation (no more than 6 slides)
The team’s project will be graded on the following factors:
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20%
Team charter (creation of and adherence to)
40%
Content of research (depth, quality and analysis)
40%
Presentation to class (organization, engagement level, presentation
quality)
( I will assign the presentation schedule on the first day of class)
Why Do I Ask You to Work in Groups?
The four main reasons for group work are that you will come up with

more original ideas

more imaginative research

more creative problem-solving

more innovative knowledge building
We achieve very little on our own. I may say I wrote an essay by myself, but in fact, I will have
talked it over with colleagues, read and analyzed other people’s writings on my subject, asked a
trusted friend or two to help me revise the essay and then submitted it to a professor, or the editor
of a magazine or journal, who in turn suggest revisions and edits. “My” work constitutes the
synthesis of many other people’s ideas, and is much more thorough and rigorous for it.
Four or five intelligences sparking off each other generate more ideas and more solutions than
four or five intelligences working in isolation, and more and more colleges and workplaces are
capitalizing on this team energy. Learning to learn and create in a team equips us both for our
own individual work as scholars in college and for the demands of the workplace and the other
communities to which we contribute.
But the route to rewarding collaboration requires some posting of signs, because most of us have
had both good and bad experiences working in groups. By analyzing our own experiences of
working or playing in teams, communicating them to others, and drawing conclusions from
shared information, we learn to apply individual ideas to communal goals.
The group or team contract marks the first step in building an effective team.
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Philosophy of the Instructor
My goal is to provide you with insight into where we have been, where we are, and where we
might be going. Therefore; we will approach this subject from a broad range of perspectives—
visiting our history, looking at the biological and economic factors, reviewing the American
socialization processes, and introducing specific frameworks and approaches towards an ultimate
goal of developing critical thinkers who can contribute to creating and maintain a diverse
workforce.
Policies and Course Expectations
As a courtesy to others in the class, please turn off all beepers, cellular telephones and
other wireless communication devices at the start of class.
Honor Code
Students in this class are bound by the Honor Code, as stated in the St. Catherine
University Catalog. The honor code requires that the work you do as an individual be the
product of your own individual synthesis or integration of ideas. (This does not prohibit
collaborative work when it is approved by your instructor.) As faculty members, we have
an obligation to refer the names of students who may have violated the Honor Code to
Academic Affairs, which treats such cases very seriously. The following are common
Honor Code issues.
Plagiarism:
Using someone else’s words or ideas without giving them credit is plagiarism, a very
serious Honor Code offense. It is very important to understand how to prevent
committing plagiarism when using material from a source. If you wish to quote verbatim,
you must use the exact words and punctuation just as the passage appears in the original
and must use quotation marks and page numbers in your citation. If you want to
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paraphrase or summarize ideas from a source, you must put the ideas into your own
words, and you must cite the source, using the APA or MLA format. (The exception to
this rule is information termed general knowledge—information that is widely known
and stated in a number of sources. Determining what is general knowledge can be
complicated, so the wise course is, “When in doubt, cite.”
Internet:
Be especially careful when using the Internet for research. Not all Internet sources are
equally reliable; some are just plain wrong. Also, since you can download text, it
becomes very easy to inadvertently plagiarize. If you use an Internet source, you must
cite the exact URL in your paper and include with it the last date that you successfully
accessed the site.
Students with Disabilities and Learning Differences
If you have a diagnosed disability or learning difference and you need academic
accommodations, please inform me at the beginning of the semester and contact the O’Neil
Writing Center. You must provide me with a faculty contact sheet from that office outlining the
accommodations needed for your disability or learning difference. All academic accommodations
must be arranged in advance through the O’Neil Learning Center.
Writing Center
Students who are in need of intensive help with grammar, structure or mechanics in their writing
