University of Southern California
Marshall School of Business
Center for Management Communication
BUCO 333: Communication in the Working World: Managing Diversity and Conflict
Fall, 2014
Professor:
Dr. Sharoni Little
Office:
Office Hours:
ACC 407
Tuesday and Thursday, 11:00-11:50 am, and by appointment
E-Mail:
slittle@usc.edu
Telelphone:
(213) 821-1159
TEXTS AND REQUIRED READINGS:
Bucher, R. D (2015). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities, 4th
edition. Upper Saddle River: Prentice Hall.
Course Readings and additional assignments.
COURSE DESCRIPTION AND GOALS
Communication in the Working World: Managing Diversity and Conflict fulfills the University of Southern
California's diversity requirement. Studying cultural diversity from a communication perspective is particularly
important for students whose careers will require them to work with and represent people of diverse cultural
backgrounds. This course introduces you to fundamental issues related to managing cultural diversity at both the
individual and organizational levels.
The primary goal of Communication in the Working World: Managing Diversity and Conflict is to help you develop
practical communication strategies and tools for understanding and addressing diversity and equity issues. Specifically,
you will examine the compelling “business case for diversity,” and the importance of inclusive excellence. To
accomplish this goal, the course is divided into three broad components:
1) Foundations/ Awareness: Introduces you to a basic vocabulary for analyzing the historical, social, legal,
and political perspectives influencing our understanding of diversity. It will also introduce you to core
concepts and perspectives that are crucial to cultivating an understanding of the working world as a
diverse space.
2) Critical Studies/Understanding: Builds on the Foundations/Awareness component through
critical examination of different aspects of cultural diversity in the working world. These include, but are
not limited to: race, ethnicity, gender, sexual orientation, age, disability, culture, and social class. It will
also investigate the influence of systemic societal oppression and conflict on the working world.
3) Competencies/Action: Builds on Foundations/Awareness and Critical Studies/Understanding
components through practical applications of your understanding of cultural diversity and the need to
achieve equitable outcomes in a diverse and global world. Examines the role of leadership in achieving
such outcomes.
FULFILLING THE DIVERSITY COURSE REQUIREMENT
BUCO 333 examines cultural diversity in the working world. While race and gender will be the two foundational
diversity elements for this course, ethnicity, sexual orientation, age, disability, culture, social class, and other pertinent
issues will also be discussed. The course begins with a discussion of the historical, social, legal, and political
precedents that have been instrumental in orchestrating and perpetuating racial and gender oppression and conflict in
the U.S. in particular, and the world in general. The course uses your understanding of the influence institutional
structures impose on all social interaction to cultivate an understanding of the complexities of cultural diversity in the
global marketplace, and to develop your ability to humanely address it.
Learning Objectives
In addition to its fundamental goal of helping you develop practical communication tools for understanding and
addressing diversity issues, BUCO 333 will help you meet these specific learning objectives for each course
component:
Foundations/Awareness Learning Objectives
 You will know how to recognize different communication styles and modes of expression that are shaped by
history, law, social practice, economics, and the politics of communication interactants.

You will know how to be introspective in assessing how the self (and knowledge of the self) relates to issues of
diversity.

You will be exposed to the historical and legal precedents of diversity practices to cultivate your ability to
differentiate between Affirmative Action, Equal Employment Opportunity Laws, and diversity.

You will recognize and overcome barriers to diversity and equity including prejudice, stereotyping, and
discrimination.

You will view the management of diversity, equity and conflict as a business strategy for organizational
effectiveness.
Critical Studies/Understanding Learning Objectives
 You will consider communication as fundamental to understanding the diverse working world.

You will understand the importance of effective cross cultural communication in various contexts, especially those
that can result in intersectional conflict (i.e.:gender/race, class/race, sexual orientation/religion).

You will understand the components of communication competence and their importance in managing and
leading a culturally diverse working world.

You will understand the complex identities of individuals in the working world, including, but not limited to: race,
culture, ethnicity, gender, education, sexual orientation, age, and physical disabilities.
Competencies/Action Learning Objectives
 You will be equipped with tools and skills for effectively managing the ethical dimensions of cultural diversity and
conflict.

You will develop your leadership skills and ability to work humanely with other people.

You will adapt your communication behavior to the various expectations of differing interpersonal communication
styles.

You will develops and demonstrate your competency for managing diversity and conflict through effective
communication strategies.

You will refine your oral, written and interpersonal communication skills.
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PREREQUISITE KNOWLEDGE FOR BUCO 333
To successfully participate in this course, you should be willing and able to articulate your ideas clearly and coherently
both in writing and speaking. You should keep an open mind and be self-reflexive/introspective about issues of
diversity. Finally, you should understand that communication does not occur in a vacuum, and acknowledge that
historical, legal, political, and societal precedents inform all human interaction.
******
COURSE SIGNIFICANCE AND RELEVANCE
Communication involves the study of interactions between persons. It is relevant to virtually every area of our daily
lives. Moreover, where cultural isolation was once the norm, today continual interaction among cultures is
commonplace. In the working world, knowledge of diversity issues is absolutely crucial. Communication provides a
context for all forms of knowledge. Every interaction involves culturally based assumptions about another's social,
political, economic, occupational, linguistic, religious, and racial/ethnic group memberships. In turn, these are affected
by beliefs and attitudes about age, gender, sexual orientation, physical appearance, and other characteristics. When
cultures differ and conflict occurs, you cannot always rely on the sharing of these assumptions. Consequently, to
achieve successful communication with persons from other cultures, you must be aware of the fact that your messages
may be interpreted in quite unexpected and different ways and, if possible, organize both what you say and how you
say it, accordingly.
Our purpose is not to give you a large compendium of dos and don'ts in managing cultural diversity; rather, we will
study the subject to help you learn how to identify the communication and conflict concepts that lead to the dos and
don'ts. We will examine communication in the working world and strategies for managing diversity, equity and
conflict by studying how social structures that are informed by cultural bias lead to misunderstandings and
understandings. The communication challenges that occur when messages are misinterpreted reveal issues that are not
immediately apparent in successful discourse. When a misunderstanding is recognized, it provides a reason for
conducting a cultural analysis, which involves a study of communication codes. We will identify possible sources of
significance for cultural communication codes and themes in the working world.
Throughout the semester, you will be exposed to communication situations pertaining to cultural diversity in the
working world. Class discussions will be focused on similarities and differences in communication and understanding
why differences between people may lead to differences in communication styles, patterns, expectations, and conflict.
You will build on your exposure to these communication conceptions through class assignments that require you to
link theory with practice and compare perception to reality.
GENERAL POLICIES
Fostering Community:
Because sharing and respecting different viewpoints and experiences is critical to a productive learning environment,
we will adhere to the following principles:





We will be a learning community where everyone is a learner as well as a resource.
We will not single out individuals to be spokespersons for members of their own race, gender, religion, or
some other category we may assume they represent.
We will listen to understand before we agree or disagree.
We will respect all points of view; name-calling or personal attacks will not be tolerated.
If we find something offensive, we will politely inform others of our feelings.
Attendance
Your attendance and punctuality are necessary. Class discussions and course assignments require daily participation.
You are allowed two unexcused absences for the semester. In cases of compelling personal reasons (death in the
family, hospitalization, etc.), absences may be excused. You must present documentation of some kind in order to
excuse an absence. You will be marked absent for the day if you are more than ten minutes late to class, or if you
leave before class is over without proper notification. (This means that just as you would do in a professional setting,
you should keep me apprised of all unavoidable schedule conflicts). All attendance issues must be resolved within
twenty-four hours of their occurrence. This means you cannot wait until the end of the semester to decide that an
absence earlier in the semester should have been excused.
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Add/Drop Process Explanation
http://www.usc.edu/dept/publications/cat2011/academic/policies.html
In compliance with USC and Marshall’s policies classes are open enrollment (R-clearance) through the first week of
class. All classes are closed (switched to D-clearance) at the end of the first week. This policy minimizes the
complexity of the registration process for students by standardizing across classes. I can drop you from my class if you
don’t attend the first two sessions. Please note: If you decide to drop, or if you choose not to attend the first two
sessions and are dropped, you risk being not being able to add to another section this semester, since they might reach
capacity. You can only add a class after the first week of classes if you receive approval from the instructor
Emergency Preparedness/Course Continuity Explanation:
In case of emergency, and travel to campus is difficult, USC executive leadership will announce an electronic way for
instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and
other technologies.
Important Numbers
Center for Management Communication
213-740-0627
USC Emergencies
213-740-4321
USC Emergency Info Line
213-740-9233
USC Information Line
213-740-2311
Blackboard Address https://blackboard.usc.edu
Blackboard
All class assignments, announcements, and additional course materials will be posted on Blackboard. You should
regularly check for any new announcements or postings.
Return of Graded Assignments
All assignments will require a minimum ten-day grading period. Professor Little will expedite the grading process as
quickly as possible.
Policy Regarding Late Assignments
In business, you are expected to complete your projects on time. If an assignment is due, it must arrive on time (in the
classroom or in my mailbox), regardless of whether you are able to attend class.
Technology Use: Please note that communication devices such as cell phones and tablets which are capable of sending
and or receiving electronic communication and all entertainment devices such as iPods or other MP3 players are to be
turned off and kept off throughout the class session. Receiving or sending communication during class disrupts the
learning environment. Laptops can be used only with the express permission of the professor. When you are permitted
to use your laptop for note-taking, Internet connections are prohibited. There will be no use of laptops during
examinations.
Students with Disabilities
Any student requesting academic accommodations based on a disability is required to register with Disability Services
and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP.
Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open
8:30am-5:00pm, Monday through Friday. To contact the DSP office, call (213) 740-0776.
COURSE STRATEGY
You should consider BUCO 333 as a microcosm of the world – in the sense that the class represents the “coming
together” of a diverse group of people who are charged with accomplishing a number of tasks. Thus, our goal is to
develop strategies to successfully manage diversity in the personal, cultural, social, historical, economic, and political
contexts that inform our local and global societies. We believe such strategies are critical to effective leadership and
essential for organizational effectiveness. Since leaders are charged with communicating inclusively, creating
productive teams, identifying and resolving conflict, and making sound decisions, they must learn how to successfully
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guide and value a diverse workforce. It is our hope that you will emerge from BUCO 333 as an informed and skilled
future leader.
COURSE REQUIREMENTS
For the duration of the semester, we will function as teams of organizational consultants who are responsible for
identifying the knowledge, motivations, and skills that foster competence and leadership in managing a diverse
workforce.
Major assignments for this course are listed below and posted on Blackboard. Additional assignments and all in-class
exercises and homework are at the discretion of Professor Little. See the list of Major Assignment Due Dates.
Requirements for Foundations/Awareness Component
Personal Cultural Analysis: You will research your own culture, ethnicity, and race, and write a three-page paper in
which you discuss your cultural background and history. You will make a brief oral presentation to the class.
Cultural Interactions: To gain an opportunity to engage and learn about different cultures, you will observe and
participate in two cultural activities. For each of these experiences, you will write a summary and reflection paper
sharing your thoughts and insights gained and what we can learn about diversity, equity and inclusion both socially and
in business.

Museum of Tolerance Visit: You will visit the Museum of Tolerance and choose an exhibit to discuss how it
addresses diversity, equity, inclusion, and conflict.