should make use of the services of the O’Neil Writing Center. The services of the Writing Center
are available by appointment and occasionally on a walk-in basis.
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Course Schedule
Date
Topic
Readings &
Assignments Due
Class # 1: April 15th
Movie “CRASH” :
No assignments are due
on the first day of class
Introductions
Review the syllabus
Pre-Cultural Competency
Assessment (In-Class)
Class # 2: April 22nd
Being a Minority Experiential
Assignment in the community
No formal class meetings but
rather an opportunity for you
to experience being in an
environment in which you are
a member of a minority
group.
Experiential Exercise
Becoming a Minority:
Allows the student to be
exposed to cultural
differences between yourself
and others in a self-chosen
environment that is
unfamiliar.
After your visit in the
community…upon your
return please answer the
following (3) questions:
1. What is the definition of
Diversity for you?
2. What role do you or
would you like to play in
the awareness of an
eventual eradication of
racism, sexism,
homophobia?
3. What were your key
takeaways from the
experience?
Class Discussion:
Basic Foundations of
Diversity and Key Terms
Class # 3: May 6th
Racism in America
JOURNAL DUE
Can African Americans
Achieve the same level of
success as their White
Counterparts in Corporate
America? Are the barriers too
institutionalized to achieve
Discuss and Reflect on the
following questions:
What were your
impressions of the
experience versus your
pre-conceptions of the
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equality?
experience?
What role does white
privilege play in the
conversation?
How did they vary?
Guest Speaker: Shvonne
Johnson, Masters in African
American History- Howard
University
Did it contribute to a
greater sense of selfawareness?
What was the learning
opportunity?
8:15pm-9:30 DVD:
Two Black Nations of Black
America
Class # 4: May 20th
Class Discussion
Race, Class & Gender
GRADUATION
White Privilege
Constructing Race,
Creating White Privilege
Pem Davidson Buck p. 32
Movie: Deconstructing the
Origin of White Privilege
White Like Me Frank
Rich p. 138
White Privilege
Unpacking the Invisible
Knapsack Peggy
McIntosh p. 172
White Privilege Book
Chapters will be assigned
on the first day of class
Class # 5: June 3rd
GENDER
JOURNAL DUE
Sexism
Race, Class and Gender
Are women encouraged or
discouraged from gaining
access to C-level positions?
“Night of His Day”: The
Social Construction of
Gender Judith Lorber p.54
Is it possible to have it all?
Career…Children…Family or
is it a fantasy?
Oppression by
Marilyn Frye p. 149
Why are so few women on
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boards, hold CEO positions or
hold top government roles?
How do women impede each
other’s progress?
GUEST PANEL: St. Kate’s
Alum Speak on their personal
experience in corporate
America
Refusal to Fire
Unattractive Saleswoman
Led to Dismissal
Steven Greenhouse p. 258
Women in State Police:
Trouble in the Ranks
Jonathan Schuppe p. 263
Manhattan Store Owner
Accused of Underpaying
and Sexually Harassing
Workers Steven
Greenhouse p. 269
Class # 6: June 10th
(Online)
Is Diversity Worth It?
Case Study: Diversity
Goals: Framing the
Debate & Enabling Fair
Evaluation (Kelley School
of Business)
Class # 7: June 24th
Sexual Orientation
Race, Class & Gender
Gays, Lesbiansl, Transgender
and Bi-Sexual (Sexual
Orientation)
Movie: “For the Bible Tells
Me So” Can the love between
two people ever be an
The Social Construction
of Sexuality Ruth
Hubbard p. 65
Lesbian Sues School
District Over Harassment
by Judy Peet p. 297
Gay Marriage is a
Question of Love Keith
Olberman p. 446
abomination? Is the chasm
separating gays and lesbians
and Christianity too wide to
cross? Is the Bible an excuse
to hate?
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Class # 8: July 1st
Class Discussion
JOURNAL DUE
Movie: Living on a Dime
Race, Class and Gender
Discussion: Color of Wealth
Why is there a gap in the
number of people in the
wealth versus poverty
categories?
Why are RICH people
RICH and POOR people
POOR?
Where is Minnesota in this
discussion? How do we fair
as a state on poverty?
In Class Exercise: Post
Cultural Competency
Assessment
Deconstructing the
Underclass Herbert Gans
p. 102
Class in America- 2009
Gregory Mantsios p. 177
Wealth Often Win the
Race for Merit-Based
College Aid Jay Mathews
p. 288
Income Gap is Widening
David Cay Johnson p. 317
Meet the Wealth Gap
Gabriel Thompson p. 319
Shh, Don’t Say Poverty
Bob Herbert p. 323
Savage Inequalities
Revisited Bob Feldman p.
357
Experiential
Assignment:
Students are asked to live
on $5.00 for the day, and
uncover observations from
others as well as their own
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internal feeling of worth.
Class # 9: July 6th
LAST DAY OF CLASS
Group Presentations
The Bigger Picture: Changing
Corporate Culture and
Organizational Systems to
Support Diversity
Faculty Evaluations
Closing Thoughts
Personal Action Plan
Becoming the leader to
support and champion
diversity in the workplace
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