Shane’s Inspiration: On Sunday, September 21, 2014 we will attend and volunteer for the Shane’s Inspiration
5K walk and roll at Griffith Park.
Requirements for Critical Studies/Understanding Component
Souljourners, Diversity in the Workplace Analysis and Informational Interview: Partner with Joint Educational Project
to examine the role of religion in cultural and organizational diversity contexts. Explore disparate experiences via
research and cultural interactions. You will also research various industries and companies to identify current diversity
and equity leadership positions and organizational departments that address the strategic and practical implementation
of diversity practices and policies and conduct an informational interview with an organizational leader.
Exam: At the end of the semester, you will be given an exam to assess your knowledge, awareness, and understanding
of the critical concepts discussed in class.
Requirements for Competencies/Action Component
Group Organizational Diversity and Inclusion Analysis: As a group, you will identify a Fortune 500 company to
research and assess their organizational diversity and inclusion efforts. Your final deliverable will discuss the nature of
the organization, its history, customer and workplace diversity, and key initiatives addressing diversity and inclusion.
GRADING:
Points
Personal Cultural Analysis and Presentation
Souljourners Organizational Assessment/Informational Interview
Shane’s Inspiration
Museum of Tolerance
Exam
Group Organizational Diversity and Inclusion Analysis
Total
100%
40
40
35
35
75
75
300
****
Academic Dishonesty: Cheating and plagiarism are grounds for an automatic “F” in the course. This includes
submitting someone else’s work (in whole or part) as your own, failing to document sources, and presenting “grossly
edited” work that does represent your writing. For more information on the University’s sanctions, see http://webapp.usc.edu/scampus/). For an overview of the University’s policies concerning academic integrity, including what
constitutes plagiarism, see http://breeze.usc.edu/academicintegrity.
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Course Outline
PART I: FOUNDATIONS/AWARENESS
Week 1:
8/268/28
INTRODUCTION: CONCEPTUALIZING DIVERSITY
General introduction to the course; Distribute and discuss syllabus and course policies.
Examines the organization as a diverse environment and the ethical dimensions of diversity.
Readings:
D C: Chs. 1,2 & 5
Blackboard: Course Documents
The Business Case for Diversity
Federal Laws Prohibiting Job Discrimination…
Films: The Office; Skin Deep
Discussion:
1. What is diversity? What is equity?
2. Is there a need for diversity in the workplace? Why? Why Not?
3. What is the importance and role of communication in a diverse world?
Week 2:
9/29/4
DIVERSITY, EQUITY, AND INCLUSION: MAKING THE BUSINESS CASE
Understanding the “Business Case for Diversity.” What are the strategic issues surrounding diversity,
equity, and inclusion in the workplace?
Readings:
D C: Chapters 1, 2 &5 continued
Blackboard: Course Documents
The Business Case for Diversity
USC’s Financial Business Services Supplier Diversity webpage:
https://fbs.usc.edu/depts/diversity
Discussion:
1. What is the “business case for diversity”?
2. What is workplace diversity? Customer diversity? Supplier diversity?
3. What, if any, is the relationship between organizational effectiveness, leadership and managing
diversity?
4. What, if any, are the ethical dimensions of diversity—socially, organizationally, globally?
Week 3:
9/99/11
DIVERSITY, EQUITY, AND INCLUSION: MAKING THE BUSINESS CASE. Continued
Examines the role of leadership in valuing and achieving strategic diversity, equity, and inclusion
goals.
Readings:
D C: Chapter 8
Discussion:
1. What is leadership? What is diversity-conscious leadership?
2. What are the core skills of culturally competent, diversity-conscious leaders?
3. Is diversity-conscious leadership an attempt to be politically correct?
Week 4:
9/169/18
FOUNDATIONS/AWARENESS: HISTORICAL AND LEGAL PRECEDENTS
Examines historical and legal precedents of systemic oppression and conflict that undergird managing
diversity in the working world; Examines the differences between Affirmative Action, Equal
Employment Opportunity Laws, and Diversity.
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Readings:
Blackboard: Course Documents
Affirmative Action: History and Rationale
University of California v. Bakke
University of Michigan Cases: Gratz and Hamacher v. Bollinger
Grutter v. Bollinger et al.
Fisher v. University of Texas
Film:
The Shadow of Hate
Discussion:
1. What are some of the historical and social underpinnings of systemic oppression that inform
diversity in the working world?
2. In what ways have some of the historical and social underpinnings of systemic oppression
permeated the working world?
3. What are the historical and legal precedents for diversity practices?
4. What is the difference between Affirmative Action, Equal Employment Opportunity Laws,
diversity, and multiculturalism?
Due: Experiential Learning Center: September 16, 2014 (Meet in Bridge Hall ELC)
Due: Shane’s Inspiration 5K Walk: Sunday, September 21, 2014 (Griffith Park)
Week 5:
9/239/25
FOUNDATIONS/AWARENESS: STEREOTYPING, PREJUDICE AND DISCRIMINATION
DEVELOPING DIVERSITY CONSCIOUSNESS
Examines various dimensions of difference that influence individual and group identities in the
working world, especially variables attributable to diversity, (including race, gender, class, ethnicity,
national origin, culture, religion, age, education, sexual orientation, etc.). Discuss leadership
strategies for achieving diversity consciousness.
Readings:
D C: Chapters 3-4
Additional reading:
http://info.marshall.usc.edu/faculty/critthink/Supplemental%20Material/Reducing%20Bias.pdf
http://info.marshall.usc.edu/faculty/critthink/Supplemental%20Material/Evaluating%20Claims%20E
vidence%20%20%20Risks.pdf
Discussion:
1 What communication strategies are useful in minimizing stereotyping?
2 How does stereotyping affect business practices such as marketing?
3. How is prejudice communicated and enacted in the workplace?
4. What are some specific communication strategies that are useful for detecting and
undermining discriminatory practices?
Films: Blue-eyed
Crash
Due: Personal Cultural Analysis and Artifact Presentation, September 23th & 25th, 2013
Week 6:
9/3010/2
FOUNDATIONS/AWARENESS: STEREOTYPING, PREJUDICE AND DISCRIMINATION
DEVELOPING DIVERSITY CONSCIOUSNESS (Continued)
Examines various dimensions of difference that influence individual and group identities in the
working world, especially variables attributable to diversity, (including race, gender, class, ethnicity,
national origin, culture, religion, age, education, sexual orientation, etc.). Discuss leadership
strategies for achieving diversity consciousness.
Readings:
D C: Chapters 3-4
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Discussion:
1. What communication strategies are useful in minimizing stereotyping?
2. How does stereotyping affect business practices such as marketing?
3. How is prejudice communicated and enacted in the workplace?
4. What are some specific communication strategies that are useful for detecting and
undermining discriminatory practices?
Films: Blue-eyed
Crash
PART II: CRITICAL STUDIES/UNDERSTANDING: CAN WE ALL GET ALONG?
Week 7:
10/710/9
RACE, ETHNICITY, AND “WHITENESS”: EXAMINING HISTORY
Examines the historical, cultural, political and economic aspects of “race.” Discusses the notion of
“whiteness” and its relationship to the discussion of diversity.
Readings:
Blackboard: Course Documents
History of Racism and Immigration Timeline
The Social Construction of Race
Becoming Hispanic
Racial Formation
How White People Became White
The Model Minority
How Jews Became White Folks
*Additional readings on current issues may be assigned
Discussion:
1. What are the historical constructions of race?
2. What is the notion of “whiteness” and its relationship to understanding diversity?
Film: Eyes on the Prize
Due: Shane’s Inspiration Cultural Interaction Reflection, October 7, 2014
Week 8:
10/710/9
GENDER: IS THE GLASS CEILING A MIRAGE?
Examines some of the ways in which gender issues affect diversity competency.
Examines how the notion of the "glass ceiling" has been a symbolic representation of gender
discrimination in the workplace.
Readings:
D C: Chapter 7
Blackboard: Course Documents
The Glass Ceiling: An Introduction
Timeline of Key Events in Women’s History
The Equal Pay Act of 1963
The Glass Ceiling Act (Title II of Civil Rights Act of 1991)
The Lily Ledbetter Fair Pay Act of 2009
The Equal Employment Opportunity Act (1972) -Amendment for Sexual Harassment
Title IX of the Education Amendments of 1972
Title IX: A Sea Change in Gender Equity in Education
Facts About Pregnancy Discrimination
Facts About Sexual Harassment
Gender Equity in the USC Athletics Department
Shall Women Be Equal Before the Law
The Power of Talk…
Film: Nine For IX: Venus Vs.
Discussion:
1. Does the “glass ceiling” actually exist? If so, to what extent?
2. What are some of the popularized perceptions of gender discrimination?
3. Is there a need for diversity based on gender?
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4.
Week 8:
10/1410/16
How are these differences enacted and communicated?
GENDER: IS THE GLASS CEILING A MIRAGE?, continued
Gender and leadership; Communication styles in the workplace.
Readings:
Blackboard: Course Documents
Additional readings:
http://info.marshall.usc.edu/faculty/critthink/Supplemental%20Material/TacklingCaseAnalysis
.pdf
Film: Nightline: Gender and Communication
Discussion:
1. Does the “glass ceiling” actually exist? If so, to what extent?
2. What are some of the popularized perceptions of gender discrimination?
3. Is there a need for diversity based on gender?
4. How are these differences enacted and communicated?
Due: Souljourner, Diversity in the Workplace Analysis and Informational Interview, October
16, 2014
Week 9:
10/2110/23
SEXUAL ORIENTATION
Examines some of the ways in which sexual orientation is an organizational
diversity and equity issue.
Readings:
History Timeline: Transitions in Western Perspectives on Same-Sex Sexuality
Facts About Discrimination based on Sexual Orientation…
Contradictions and Mixed Messages…
NCLR: The California Domestic Partnership Law
Don’t Ask, Don’t Tell (Original Policy, 1993)
Don’t Ask, Don’t Tell Repeal Act of 2010
Film: The Life and Times of Harvey Milk (88 minutes)
Discussion:
1. Have most organizations adopted a "Don't ask, Don't tell" policy”
2. For organizations, what are some of the consequences of “asking and telling”?
3. How have various organizations and industries dealt with a complex compendium of social
perspectives surrounding sexual orientation?
Week 10:
10/2810/30
AGEISM, SOCIAL CLASS, RELIGION, PHYSICAL AND MENTAL ABILITY
Examines organizational issues surrounding age, class, and religious discrimination, and
Examines the influence of the Americans with Disabilities Act on the working world.
Readings:
Blackboard: Course Documents
Abelism Timeline
Americans With Disabilities Act of 1990
Americans with Disabilities Act Amendments Act of 2008
The Americans with Disabilities Act: A Primer for Small Business
Questions & Answers About Persons with Intellectual Disabilities in the Workplace…
The Genetic Information Non-Discrimination Act of 2008 (GINA)
Film: When Billy Broke His Head
Discussion:
1. From a communications perspective, what are some of the social practices that foster ageism in
the working world?
2. Why is social class a variable of workplace diversity?
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3.
What are some communication strategies for managing ageism, classism, and religious
discrimination?
4. What are some of the ways in which organizations have adopted the Americans with
Disabilities Act?
5. What are some of the continuing challenges to complying with the spirit of the Americans
with Disabilities Act?
Due: Museum of Tolerance Cultural Interaction Reflection, October 30, 2014
Week 11:
11/411/6
THE GLOBAL MARKETPLACE: INTERNATIONAL BUSINESS
Examines the global marketplace as a diverse environment and discusses the core knowledge, skills,
and abilities needed to lead in an ever-changing and evolving global world.
Readings:
D C: Chapter 7
Blackboard: Course Documents
Defining Diversity in a Global Context
Managing A Diverse Workforce in the Global Context
Discussion:
1. What are some of the challenges of “thinking globally” and “acting locally”?
2. Why is globalization a diversity, equity, and inclusion issue?
3. What are specific organizational strategies for navigating and leveraging a global workforce?
4. How has technology impacted diversity and globalization?
Week 12:
11/1111/13
THE GLOBAL MARKETPLACE: INTERNATIONAL BUSINESS (Continued)
Understanding Organizational Diversity, Equity, and Inclusion Strategies
PART III: ACTION: ORGANIZATIONAL VISION— ACHIEVING DIVERSITY COMPETENCY
Week 13:
11/1811/20
DEMONSTRATING DIVERSITY COMPETENCY
Due: Exam, November 18, 2014
Organizational Assessment and group projects
Week 14:
11/2511/27
DEMONSTRATING DIVERSITY COMPETENCY
Due: Final group presentations and written deliverable, November 25, 2014
Thanksgiving Holiday: November 27, 2014
Week 15:
12/212/4
COURSE SUMMARY
Course Summary
PLEASE NOTE: This syllabus is our contract for the semester. However, because students have different learning
styles, I reserve the right to adjust the syllabus. Remember that flexibility is a virtue, especially in a professional
setting. Various circumstances, including, class needs and unforeseen emergencies may necessitate changes.
Thus, if I determine that the class needs more (or less) emphasis on a particular area, I will adjust the syllabus
accordingly, to the extent that I am allowed to do so within the constraints of the overall objectives for BUCO 333.
Welcome to the class!!!
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